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 proper place. It may be an estimable entity; but it also generates 'fads' and futile enthusiasms and gushing sentimentalisms. It should not be unduly stimulated in early years, but kept in due subordination to the calm understanding occupied with positive matters of fact. The opposite view is indicated by a remark of Jowett's upon Dr. Arnold. Arnold had his weak points intellectually, says Jowett, 'but in that one respect of inspiring others with ideals, there has been no one like him in modern times.' Arnold, beyond a doubt, was an admirable person; and few cases of the value of influence as understood by Oxford men are more remarkable. Considering the shortness of his life and the limits of his position, the impression which he made upon his contemporaries is not short of surprising. To the average reader of to-day it is probably interpreted for the most part by Tom Brown's Schooldays. That is a charming book, even when one's schooldays are over; but it then suggests certain misgivings. The Rugby men had their weaknesses. '"What a good man Walrond is!" said Professor Sellar to Matthew Arnold. "Ah!" replied Arnold, "we were all so good at Rugby." "Yes," retorted Sellar, "but he kept it up."' They