allow body to keep pace with mind. He was a boy to be, intellectually, held in leash, said the doctors. But that was easier said than done. What system of sedatives could one apply to a youngster whose imagination wrought him to a fever during a simple walk by the seashore, who if books were forcibly withheld consoled himself with the composition of five-act tragedies, interspersed with lyrics to which he supplied original strains? Mr. Athel conceived a theory that such exuberance of emotionality might be counterbalanced by studies of a strictly positive nature; a tutor was engaged to ground young Wilfrid in mathematics and the physical sciences. The result was that the tutor's enthusiasm for these pursuits communicated itself after a brief repugnance to the versatile pupil; instincts of mastery became as vivid in the study of Euclid and the chemical elements as formerly in the humaner paths of learning; the plan had failed. In the upshot Wilfrid was sent to school; if that did not develop the animal in him, nothing would.
He was not quite three-and-twenty when the break-down removed him from Oxford. Going to Balliol with a scholarship, he had from the first been marked for great things, at all events by the measure of the schools.