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Untitled - Electric Scotland

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1 842-50] A. G. BUTLER S REMINISCENCES 141<br />

did was to rebuke him sternly, ending with the usual<br />

twinkle, and Remember I won t be disobeyed, even for<br />

an elephant. He had in a high degree the gift of<br />

humour. Naturally, I should think, quick of temper, with<br />

much of the *<br />

perfervidum Scotarum ingenium] his humour<br />

always saved him from over-severity. Give him time,<br />

we used to say on the rare occasions when he was pro<br />

voked to exaggerate faults, and it will all come right.<br />

And it did always come right ; and we liked him all the<br />

better for the quick flash followed by the ready forgive<br />

ness. And this, the feeling in the house, was also the<br />

feeling in the School. He knew exactly where to overlook<br />

and where to interfere, and when he did punish or rebuke,<br />

it was done in the best manner, with a force, dignity, and<br />

judgment which left nothing<br />

to be desired. And the<br />

result of all this was seen in the high tone and discipline<br />

both of the house and School. There was indeed a<br />

singular absence of the graver faults of school life ; and<br />

though this was doubtless mainly<br />

due to the traditions<br />

bequeathed by Arnold, quickened as they were by Arnold s<br />

Life, just then written by Stanley, yet the greatest credit<br />

is also due to the man who carried on these traditions, and<br />

left the School at the end still better than he had found it.<br />

Of this latter change and gradual improvement, and of the<br />

way in which Tait developed and helped it on, I may<br />

a few words. No one can have read Arnold s<br />

perhaps say<br />

Life without being struck by his deep, perhaps excessive,<br />

feeling of the evil incident to school life, and by the part<br />

which the Praepostors were called upon to play in the moral<br />

government of the School. This, the essential feature of<br />

Arnold s system, which has had such lasting influence<br />

for good in our great public schools, was not, however,<br />

without its dangers. It produced strained and often<br />

hostile relations between the Sixth and the rest of the

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