Dr. Arnold, from the day on which he first took charge of the school, adopted the course which he ever after adhered to, of treating the boys like gentlemen and reasonable beings. Thus, on receiving from an offender an answer to any question he would say, "If you say so, of course I believe you," and on this he would act. The effect of this was immediate and remarkable; the better feeling of the school was at once touched; boys declared, "It is a shame to tell Arnold a lie, because he always believes you;" and thus, at one bold step, the axe was put to the root of the inveterate practice of lying to the master, one of the curses of schools. In pursuance of the same views, when reprimanding a boy, he generally took him apart and spoke to him in such a manner as to make him feel that his master was grieved and troubled at his wrong-doing; a quakerlike simplicity of mien and language, a sternness of manner not unmixed with tenderness, and a total absence of all "don-ish" airs, combined to produce this effect. Nor were his personal habits without their effect. The boys saw in him no outward appearance of a solemn pedagogue or dignified ecclesiastic whom it was a temptation to dupe, or into whose ample wig javelins of paper might with impunity be darted; but a spare active determined man, six feet high, in duck trousers, a narrow-brimmed hat, a black sailor's handkerchief knotted round his neck, a heavy walking-stick in his hand,--a strong swimmer, a noted runner; the first of all the masters in the school-room on the winter mornings, teaching the lowest class when it was his turn with the same energy which he would have thrown into a lecture to a critical audience, listening with interest to an intelligent answer from the smallest boy, and speaking to them more like an elder brother than the head master. {67} They soon perceived that they had to deal with a man thoroughly in earnest, acute, active, and not easily deceived; that he was not only a scholar but a gentleman, who expected them to behave as the sons of gentlemen themselves. Their attention was awakened, and, although their fears were somewhat excited, their sympathies and interest were at the same time aroused. This was a good commencement; but Arnold was ready with other means no less effectual for engaging their thoughts. He opened out to them at once "fresh fields and pastures new," in the domain of knowledge; he established periodical examinations, at which (if a tolerable proficiency in the regular studies was displayed) a boy might offer to be examined in books on any subject he might prefer, and prizes were awarded accordingly. The offer was eagerly seized; modern history, biography, travels, fiction, poetry, were sought after; the habit of general reading was created, and a new intellectual activity pervaded the school. The writer well remembers the effect produced on him when he heard that Arnold had lent one of the boys