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 institutions. The higher classes owe much to them, and in some parts of England there are old endowed schools, which have a traditionary history as dear to the burgesses and yeomanry, as that of their colleges and schools are to the Wykehamist, the Kings' man, and the Westminster—associations full roughly handled in these days. A similar attachment in its degree connects itself with the schools of Exeter, Tiverton, and some others in the West of England. I can also bear witness to the enthusiastic attachment of St. Mark's men to a modern institution, which, under the auspices of a West-countryman, has, despite of much opposition resting on grounds of simple misconception of the facts, to use a mild term, done more to ennoble the vocation of the teacher than any other perhaps in England.

Among the advantages of a public institution, the first is the fact of its publicity, owing to which the dietary and social arrangements will be less open to suspicion. The master having, probably, no interest in the board of the pupils, will only have to think of success or failure in connexion with his moral and intellectual charge.

The master will also in general be a person of well-known character and education, whose previous history has been ascertained by persons interested in the success of the school, and in sustaining his position in the social scale. There will also be some security for a proper selection of assistants, and for the dismissal of those who are unfit.

On the other hand, in public institutions set on foot by subscription or shares, evils arise from the tendency of proprietary bodies and Committees to interfere. School after school has failed owing to this cause alone. Men of vigorous and manly character, capable of forming and acting upon their own opinion, will not submit to be tools of others, especially of their inferiors in intellect. Therefore, unless the managing body have the good sense to give the master considerable discretion and independence, they are sure to dishearten and ultimately drive away all able men, and to find themselves clogged with respectable and pliant mediocrity. Farewell then to all manly character in the boys of such a school.

This should be well considered by those who may wish to found a college for the middle classes. As a body the middle classes consist of thoroughly practical men, who understand what business is, and mean to have it done properly; they have a great dislike to not getting the worth of their money, and high notions of public responsibility. This is all very well, but must be applied with caution to education. I remember an illustration of Archbishop Whately's, used in the House of Lords, that some people look after a school as children take care of their gardens. When the garden is prepared and the seed is sown