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Irom Photo. by) THIE books m the study are those used in classical teaching : the two maps are those of Girecce and Athens. Two photos. are noteworthy. Oneis that of "Tennyson, on which the Taurcate has written : “T prefer the Dirty Monk to the others of me”—a remark suggested by a possible resemblance to an untidy monk. The other 1s an autographed photo. of Mr. (iladstone.

The Reve James Edward Cowell Welldon has the same birthday as Oliver Cromwell and John Keble ——the 25th April. He was born at Tunbridge in 1854, was cducated at Iston, and afterwards went to King's College, Cam- bridge, where he became Bell Scholar in 1874+ Browne’s Medallist in 1875 and 1876: Craven Scholar in the latter year, and Senior Classice and Scnior Chancellor’s Mcedallist in 1877,

“Then T went abroad,” said Mr., Welldon, “and hved i five forcign homes. 1 was nearly starved abroad. "That has made me carcful with any of my boys who are going abroad to study languaves. When T send them out before the end of the term, T take their tickets, have somebody T know to mect them at the other end, and, above all, sce that the food 15 good. On my rceturn from foreign lands I was appointed Lecturer, and subscquently ‘T'utor, ol King's College, Cambridge.”

Mr. Welldon was only twenty-nine when he became Master of Dulwich College, and two years later; in 1883, he was made Head Master of Harrow School, succeeding Dr. Butler to that important and much-coveted post.

“Schoolmastering 1s a narrowing profes-

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ston,” he said 3 you are always dealing with inferiors, telling people what to do —that s what makes schoolmasters so disagrecable in old age. When any of my teaching colleagucs come here T always advise them to do some- thing outside school-work—travel or write books. A good schoolmaster is a man who uses his holidays well. When Dr. Arnold was at Rugby it was difficult to get sufficient subjects to teach —now it is a hard matter to find time to teach them in. Iducational subjects arc increasing in number every day-— they advance, whilst the capacity of the boy remains stationary. ‘The only way to deal with the educational problem is to find Hut just what the boy loves and cares for, and let him learn it T don’t believe in cramming. Iivery subject requires teaching, and time to teach it . Schoolmasters must learn to appreciate time as well as system. Arc schoolmasters plentiful - Well; T have forty here, a splendidly energetic band ask the boys -—and with strong opinions of their own. Vet af the whole of my staff resigned to-day, [ could fill up the vacancies to-morrow.”

Then Mro Welldon spoke very frankly on the subject of corporal punishment. He assurced me that the only people in Bnglish socicty who do not object to having their boys (logeed are the upper classes.

“Why,” he said, merrily, “sccing that flogging 1s abolished in the Board schools and forbidden in the middle-class schools, soon we shall only be able to flog the son of a duke! Boys in their hearts like being kept in order—— the masters they don’t like are those who won't

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