In the light of these adverse criticisms it is interesting to note the statutorial view as to the ideal tutor. According to Amhurst, who quoted statute (_d_), it was ordained that “no person shall be a tutor who has not taken a degree in some faculty, and is not (in the judgment in the head of the college or hall to which he belongs) a man of approv’d learning, probity and sincere religion.” But can these requirements be called sufficient if the hundreds of tutors against whom their pupils flung accusations of slackness, drunkenness, and other hobbies, all satisfied them? _The Loiterer_, evidently with this insufficent statute in mind, made some very intelligent remarks _à propos_ of this question. “Scarce any office,” he wrote, “demands so many different requisites in those who would fill it properly, as that of a college Tutor, and in none perhaps is propriety of Choice so little attended to. The Tutor of a College goes off to a Living, dies of an Apoplexy, or is otherwise provided for; a Successor must be found; and as few who have better prospects chuse to undertake so disagreeable an office, the Society is sometimes under the necessity of appointing a person, who is no further qualified for it than by the possession of a little classical, or mathematical information. With this slender stock of knowledge, and without any acquaintance with the World or any insight into Characters, He enters on his office with more Zeal than Discretion, asserts his own opinions with arrogance and maintains them with obstinacy, calls Contradiction, Contumacy, and Reply, Pertness, and deals out his Jobations, Impositions, and Confinements, to every ill-fated Junior who is daring enough to oppose his sentiments, or doubt his opinions. The consequence of this is perfectly natural. He treats his pupils as Boys and they think him a Brute. From that moment all his power of doing good ceases; for we learn nothing from him, who has forfeited our confidence. Such is the Portrait of what Tutors too often are, might I be indulged in pointing out what they _should_ be, very different would be the Character I should sketch. I would draw him modest in his disposition, mild in his temper, gentle and insinuating in his address; scarce less a man of the world than a man of letters. His Classic Knowledge (though far above mediocrity) should be the least of his acquirements; General Knowledge should be his forte, and the application of it to general purposes his aim. He should not only improve those under his care in his publick lectures, but should endeavour at least to direct them in their private studies; he should encourage them to read, and should teach them to read with taste.”