The best teachers have been the readiest to recognize the importance of self-culture, and of stimulating the student to acquire knowledge by the active exercise of his own faculties. They have relied more upon _training_ than upon telling, and sought to make their pupils themselves active parties to the work in which they were engaged; thus making teaching something far higher than the mere passive reception of the scraps and details of knowledge. This was the spirit in which the great Dr. Arnold worked; he strove to teach his pupils to rely upon themselves, and develop their powers by their own active efforts, himself merely guiding, directing, stimulating, and encouraging them. “I would far rather,” he said, “send a boy to Van Diemen’s Land, where he must work for his bread, than send him to Oxford to live in luxury, without any desire in his mind to avail himself of his advantages.” “If there be one thing on earth,” he observed on another occasion, “which is truly admirable, it is to see God’s wisdom blessing an inferiority of natural powers, when they have been honestly, truly, and zealously cultivated.” Speaking of a pupil of this character, he said, “I would stand to that man hat in hand.” Once at Laleham, when teaching a rather dull boy, Arnold spoke somewhat sharply to him, on which the pupil looked up in his face and said, “Why do you speak angrily, sir? _indeed_, I am doing the best I can.” Years afterwards, Arnold used to tell the story to his children, and added, “I never felt so much in my life—that look and that speech I have never forgotten.” From the numerous instances already cited of men of humble station who have risen to distinction in science and literature, it will be obvious that labour is by no means incompatible with the highest intellectual culture. Work in moderation is healthy, as well as agreeable to the human constitution. Work educates the body, as study educates the mind; and that is the best state of society in which there is some work for every man’s leisure, and some leisure for every man’s work. Even the leisure classes are in a measure compelled to work, sometimes as a relief from _ennui_, but in most cases to gratify an instinct which they cannot resist. Some go foxhunting in the English counties, others grouse-shooting on the Scotch hills, while many wander away every summer to climb mountains in Switzerland. Hence the boating, running, cricketing, and athletic sports of the public schools, in which our young men at the same time so healthfully cultivate their strength both of mind and body. It is said that the Duke of Wellington, when once looking on at the boys engaged in their sports in the play-ground at Eton, where he had spent many of his own younger days, made the remark, “It was there that the battle of Waterloo was won!”