Co-education is, of course, a new game, and it is difficult to write of it with confidence. At a lecture that I gave about three years ago, a young woman rose from the back of the hall and asked 'what Mr. Waugh thought about co-education?' I had, as a matter of fact, thought about it very little, but I felt that I could hardly confess as much. I said, therefore, something about 'co-education being excellent for delicate and sensitive boys who would find Public Schools too rough for them.' The young woman then indignantly demanded what the girls had done to deserve the companionship of only delicate and sensitive boys. It was an unanswerable protest, but having since then thought the matter over more carefully, I believe that, if the same question were put to me to-day I should make the same reply. It may be that such a reply would be based only on prejudice and a preconceived idea. But, after all, the evil that one knows is better than the evil that one does not know. And who would wish away his school days. If you were to ask a small boy of thirteen whether he would prefer to go to Uppingham or Bedales, he would promptly reply 'Uppingham.' If, two years later, you were to say to him: 'Would you rather have gone to Bedales than Uppingham?' he would reply: 'Lord, no.' If at the end of his last term, when it was all over, you were to ask him whether he regretted his choice, he would say: 'Good God, no!' And, twenty years afterwards, when the time had come for him to decide where he should send his son, were you to ask him yet again: 'Bedales or Uppingham?' he would reply without hesitation, 'Uppingham.' Why, after all, should he depart from an old allegiance. He knows nothing of Bedales, nothing of the troubles and adversities that his son will have to face there. He will be unable to help him, he will be denied that greatest privilege of fatherhood, the unquestioning trust of the son who knows that his father has trod every inch of the way before him. Father and son rarely come so close to one another as they do during those five years at a Public School. They are living practically the same life; the father finds his lost youth in the son. Is it likely that he will abandon such a certainty for a supposed and uncertain good. The public school system was formed round certain distinct traits in the British character. It is the expression of the national temperament. Nearly every one is happy at a Public School. It is the manner of life that we enjoy, that is in sympathy with our tastes and customs. The reformers may say what they will. You cannot turn a dog from the food it loves. This attitude to co-education may be illogical, it may be prejudiced, it may be reactionary--I do not know. One can only restate the fact that we are content to be old-fashioned people.