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 their old friends, and compelled to take up new subjects which to many of them seem strange, outlandish, if not repulsive. Strange alphabets, strange languages, strange names, strange literatures and laws have to be faced, 'to be got up' as it is called, not from choice, but from dire necessity. The whole course of study during two years is determined for them, the subjects fixed, the books prescribed, the examinations regulated, and there is no time to look either right or left, if a candidate wishes to make sure of taking each successive fence in good style, and without an accident.

I know quite well that this cannot be helped. I am not speaking against the system of examinations in general, if only they are intelligently conducted; nay, as an old examiner myself, I feel bound to say that the amount of knowledge produced ready-made at these examinations is to my mind perfectly astounding. But while the answers are there on paper, strings of dates, lists of royal names and battles, irregular verbs, statistical figures and whatever else you like, how seldom do we find that the heart of the candidates is in the work which they have to do. The results produced are certainly most ample and voluminous, but they rarely contain a spark of original thought, or even a clever mistake. It is work done from necessity, or, let us be just, from a sense of duty, but it is seldom, or hardly ever, a labour of love.

Now why should that be? Why should a study of Greek and Latin, of the poetry, the philosophy, the laws and the art of Greece and Italy, seem congenial to us, why should it excite even a certain enthusiasm, and command general respect, while a