mitted. It was, however, this neglected talent, which,
like the swift feet of the stag in the fable, was fated to render him a
service which he might in vain have expected from his worth and
learning.

My Lord Bidmore, a distinguished connoisseur, chanced to be in search of
a private tutor for his son and heir, the Honourable Augustus Bidmore,
and for this purpose had consulted the Professor of Theology, who passed
before him in review several favourite students, any of whom he
conceived well suited for the situation; but still his answer to the
important and unlooked-for question, "Did the candidate understand
drawing?" was answered in the negative. The Professor, indeed, added his
opinion, that such an accomplishment was neither to be desired nor
expected in a student of theology; but, pressed hard with this condition
as a _sine qua non_, he at length did remember a dreaming lad about the
Hall, who seldom could be got to speak above his breath, even when
delivering his essays, but was said to have a strong turn for drawing.
This was enough for my Lord Bidmore, who contrived to obtain a sight of
some of young Cargill's sketches, and was satisfied that, under such a
tutor, his son could not fail to maintain that character for hereditary
taste which his father and grandfather had acquired at the expense of a
considerable estate, the representative value of which was now the
painted canvass in the great gallery at Bidmore-House.

Upon following up the enquiry concerning the young man's character, he
was found to possess all the other necessary qualifications of learning
and morals, in a greater degree than perhaps Lord Bidmore might have
required; and, to the astonishment of his fellow-students, but more
especially to his own, Josiah Cargill was promoted to the desired and
desirable situation of private tutor to the Honourable Mr. Bidmore.

Mr. Cargill did his duty ably and conscientiously, by a spoiled though
good-humoured lad, of weak health and very ordinary parts. He could not,
indeed, inspire into him any portion of the deep and noble enthusiasm
which characterises the youth of genius; but his pupil made such
progress in each branch of his studies as his capacity enabled him to
attain. He understood the learned languages, and could be very profound
on the subject of various readings--he pursued science, and could class
shells, pack mosses, and arrange minerals--he drew without taste, but
with much accuracy; and alt