Humphrey Clinker, to illustrate a passage in his theme. He felt from that time forth that the keys of knowledge were confided to him, and, in proof of this, his own little library, and those in the "studies" of many of his neighbours, shortly doubled their numbers. French, German, and mathematics, were encouraged by forming distinct classes on these subjects, and by conferring for high standing in them some of the privileges as to exemption from fagging, which previously had only attached to a similar standing in classics. Modern history was also introduced as a recognised branch of school study. The advantage of this was, that many of the boys, who, from deficient early training or peculiar turn of mind, were unable to bring themselves to proficiency in the regular Latin and Greek course of the school, and consequently were idle and listless, found other and more congenial paths in which intelligence and application would still meet with their reward. By these simple means, now generally adopted in classical schools, but up to that time supposed to be incompatible with high accomplishments in classical learning, the standard of intelligence and information was incalculably raised, and the school, as a place of education in its wider sense, became infinitely more efficient. We should have stated that Dr. Arnold's skill as a teacher was unrivalled; he imparted a living interest to all he touched, to be attributed mainly to his habit of illustrating ancient events by "modern instances." Thus, Thucydides and Napier were compared almost page by page; thus the "High Church party" of the Jews was pointed to as a type of "the Tories." By means of his favourite topic, physical geography, he sought to bring the actual theatre of events before his pupils. Thus he would describe (when living at Laleham), the Vatican and Janiculum hills of Rome, as being "like the hills on the right bank of the Thames behind Chertsey;" the Monte Marie as being "about the height and steepness of Cooper's Hill," and "having the Tiber at the foot of it like the Thames at Anchorwick." To philology even, the deadly science of dead languages, and the great business of public schools, he contrived to impart life by continually pointing out its bearing on the history of the races of mankind. The interest thus given to study was something before unknown in schools.