And as to the character of the teaching at school, how can it be otherwise than authoritative or dogmatic? The Socratic method is very good if we can find the _viri Socratici_ and leisure for discussion. But at school, which now may seem to be called almost in mockery σχολή, or leisure, the true method is, after all, that patronized by the great educators of the seventeenth and eighteenth centuries. Boys at school must turn their mind into a row of pigeon-holes, filling as many as they can with useful notes, and never forgetting how many are empty. There is an immense amount of positive knowledge to be acquired between the ages of ten and eighteen--rules of grammar, strings of vocables, dates, names of towns, rivers, and mountains, mathematical formulas, &c. All depends here on the receptive and retentive powers of the mind. The memory has to be strengthened, without being overtaxed, till it acts almost mechanically. Learning by heart, I believe, cannot be too strongly recommended during the years spent at school. There may have been too much of it when, as the Rev. H. C. Adams informs us in his "Wykehamica" (p. 357), boys used to say by heart 13,000 and 14,000 lines, when one repeated the whole of Virgil, nay, when another was able to say the whole of the English Bible by rote:--"Put him on where you would, he would go fluently on, as long as any one would listen." No intellectual investment, I feel certain, bears such ample and such regular interest as gems of English, Latin, or Greek literature deposited in our memory during our childhood and youth, and taken up from time to time in the happy hours of our solitude.