Lo! on a pile of dusty folios thron’d, Her Janus brows with dog’s-ear’d fool’s-cap crown’d, Fenc’d with a footstool, that no step should go Too rashly near, nor crush her gouty toe, Obese Tuition sits, and ever drips An inky slaver from her bloated lips! Unwholesome vapours round her presence shed, Dim ev’ry eye, and muddle ev’ry head, Stunt the young shoots, which smil’d with promise once, And breathe a deeper dulness on the dunce. It is not fair to criticise the old Eton masters too severely, but undoubtedly some were incompetent. They were quite content that matters should proceed as they understood they had proceeded in the past, and thought it no part of their duty to attempt improvement in the time-honoured curriculum which for generations had been in vogue at “Eton School.” [SN: A BABY OPPIDAN] In the early twenties of the nineteenth century, boys who were mere children, hardly out of petticoats, were sent to Eton in order that they might gradually work their way up and get to King’s. Oppidans also were then very young, a child aged four and a half being admitted in 1820. At that time a boy could rise to the top of the school merely by seniority, due importance not being attached to hard work and sound scholarship. The “trials” were then more or less nominal, but the curious thing is, that in spite of all this Eton produced some very fine classical scholars, while the vast majority of the boys were better acquainted with Latin and Greek than their successors who went to Eton when a more exacting curriculum came into force. In 1827 there were no examinations after the Fifth Form was reached, nor any distinction attainable except that of being sent up “for good,” the reward for which then was a sovereign, and every third time, a book. When a master came across some peculiarly good set of verses he would send them up to the Headmaster “for good”; in due course the writer would be called up by the Head, who would compliment him and read out the lines to the assembled boys in Upper School. A guinea was afterwards given to the boy by his dame. Sending up “for good” seems now on the increase, but in my own school-days one seldom heard of any one achieving such a distinction, whilst sending up “for play” was rarer still. In the past, getting into Sixth Form did not change an Eton boy’s life nearly so much as it does to-day. True, he had his seat in the stalls in chapel, and came into church later than any one else except the Provost and Fellows; in Upper School on certain public occasions, he had also the honour of making speeches. Beyond this, however, and the release from shirking the masters, his position was in no wise altered or improved.