his merits in those days, are long since over, ungrateful were we if we should refuse our testimony to that unwearied assiduity with which he attended to the particular improvement of each of us. Had we been the offspring of the first gentry in the land, he could not have been instigated by the strongest views of recompense and reward to have made himself a greater slave to the most laborious of all occupations than he did for us sons of charity, from whom, or from our parents, he could expect nothing. He has had his reward in the satisfaction of having discharged his duty, in the pleasurable consciousness of having advanced the respectability of that institution to which, both man and boy, he was attached; in the honors to which so many of his pupils have successfully aspired at both our Universities; and in the staff with which the Governors of the Hospital, at the close of his hard labors, with the highest expressions of the obligations the school lay under to him, unanimously voted to present him. I have often considered it among the felicities of the constitution of this school, that the offices of steward and school-master are kept distinct; the strict business of education alone devolving upon the latter, while the former has the charge of all things out of school, the control of the provisions, the regulation of meals, of dress, of play, and the ordinary intercourse of the boys. By this division of management, a superior respectability must attach to the teacher, while his office is unmixed with any of these lower concerns. A still greater advantage over the construction of common boarding-schools is to be found in the settled salaries of the masters, rendering them totally free of obligation to any individual pupil, or his parents. This never fails to have its effect at schools where each boy can reckon up to a hair what profit the master derives from him, where he views him every day in the light of a caterer, a provider for the family, who is to get so much by him in each of his meals. Boys will see and consider these things; and how much must the sacred character of preceptor suffer in their minds by these degrading associations! The very bill which the pupil carries home with him at Christmas, eked out, perhaps, with elaborate though necessary minuteness, instructs him that his teachers have other ends than the mere love to learning, in the lessons which they give him; and though they put into his hands the fine sayings of Seneca or Epictetus, yet they themselves are none of those disinterested pedagogues to teach philosophy _gratis_. The master, too, is sensible that he is seen in this light; and how much this must lessen that affectionate regard to the learners which alone can sweeten the bitter labor of instruction, and convert the whole business into unwelcome and uninteresting task-work, many preceptors that I have conversed with on the subject are ready, with a sad heart, to acknowledge.