----------+----------+-----------+-----------+------------ | 9. | 10. | 11. | 12. +----------+-----------+-----------+------------ | | | | Monday | | |Greek Plays| Latin Prose | | | --Mr. Lang| in Hall. Tuesday | |Cicero--Mr.| | Grammar | | Henderson| | Paper. Wednesday | | |Greek Plays| Latin Prose | | | --Mr. Lang| in Hall. Thursday | Prose to |Cicero--Mr.| | Grammar | Mr. Wood | Henderson| | Paper. Friday | | |Greek Plays| Latin Prose | | | --Mr. Lang| in Hall. Saturday | |Cicero--Mr.| | Grammar | | Henderson| | Paper. ----------+----------+-----------+-----------+------------ The lectures in his books were much the same as at school, except that the undergraduates were treated with more respect than school-boys. A certain quantity was set: the men were put on in turn to translate; and general questions asked. Sometimes, if time permitted, the lecturer would translate the lesson himself when the men had finished. The grammar and prose in Hall were in the form of examination. The men were called up one by one to be shown the mistakes in the papers done on previous days, so that, with this interruption, not much more than forty minutes were left for actual writing. The prose on Thursday morning was the only tutorial link that bound Mr. Wood to his pupil, and that was, as often as not, severed by a note to the effect that Mr. Wood would be “unable to see Mr. Ross on Thursday morning.” To Frank the work seemed as nothing after the long hours of school. It never occurred to him to look ahead, and to think of Moderations; in fact, he had been told not to do so. And so he commenced, energetically it is true, going over work he already knew well enough to satisfy the examiners, listening to the marvellous mistakes of his fellow-freshmen and of those senior men who had been degraded because of failure in previous terms. He soon learnt to think nothing of hearing mistakes that would disgrace school-boys of fifteen; and to fancy that, because he regularly prepared his work and attended his lectures, he was working to the utmost extent that he could, or that was required of him. And that is how so many first terms are wasted, and boys with energy enough for eight or ten hours’ daily study drift into two or three, and often into none at all. Failure sometimes rouses them; but it is a questionable remedy, and more often demoralizes than benefits.