more that in 1860 he was passed over in favour of Kingsley, when the Prime Minister, Lord Palmerston, submitted his name to the Queen for the Professorship of Modern History at Cambridge. Four men were suggested, of whom Blakesley and Venables refused the post. Sir Arthur Helps was set aside, and it would have been offered to Johnson, if the Prince Consort had not suggested Kingsley. Yet Johnson would hardly have been in his right place as a teacher of young men. He would have been, on the one hand, brought into contact with more vigorous and independent minds, capable of appreciating the force and width of his teaching, and of comprehending the quality and beauty of his enthusiasms. But, on the other hand, he was too impatient of any difference of opinion, and, though he loved equal talk, he hated argument. And after all, he did a great work at Eton; for nearly a quarter of a century he sent out boys who cared eagerly and generously for the things of the mind.     

       A second attempt was made, in 1869, to get him appointed to the history professorship, but Seeley was considered to have a better claim. Writing to a friend on the subject, Johnson said: "I am not learned. I don't care about history in the common meaning of the word."     

       It is astonishing to see in his Diaries the immense trouble he took to awaken interest among his pupils. He was for ever trying experiments; he would read a dozen books to enable him to give a little scientific lecture, for he was one of the first to appreciate the educational value of science; he spent money on chemical apparatus, and tried to interest the boys by simple demonstrations. His educational ideals can best be seen in an essay full of poetical genius, on the education of the reasoning faculties, which he contributed to the "Essays on a Liberal Education,"       edited in 1867 by F. W. Farrar. Any one who wishes to understand Johnson's point of view, should study this brilliant and beautiful discourse. It is not only wise and liberal, but it is intensely practical, besides containing a number of suggestive and poetical thoughts.     

       He loved his Eton life more and more every year. As with Eumelus of Corinth, "dear to his heart was the muse that has the simple lyre and the sandals of freedom." He took refuge, as it became clear to him that his wider ambitions could not be realised, that he would not set the mark he might have set upon the age, in a 

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