The charge had a good deal to justify it, but the choice of a name was not happy, since Colet's famous foundation has in its recent phase never invited criticism on the score of any slackness in studious industry. _Punch_ renews the attack more than once. In 1880, in a burlesque account of a Prize Day, brain-work is just tolerated; athletic prowess is the only thing really encouraged and rewarded. Yet simultaneously we encounter Master Freddy from Eton, who considers that energy of any sort is "bad form." "Good form," in _Punch's_ view, might easily degenerate into a snobbish fetish, and in one of his "International Comparisons," in the _Almanack_ of 1879, he emphasizes the comprehensiveness of French public schools as contrasted with the class distinctions observed in England. It was in the same year that an inquiry was held into the administration of Wellington College and the alleged departure from the intentions of the founders. _Punch_ took the line that what was meant to be a military orphanage had become a rather costly public school of the common type, and noted that Mr. Gladstone defended the change because Benson, his son-in-law, was head master. This was a partial error. Gladstone's son-in-law was Wickham, who had succeeded Benson as head master. But the sting remained. _Punch_, it may be added, was thoroughly consistent in his attitude of antagonism to the diversion of old foundations from their original aims. [Illustration: THE NEW TYRANNY "Of course you needn't _Work_, Fitzmilksoppe; but _Play_ you _must_ and _shall_."] The costly inefficiency of the public schools came up again in 1880, _à propos_ of a correspondence in _The Times_, in which a "disappointed mother" recounted the experience of her two sons who, on leaving a public school at the age of nineteen, had forgotten all they knew before they went there:-- Hence a justly "Disappointed Mother" naturally enough concludes that "_Our great schools want inspection sadly_." Experience has certainly given her some cause to compare them unfavourably with private schools; although as to the latter she generalizes rather widely in saying that they "must teach, or close." Too many of them do neither. Her boys, at any rate, both of them learned at a Private Boarding School enough to enable them to pass the Junior Oxford Local Examination at an early age. Unquestionably they were taught so much; but then how were they taught it? In such a style that they have now, at an adult age, to be taught it over again.