whole, we can well believe that, in the age before examinations, these intellectual trials of strength played no mean part in education, quickening the wits of Merton Fellows, if they did not encourage the cultivation of solid knowledge. It is to be hoped, no doubt, that they were preceded and supplemented by sound private tuition; but upon this, unhappily, the Merton records throw no light. It seems to be assumed in the original Statutes that Scholars of Merton, though bound to study within the House, will receive their instruction outside it. The only exception was the statutable institution of a grammar-master, who was to have charge of the students in grammar, and to whom “the more advanced might have recourse without a blush, when doubts should arise in their faculty.” This institution was treated by Archbishop Peckham as of primary importance; and he specially censures the College for practically excluding boys who had still to learn the rudiments of grammar. There is good reason to believe that John of Cornwall, who is mentioned as the first to introduce the study of English in schools, and to abandon the practice of construing Latin into French, actually held the office of grammar-master in Merton College. These Merton grammar-masters (who continued to be appointed in the sixteenth century) were probably the earliest type of College tutors--an order which inevitably developed itself at a later period, but of which the history remains to be evolved from very scanty materials. The medical lectures founded by Linacre, and the Divinity lectures founded by Bickley, in the sixteenth century, as well as the lectures delivered by Thomas Bodley on Greek, were essentially College lectures, but seem to have been professorial rather than tutorial. A College order of June 9th, 1586, the first year of Savile’s wardenship, requires the Regent-Masters to deliver twenty public lectures to the Postmasters on the Sphere or on Arithmetic, as the Warden should think fit. Probably this rule was soon neglected; and it is not until a much later period that we find the modern relation of tutor and pupil a living reality in Colleges.