six horses when he went abroad. New it was in having undergraduates as well as graduates on the foundation, and providing for the training of the youth during the whole interval between school and the highest University degree. Even further back than the time of admittance to the University, stretched the care of the reformer of education. The most important novelty of all, perhaps, in his creation, was the connection between his College and the school which he founded at Winchester, his cathedral city, to feed his College with a constant supply of model Scholars. This was the first of those great Public Schools which have largely moulded the character of the ruling class in England. The example was followed by Henry VI. in connecting King's College, Cambridge, with Eton, and would have been followed by Wolsey had he carried out his design of connecting Cardinal College with his school at Ipswich. From the admission of an undergraduate element into the College it naturally followed that there should be instruction of the juniors by the seniors, and superintendence of study within the College walls. This was yet another novelty, and Wykeham seems to have had an additional motive for adopting it in the low condition of the University Schools, from the exercises of which attention had perhaps been diverted by the religious movement. In the careful provision for the study of Grammatica, that is, the elements of Latin, we perhaps see a gleam of the Renaissance, as the style of the buildings belonging to the last order of mediæval architecture indicates that the Middle Age was hastening to its close. But it was one of Wykeham's objects to strengthen the orthodox priesthood in a time of revolutionary peril. Ten of his Fellows were assigned to the study of civil, ten to that of canon, law. Two were permitted to study medicine. All the rest were to be theologians. The Founder was false to his own generous design in giving a paramount and perpetual preference in the election of Fellows to his own kin, who, being numerous, became at length a fearful incubus on his institution. It is not likely that his own idea of kinship was unlimited, or extended beyond the tenth degree. All the Fellows and Scholars were to be poor and indigent. This was in unison with the mediæval spirit of alms-giving as well as with the mediæval theory of poverty as a state spiritually superior, held, though not embodied, by wealthy prelates. Study, not teaching, it is always to be remembered, was the principal duty of those who were to eat the Founder's bread. * * * * * [Illustration: MAGDALEN COLLEGE, FROM STREET.]