And so winter and spring passed, and the summer came, and with it “breaking-time” at Eton. Mr. Provost, Mr. Harrison, and everybody else went away. The two boys, and Carew with them, spent their holidays with their sister Lettice in Sussex. It could not have been a cheerful visit, though Carew assured the Earl that there was “nothing wanting to afford a good and pleasant entertainment if my honourable Lady had not been visited with her continuall guest, griefe and melancholy.” So extremely melancholy was the Lady Lettice Goring during this visit that it made the two boys “cry often to looke upon her.” And yet they must have made a pretty pair to gladden the eyes of an invalid woman. For Mr. Perkins, the London tailor, had sent them some fine new clothes—little shirts with laced bands and cuffs, two scarlet suits without coats, and two cloth-of-silver doublets. Robert Boyle’s own recollections of Eton were written a good many years after he left it. He always remembered with gratitude the kindness of Mr. John Harrison, in whose house, in that chamber that was so long in furnishing, the two boys lived—except for some holidays at “breaking-time,” usually spent in Sussex—from October 1635 to November 1638. From the very beginning John Harrison must have recognised that in “Boyle _I_” he had no ordinary boy to deal with. He saw a “spiritay” little fellow, with a fair, amiable countenance, a slight stammer, which the child did his best to amend, and the unstudied civilities of manner of a little prince. According to Boyle himself, Mr. Harrison saw “some aptness and much willingness” in him to learn; and this chief schoolmaster resolved to teach his pupil by “all the gentlest ways of encouragement.” He began by often dispensing with his attendance at school in ordinary school hours, and taking the trouble to teach him “privately and familiarly in his own chamber.” “He would often, as it were, cloy him with fruit and sweetmeats, and those little dainties that age is greedy of, that by preventing the want, he might lessen both his value and desire of them. He would sometimes give him, unasked, play-days, and oft bestow upon him such balls and tops and other implements of idleness as he had taken away from others that had unduly used them. He would sometimes commend others before him to rouse his emulation, and oftentimes give him commendations before others to engage his endeavours to deserve them. Not to be tedious, he was careful to instruct him in such an affable, kind, and gentle way, that he easily prevailed with him to consider studying not so much as a duty of obedience to his superiors, but as a way to purchase for himself a most delightsome and invaluable good.”[45]