Much of this is no doubt true, but there are some things he does not know and which, _mirabile dictu_, I did not tell him! Do you ask "why"? Well, to tell you the truth, I did begin, but soon found he was one of those Englishmen who, having made up his mind, does not care to listen to new evidence. Moreover, the schoolmaster the world over is in the habit of teaching and does not care to be taught--certainly not by one not of the guild. No doubt you will say to yourself that this is not a peculiarity of the schoolmaster but is true of the clergy as well. However, in this case there were some things not taken into account. For instance, the holidays may be too long, but in our climate the boy who was kept at work till the 1st of August would not learn much more than he does now. Moreover, I question if the American boy, with his nervous temperament, is capable of the long hours of application which the more stolid English lad bears with ease. Whether it is an advantage, from the standpoint of scholarship, for a boy who has just emerged from infancy to be sent from home, I do not know. But the reason it can be done in England and could not be done in America--except in the case of those poor little unfortunates whose mothers and fathers have been divorced--is that in England the decision lies with the father, whereas with us it is the mother who has the final word. That it is desirable to send a child from home before there has been time to instil lasting principles, I fancy few American mothers would admit. Will English mothers when they have gained the independence of their transatlantic sisters continue the custom? Who can say? I admit that all this sounds like what the lawyers call "confession and avoidance," but I believe there is a reason for the higher standard in England which perhaps our guide did not know, or was too polite to mention, but which, were it recognized, would lift our standard without resorting to the remedies he suggested. I suspect the real difficulty is that we have no such large body of well-trained university men to draw upon for teachers as England has. We find it difficult with so many attractive and lucrative careers open to young men to find many who are willing to make teaching a life-work, and therefore must do the best we can with the material we have. In other words, before we change our system would it not be well for us to make the profession of teaching as attractive with us as it is in England? What college president with us has such a position of influence, such a house and salary, as has the head master of Winchester, Eton, or Harrow? You will be inclined to say as Prof. Corson did when I asked him, when I was a freshman, what subject he would suggest for a "composition." "Any except 'Education'!" XVI A BY-ELECTION