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 institutions peculiar to England. So we must hurry through Master Tom's year at a private school as fast as we can.

It was a fair average specimen, kept by a gentleman, with another gentleman as second master; but it was little enough of the real work they did—merely coming into school when lessons were prepared and all ready to be heard. The whole discipline of the school out of lesson hours was in the hands of the two ushers, one of whom was always with the boys in their playground, in the school, at meals—in fact, at all times and everywhere, till they were fairly in bed at night.

Now the theory of private schools is (or was) constant supervision out of school; therein differing fundamentally from that of public schools.

It may be right or wrong; but if right, this supervision surely ought to be the especial work of the head-master, the responsible person. The object of all schools is not to ram Latin and Greek into boys, but to make them good English boys, good future citizens; and by far the most important part of that work must be done, or not done, out of school hours. To leave it, therefore, in the hands of inferior men, is just giving up the highest and hardest part of the work of education. Were I a private schoolmaster, I should say, let who will hear the boys their lessons, but let me live with them when they are at play and rest.

The two ushers at Tom's first school were not gentlemen, and very poorly educated, and were only driving their poor trade of usher to get such living as they could out of it. They were not bad men, but had little heart for their work, and, of course, were bent on making it as easy as possible. One of the methods by which they endeavored to accomplish this, was by encouraging tale-bearing, which had become a frightfully common vice in the school in consequence, and had sapped all the foundations of school morality. Another was, by favoring grossly the biggest boys, who alone could have given them much trouble; whereby those young gentlemen became most abominable tyrants,