I have often heard Coleridge express regret that he had not cultivated mathematics, which he believed would have been of important use in life, particularly had he arrived so far as to have mastered the higher calculus; but he was, by an oversight of the mathematical master, stopped on the threshold. When he was commencing Euclid, among some of its first axioms came this:--"A line is length without breadth." "How can that be?" said the scholar, (Coleridge); "A line must have some breadth, be it ever so thin." This roused the master's indignation at the impertinence of the scholar, which was instantly answered by a box on the ear, and the words, hastily uttered, "Go along, you silly fellow;" and here ended his first tuition, or lecture. His second efforts afterwards were not more successful; so that he was destined to remain ignorant of these exercises of the logic of the understanding.[A] Indeed his logical powers were so stupendous, from boyhood, as never to require such drilling. Bowyer, his classical master, was too skilful in the management of youth, and too much interested in the success of his scholars to overlook what was best fitted for them. He exercised their logical powers in acquiring and comparing the different classics. On him, as a teacher, Coleridge loved to dwell; and, with his grateful feelings, ever ready to acknowledge the sense of his obligations to him, particularly those relating to his mental improvement, he has, in his Biog. Lit. vol. i. p. 7, expressed himself in these words: "He early moulded my taste to the preference of Demosthenes to Cicero, of Homer and Theocritus to Virgil, and again of Virgil to Ovid. He habituated me to compare Lucretius, (in such extracts as I then read,) Terence, and, above all, the chaster poems of Catullus, not only with the Roman poets of the, so called, silver and brazen ages; but with even those of the Augustan æra: and, on grounds of plain sense and universal logic, to see and assert the superiority of the former in the truth and nativeness, both of their thoughts and diction. At the same time that we were studying the Greek tragic poets, he made us read Shakespeare and Milton as lessons; and they were lessons too, which required most time and trouble to 'bring up' so as to escape his censure. I learnt from him that Poetry, even that of the loftiest, and, seemingly wildest odes, had a logic of its own, as severe as that of science; and more difficult, because more subtle, more complex, and dependent on more, and more fugitive causes."