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 than his precepts. From this it follows that the games of a school, its traditions and social habits, and the power which the master possesses of awakening a spontaneous healthy activity of body and mind, are among the principal points to be considered in the choice of a school. Where these things are as they should be, the evidence will be seen in the happy countenances of the boys, and the associations with which former pupils look back to their school-life. It is well known that the opinions and tone of the boys in the upper forms of a public school are a better test of its condition than the honours gained at the universities.

We now come to the matter of instruction itself, which, as already remarked, must be looked at in two aspects. First; Preparation for the actual business of life. Secondly; Expansion of the moral and intellectual nature of the man.

Parents desire what they call an useful education; but what is really useful? Something which we could use, if we knew how to handle it; or the power of using whatever is likely to come to hand? What do we desire for our children's bodies; the free action of their limbs, or some newly invented leading strings and crutches?

I believe that in some quarters the prevailing idea of what is useful in education will be found to be embodied, first and foremost, in writing copperplate, to which may be added land-surveying for a farmer, book-keeping for trade, with the addition of Latin if the trade should be in drugs.