Proceeding therefore after the model of a Tyburn biography, which being an ancient as well as popular form is likely to be the best,—we come after birth and parentage to education. “That the world from Babel was scattered into divers tongues, we need not other proof,” says a grave and good author, “than as Diogenes proved that there is motion,—by walking;—so we may see the confusion of languages by our confused speaking. Once all the earth was of one tongue, one speech and one consent; for they all spake in the holy tongue wherein the world was created in the beginning. But _pro peccato dissentionis humanæ_ (as saith St. Austin,)—for the sin of men disagreeing,—not only different dispositions but also different languages came into the world.—They came to Babel with a disagreeing agreement; and they came away punished with a speechless speech. They disagree among themselves, while every one strives for dominion. They agree against God in their _Nagnavad lan Liguda_,—we will make ourselves a rendezvous for idolatry. But they come away speaking to each other, but not understood of each other; and so speak to no more purpose than if they spake not at all. This punishment of theirs at Babel is like Adam's corruption, hereditary to us; for we never come under the rod at the Grammar School, but we smart for our ancestor's rebellion at Babel.” Light lie the earth upon the bones of Richard Guy, the Schoolmaster of Ingleton! He never consumed birch enough in his vocation to have made a besom; and his ferule was never applied unless when some moral offence called for a chastisement that would be felt. There is a closer connection between good-nature and good sense than is commonly supposed. A sour ill-tempered pedagogue would have driven Daniel through the briars and brambles of the Grammar and foundered him in its sloughs; Guy led him gently along the green-sward. He felt that childhood should not be made altogether a season of painful acquisition, and that the fruits of the sacrifices then made are uncertain as to the account to which they may be turned, and are also liable to the contingencies of life at least, if not otherwise jeopardized. “_Puisque le jour peut lui manquer, laissons le un peu jouir de l'Aurore!_” The precepts which warmth of imagination inspired in Jean Jacques was impressed upon Guy's practice by gentleness of heart. He never crammed the memory of his pupil with such horrific terms as Prothesis, Aphæresis, Epenthesis, Syncope, Paragoge, and Apocope; never questioned him concerning Appositio, Evocatio, Syllepsis, Prolepsis, Zeugma, Synthesis, Antiptosis, and Synecdoche; never attempted to deter him (as Lily says boys are above all things to be deterred) from those faults which Lily also says, seem almost natural to the English,—the heinous faults of Iotacism, Lambdacism, (which Alcibiades affected,)—Ischnotesism, Trauli'sm and Plateasm. But