I was induced to do this by hearing that Dr. Tulse, the head-master of this establishment, was particularly successful in giving home-bred pupils those instincts of discipline which would be expected of them at a public school. His method was at the time an unusual one, though I believe it has been imitated since. It was based on the well-known work of Professor Krausenberg of Jena, “The Education Myth.” The thesis of the book, it will be remembered, is that the motive-force of the boy-mind is an opposition-loving reaction from the teacher-stimulus. Try to get a boy interested in something and he will immediately become interested in something quite different, to which his attention will inevitably wander all through the hours of class. Our mistake, says Krausenberg, has been that we always set out to teach the child what we want him to learn, with the result that he always learns something else. Fired with this discovery, Dr. Tulse started a school at which all educating should be conducted by what he called “the indirect method.” He would go into class and read out a funny story by Billman or Harcourt Clynes, and his class would sit round him surreptitiously studying Dante or Sophocles under the desk. At least he said they did. The walls of the class-rooms were plastered with all sorts of useful information about history and science; and Dr. Tulse’s assistants had orders to say at frequent intervals, “Don’t sit there staring at the wall, look at your books,” with the result that the pupils always stared at the walls, “drinking in information,” the head-master would enthusiastically say, “not through the œsophagus but through the pores.” Some particularly instructive maps and plans were turned with their faces to the wall, and there was a strict school rule against looking at them: on the subject of these, one was told, any of the boys could have passed an examination any day. In the library there was one shelf very high up on the wall, so that you could only reach it by climbing on the chairs, which were covered with a very delicate and easily-spoiled kind of silk. This shelf contained Latin and French grammars, classical dictionaries, and the like; and there was a label on it to say “No boy may touch these books.” They were never out of circulation. Sometimes a master would come up to a boy and whisper into his ear Boyle’s Law, or the rules for doing conditional clauses in Greek, and tell him to be very careful not to pass the information on, as it was strictly private and not quite delicate. The whole institution would talk of nothing else for a week.