but the personal factor is all-important. The best possible results are obtained by him who can afford to grant the widest liberty, the worst possible by him who grants it unwisely.

(I have interpreted the word as meaning a break in the term, during which the boys may go away for two or more days, and have taken no account of special occasions when, for good or insufficient reasons, a boy may be called away by his parents.)

Of those who judge them necessary one assigns the reason for cleaning class-rooms," while three imply that it is for the sake of " parents."

Do you think them desirable?

peace with

9 Yes. 97 No

The following reasons are given for their desirability:

They are refreshing to masters and boys, and pleasing to parents." They give little boys something to look forward to: the idea of a long term without any break rather takes the heart out of them."

But there is no mistaking the attitude of headmasters in general; on other subjects they may make exceptions, they may qualify, they may even hesitate. On the subject of "exeats" they speak out a whole-hearted condemnation, sometimes with a bitterness that tells of a yoke that galls. Most unnecessary and most undesirable," "they generally break up a boy's work when it is in full swing," there is no more fruitful source of trouble, infection and other illness."

99 66

Have you any method of enforcing punctual return?

40 Yes.

33 No (some of them plaintively).
24 No need of such has been felt.

The methods adopted are: (i.) a printed notice sent to parents; (ii) moral suasion, entreaty, and scolding addressed to parents; (iii.) punishment of the boy.

Two headmasters adopt methods more drastic. One fines the parent a guinea per diem during the boy's absence; the other writes: "I have had to request parents to remove their boys when there has been a collision between school views and parental authority. No school can be really efficient unless this course is adopted when necessary, and at whatever sacrifice."

8. Do you impose any restrictions upon buying and selling among boys? 4 Make no rules.

72 Forbid it.

44 Forbid it, but allow exceptions.

The exception most usually allowed is a bargain which has been approved as fair by the headmaster or other authority; but a few allow interchanges of foreign stamps, and two permit boys to sell the products of their own industry, e.g., photographs.

What rules have you as to borrowing and lending among boys?

4 Make no rules.

96 Forbid it.

12 Say that the working of their boys' banks renders it impossible.

9. Are the school books the property of the boys or of the school?

29 Of the school.

81 Of the boys.

8 Partly of each.

What about the destruction of books?

75 Replace them at culprit's expense.

7 Punish the offender.

5 Take a lenient view; "fair wear and tear demands a
liberal margin."

10. What kind of desks have you found best?

The answers baffle classification. Single desks are oftenest mentioned as best, dual desks come next. Backs are desirable, also foot rests. Three contributors prefer the ordinary chair and table; one dislikes all patent desks; one says: "No boy ever sits at his desk in the correct position, however comfortable it may be."

The general impression conveyed is that the subject has not been very thoroughly considered; also that the various desiderata cannot be expected to enter into the same pattern. The ideal desk would be securely fixed yet easily movable; it would be fitted with ink-wells, but reversible; it would be roomy, but not exacting of space; it would be adjustable, but simple and silent. One contributor says: "I am still endeavouring to find a good one."

11. Do your masters wear cap and gown?

58 Yes. 58 No.

Sixteen of the former say that the use of these insignia is reserved for chapel or State functions.

Have you any rules as to their smoking among the boys?

30 Allow smoking without restriction.

except in class-rooms.

unless the master is on duty."

50 It is prohibited, or "not done."

It is not a question

This is a subject upon which it is difficult to argue. of right or wrong; the appeal is on the one side to common sense, on the other side to custom, prejudice, and good form, or perhaps to the indefinable feelings which have created and underlie these.

A good deal has been written in these papers on either side. Here is the appeal to common sense: "I smoke myself; the fathers of my boys smoke; I hope that my boys will all smoke when they become old enough; meanwhile they know that they will be flogged by me if they attempt it. All this is plain and above board. Concealment would only produce misunderstanding. If I might not smoke among my boys I would not smoke at all."

Forty-seven headmasters take some such view as this, only it is right to add that seventeen of them discourage smoking in the classrooms and the boys' part of the house. No reason for this distinction is given.

The appeal to custom comes somewhat in this shape: "In no profession is it customary for a man to smoke while he is officially engaged. We masters, whenever we are in the buildings or grounds of the school, are more or less officially engaged." Forty-three headmasters take this view. An intermediate line is drawn: "I expect my masters not to smoke when 'on duty.' An officer does not smoke on parade, though he will smoke in the barrack-square when 'off duty.'" To this or some similar modification fifteen incline.

Lastly, there are seven headmasters who make no rules on the subject, yet record that, as a matter of fact, none of their masters sinoke among the boys.

and

On

12. Have your boys any special dress for summer or winter?

58 No.

25 Introduce modifications in summer.

Thus, in eight schools grey flannel suits are worn in summer; in fifteen schools the boys wear their flannels all day long in hot weather. In one school they wear their flannels all through the year, merely adding underclothing for cold weather.

What do you consider the ideal dress for young boys?

A Norfolk jacket (loose tweed is often specified), and knickerbockers is the dress which finds favour with most of the contributors. There are a very few supporters of the Eton dress (for Sundays this would, however, appear to be the usual dress), Rugby suits, French blouses, sailor suits, and even kilts. There is a preference for flannel shirts and Eton collars. One contributor emphasises the importance of white shady hats for summer. Several decline to offer an opinion; one is considering the, possibility of inventing a suitable dress; one holds that "the ordinary mother is a good judge," an opinion with which many of us would probably be inclined to agree, whatever her shortcomings may be in the matter of "exeats" and of hampers.

Do you insist on their changing into flannel for their games?
There are only four schools in which this is not compulsory.

13. Have you a School “Grub Shop"?

18 Yes. 95 No.

(The "Grub Shop" must be understood as including sales by matron or other school official.)

Do you allow boys to go to such shops outside the school, and under what, if any, restrictions?

The restrictions are :

69 No.

2 Yes, without restrictions.

39 Yes, with restrictions.

i. Requiring each boy to obtain leave.

ii. Appointing fixed hours, during which alone it is allowable.

iii. Limiting the amount which may be spent.

In eight schools an authorised "man with a basket" attends on fixed occasions.

[The word "hamper" must be understood as meaning "delicacies supplied by parents."]

These figures do not fairly reflect the balance of headmasters' opinions regarding the desirability of hampers. Several discourage what they do not actually forbid, and several limit the contents of the hamper to fresh fruit, plain cakes, jam, and other delicacies suited only to the tea-table. In twenty-three schools the contents of hampers are distributed as common property; this arrangement obviates some of the more serious objections to hampers, but it will be understood that boy-opinion may press uncomfort ably upon one who, owing to the strong views of an unconforming but otherwise sensible parent, fails to contribute to the common stock. One headmaster says: "They are a great nuisance, a source of bilious headaches and numerous other ailments," and the general impression conveyed by the answers is that headmasters feel that they are dealing with a foe that must be repressed, or, if irrepressible, must have its teeth drawn.

The one school, in which "hampers, though allowed, are never sent," is distinctly abnormal.

It is noteworthy that there are seventeen headmasters who are stalwart in the matter of "tuck" and refuse to admit it in any shape. Boys do not miss it, if they never see it; they do not need it, if the requisite amount of sweets is provided in the school diet. Last, but not least, a rule of rigid repression is less provocative of grumbling and vastly easier to carry out (experto credo) than one which admits compromises.

Perhaps the following extract may seem fanciful, but I give it for what it is worth: "The boy's work, as shown by results, seems in inverse ratio to the amount of money he spends upon tuck."

What number of meals do you consider necessary?

ECONOMICS OF PREPARATORY SCHOOLS.

No one acquainted with the present state of Education in England will question that the bulk of the Preparatory School work has fallen into the hands of private individuals and become a matter of private enterprise. With the advantages and disadvantages of this system it is not the purpose of this paper to deal. The question certainly admits of serious discussion. Whatever opinion, however, should be finally held, there can be no doubt that anyone who is likely to succeed in this branch of educational work must face the question of finance courageously at the outset, and keep it constantly before his mind. A graduate, who gains a Public School Mastership with a desire to train himself as a teacher, is able to follow his bent to the utmost, with his literary instincts free from commercial fetters; and even when promotion lifts him to be a Housemaster or Head of a Grammar School, a few months experience will, in the majority of cases, enable him to master the financial routine which is incident to his new position. But with the Preparatory School Headmaster the question of finance is ever present, and he ought to realise from the first that he must give to it as much consideration as it receives from the successful man of business, though he must not expect the same gilded results. In the Preparatory School which is to command success in the present era of fierce competition the Head must be not only Teacher in school and Housemaster at other hours, but also an able Cashier, who can handle, distribute, and appraise at their true value the funds that are necessary to make his school as attractive and efficient as is possible. To realise the truth just stated, it will be well to consider how any teacher attains the position of Headmaster of a Preparatory School. He can either purchase the existing interest of some school; or he can set to work to create his own body of clients, this latter step being only possible if he can lock up some capital to maintain himself and his school till the clients are obtained. In each case some capital must be forthcoming, and our present point is to enquire how this capital can be said to be invested in such a way as to be remunerative. No one knows the value of his securities till he has tested them by quotation in the open market. Let us apply the same test to our Preparatory School capital. What bids are there for it? Plenty, surely, with such a large body of assistant masters eager to marry and start a school of their own. Numbers of these men are ready with capital up to a certain limit, but that limit is soon reached, as a Preparatory School is not such a sound basket that a careful man can afford to trust it with all his eggs. However, with such competition for our property, must not the basis of investment