When Rowland Hill was seven years old a great change took place in the family life. His mother had always thought very highly of her husband’s powers and learning. She knew that he was fit for some higher kind of work than any he had hitherto done. She longed, moreover, to procure for her children a better education than any that then seemed likely to be within their reach. One of their friends, Mr. Thomas Clark, kept a school in Birmingham, of which he was willing to dispose. He also had been a member of Dr. Priestley’s congregation, and in the midst of the riots had shown great courage. “Church and King” had been the cry of the mob, and “Church and King” chalked on the house-door was no small safeguard against its fury. Some friendly hand had written these words on the door of the schoolmaster’s house. As soon as he saw them he at once rubbed them out. With this brave and upright man Thomas Hill became in later years closely connected by marriage. His elder daughter married one of Mr. Clark’s sons. Mrs. Hill persuaded her husband to give up his business in Wolverhampton, and to buy the school. They removed it to a convenient house called Hill Top, on the outskirts of Birmingham. Here Rowland passed the next sixteen years of his life. Here— “His parents, with their numerous offspring, dwelt, A virtuous household, though exceeding poor! Pure livers were they all, austere and grave.” The purchase-money must have been paid off by instalments. I have before me, as I write, a card of the terms. The charges were moderate. Day-scholars paid four guineas or five pounds a year, and boarders twenty guineas or twenty-five guineas, according to age. The address that the new schoolmaster published is somewhat curious. It is as follows:— ADDRESS. “T. Hill, sensible of the severe responsibility attached to the office of a public preceptor, resolves, if entrusted with that charge, to devote himself to the duties of it with assiduity, perseverance, and concentrated attention, as indispensable to reputation and success. To ensure the co-operation of his pupils, he will make it his study to excite their reasoning powers, and to induce in them habits of voluntary application; for this purpose, varying the ordinary course of instruction, and, as occasion shall offer, drawing their attention to subjects more particularly fitted to interest their feelings; he will always endeavour, by kindness and patience, firmness and impartiality to secure for himself their affection and esteem. And as he aspires to exhibit models of education, possessing higher excellencies than mechanical dexterity or mere intellectual acuteness; his anxious aim will be to make instruction in art and science, the culture of the understanding, and of the physical powers, subservient to the nobler intention of fostering and maturing the virtues of the heart.”