is indeed a twofold knowledge, which profits alike by the folly of the foolish, and the wisdom of the wise; it is both a shield and a sword; it borrows its security from the darkness, and its confidence from the light.-Lacon.

75.

There are things which are in our power, and which operate on the mind and affect and alter the will and appetite; and, therefore, possess most influence in producing a change of manners. In which department philosophers ought to have laboriously and industriously made enquiries on the power and efficacy of custom, practice, habit, education, example, emulation, company, friendship, praise, reproof, exhortation, fame, laws, books, studies, and other things of the same sort. For these are the influences which predominate in morals, by the agency of these the mind is affected and disposed; of these, as ingredients, medicines are compounded, which may be useful in preserving and recovering soundness of mind as far as that can be effected by human remedies.-Bacon.

76.

Patients are displeased with a physician who doth not prescribe to them, and think he gives them over. And why are none so affected towards a physician of the mind, as to conclude, he despairs of their recovery to a right way of thinking, if he tell them nothing which may be for their good?—Epictetus.

77.

Does not each faculty both of body and of mind grow by exercise and dwindle by disuse?

78.

The unassisted hand, and the understanding left to itself, possess but little power. Effects are produced by the means of instruments and helps, which the understanding requires no less than the hand. And as instruments either promote or re

gulate the motion of the hand, so those that are applied to the mind, prompt or protect the understanding.-Bacon.

79.

The way to invigorate and excite the powers of the mind, is not so much to urge them with a multitude of motives, as to bring some great subject before the attention.-W. B. Clulow.

80.

Invention is one of the great marks of genius but if we consult experience, we shall find, that it is by being conversant with the inventions of others, that we learn to invent, as, by reading the thoughts of others, we learn to think. The mind is but a barren soil;—is a soil soon exhausted, and will produce no crop, or only one, unless it be continually fertilized and enriched with foreign matter.-Sir Joshua Reynolds.

81.

The manurement of wits is like that of soils: when before either the pains of tilling or the charge of sowing, men use to consider what the mould will bear, heath or grain.-Sir H. Wotton.

82.

Professions of universal education are as ludicrous as professions of universal cure; the obliquity and inaptitude of some minds being absolutely incurable.-W. B. Clulow.

83.

When ideas enter a barren brain, they lie inactive and dead, like seed cast into sterile ground. But when they fall on a genial soil, they are almost sure to germinate, and spring forth in some new or beautiful forms.-W. B. Clulow.

84.

Some intellects gather strength from slight and imperceptible causes, as trees occasionally flourish almost on the naked rock. In both cases, however,

the nutrition actually received is less considerable than might be supposed. Trees, in the circumstances mentioned, derive supplies of air, as of moisture, through the medium of their leaves; the latest researches in vegetable physiology demonstrating, that the principal food of plants is drawn from the carbon of the atmosphere and with regard to the understanding, its nourishment may appear scanty merely because extracted from objects, or appropriated in ways, little obvious or common.-W. B. Clulow.

85.

The different productions of soil, the different temperatures of climate, the different influences of religion and government, the different degrees of national proficiency in arts and sciences, and the different dispositions, or it may be talents of individuals, require us to pursue different methods in the instruction of youth. But the general principles of education are the same, or nearly the same, in all ages, and at all times. They are fixed unalterably in the natural and moral constitution of man. -Dr Parr.

86.

Is not this also true, that young men are much less fit hearers of Political than of Moral Science, before they are thoroughly imbued with religious and moral knowledge, but haply, from a perversion and corruption of judgment, they may fall into the opinion, that there are no real and solid moral distinctions between things, but that everything is to be measured by its usefulness or success?-Bacon. 87.

The Chinese, whom it might be well to disparage less and imitate more, seem almost the only people among whom learning and merit have the ascendancy, and wealth is not the standard of estimation.-W. B. Clulow.

88.

To excel others, is a proof of talent; but to know when to conceal that superiority, is a greater proof of prudence.-Lacon. 89.

Emulation is lively and generous; and envy base and malicious: the first is a regret at our small desert; the other a vexation at the merit of others. Emulation would raise us; and envy would abase what is above us.-Dr T. Fuller.

90.

As I believe that the English Universities are the best places in the world for those who can profit by them, so I think for the idle and self-indulgent they are about the very worst, and I would far rather send a boy to Van Dieman's Land, where he must work for his bread, than send him to Oxford [or Cambridge] to live in luxury, without any desire in his mind to avail himself of his advantages.— Dr Arnold.

91.

He that is able to maintain his life in learning at Cambridge, knoweth not what a felicity he hath. -Roger Ascham.

92.

I left it [Emmanuel College] as must not be dissembled, before the usual time, and in truth, had been almost compelled to leave it, not by the want of a proper education, for I had arrived in the first place in the first form of Harrow School when I was not quite fourteen; not for the want of useful tutors, for mine were eminently able, and to me had been uniformly kind; not for the want of ambition, for I had begun to look up ardently and anxiously to academical distinctions; not by the want of attachment to the place, for I regarded it then, as I continue to regard it now, with the fondest and most unfeigned affection; but by another want

which it were unnecessary to name, and for the supply of which, after some hesitation, I determined to provide by patient toil and resolute self-denial when I had not completed my twentieth year. I ceased, therefore to reside, with an aching heart; I looked back with mingled feelings of regret and humiliation to advantages of which I could no longer partake, and honours to which I could no longer aspire. The unreserved conversation of scholars, the disinterested offices of friendship, the use of valuable books, and the example of good men, are endearments by which Cambridge will keep a strong hold upon my esteem, my respect, and my gratitude to the last moment of my life.-Dr Parr.

93.

University distinctions are a great starting point in life; they introduce a man well, nay, they even add to his influence afterwards.—Dr Arnold.

94.

Consider that a young man has no means of becoming independent of the society about him. If you wish to exercise influence hereafter, begin by distinguishing yourself in the regular way, not by seeming to prefer a separate way of your own. is not the natural order of things, nor, I think, the sound one.-Dr Arnold.

95.

It

Literary prizes, and academical honours, are laudable objects of any young man's ambition; they are proofs of present merit, and the pledges of future utility. But, when hopes excited within the cloister, are not realized beyond it; when academical rewards produce not public advantage, the general voice will not squander away upon the blossom, that praise and gratitude which it reserves only for the fruit. Let those, therefore, who have been successful in their academic career, be careful to maintain their speed, "servetur ad imum," otherwise these