books in the study are those used in classical teaching; the two maps are those of Greece and Athens. Two photos. are noteworthy. One is that of Tennyson, on which the Laureate has written: "I prefer the Dirty Monk to the others of me"—a remark suggested by a possible resemblance to an untidy monk. The other is an autographed photo. of Mr. Gladstone.
The Rev. 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 educated at Eton, and afterwards went to King's College, Cambridge, where he became Bell Scholar in 1874; Browne's Medallist in 1875 and 1876; Craven Scholar in the latter year, and Senior Classic and Senior Chancellor's Medallist in 1877.
"Then I went abroad," said Mr. Welldon, "and lived in five foreign homes. I was nearly starved abroad. That has made me careful with any of my boys who are going abroad to study languages. When I send them out before the end of the term, I take their tickets, have somebody I know to meet them at the other end, and, above all, see that the food is good. On my return from foreign lands I was appointed Lecturer, and subsequently Tutor, of 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 is a narrowing profession," he said; "you are always dealing with inferiors, telling people what to do—that is what makes schoolmasters so disagreeable in old age. When any of my teaching colleagues come here I always advise them to do something 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. Educational subjects are 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 out just what the boy loves and cares for, and let him learn it. I don't believe in cramming. Every subject requires teaching, and time to teach it in. Schoolmasters must learn to appreciate time as well as system. Are schoolmasters plentiful? Well, I have forty here, a splendidly energetic band—ask the boys—and with strong opinions of their own. Yet if the whole of my staff resigned to-day, I could fill up the vacancies to-morrow."
Then Mr. Welldon spoke very frankly on the subject of corporal punishment. He assured me that the only people in English society who do not object to having their boys flogged are the upper classes.
"Why," he said, merrily, "seeing that flogging is 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
