clergyman, obtained for him the appointment of master of a charity school in Shrewsbury, and introduced him to a distinguished Oriental scholar. These friends supplied him with books, and Lee successively mastered Arabic, Persic, and Hindostanee. He continued to pursue his studies while on duty as a private in the local militia of the county; gradually acquiring greater proficiency in languages. At length his kind patron, Dr. Scott, enabled Lee to enter Queen’s College, Cambridge; and after a course of study, in which he distinguished himself by his mathematical acquirements, a vacancy occurring in the professorship of Arabic and Hebrew, he was worthily elected to fill the honourable office. Besides ably performing his duties as a professor, he voluntarily gave much of his time to the instruction of missionaries going forth to preach the Gospel to eastern tribes in their own tongue. He also made translations of the Bible into several Asiatic dialects; and having mastered the New Zealand language, he arranged a grammar and vocabulary for two New Zealand chiefs who were then in England, which books are now in daily use in the New Zealand schools. Such, in brief, is the remarkable history of Dr. Samuel Lee; and it is but the counterpart of numerous similarly instructive examples of the power of perseverance in self-culture, as displayed in the lives of many of the most distinguished of our literary and scientific men. There are many other illustrious names which might be cited to prove the truth of the common saying that “it is never too late to learn.” Even at advanced years men can do much, if they will determine on making a beginning. Sir Henry Spelman did not begin the study of science until he was between fifty and sixty years of age. Franklin was fifty before he fully entered upon the study of Natural Philosophy. Dryden and Scott were not known as authors until each was in his fortieth year. Boccaccio was thirty-five when he commenced his literary career, and Alfieri was forty-six when he began the study of Greek. Dr. Arnold learnt German at an advanced age, for the purpose of reading Niebuhr in the original; and in like manner James Watt, when about forty, while working at his trade of an instrument maker in Glasgow, learnt French, German, and Italian, to enable himself to peruse the valuable works on mechanical philosophy which existed in those languages. Thomas Scott was fifty-six before he began to learn Hebrew. Robert Hall was once found lying upon the floor, racked by pain, learning Italian in his old age, to enable him to judge of the parallel drawn by Macaulay between Milton and Dante. Handel was forty-eight before he published any of his great works. Indeed hundreds of instances might be given of men who struck out an entirely new path, and successfully entered on new studies, at a comparatively advanced time of life. None but the frivolous or the indolent will say, “I am too old to learn.” {354}