A master who expects to discover in the Third the guile of the Fifths will be disappointed; and, equally, the master who has successfully combated the guile of the Lower Second may discover himself completely outwitted by the Middle Sixth. In the Lower School the use of the actual crib is rare. It is easy for the Sixth Former to possess himself of a translation. The Everyman series contains excellent renderings of Thucydides and Plato. The Loeb library is not useless. Gilbert Murray may be a poet, but his translations of Euripides have proved of assistance to many a harassed student. Jebb's version of Sophocles is to be found in the shelves of the school library. It is a different job to find a crib of Ovid and Livy. Dr. Giles has done some excellent research work, but questions are apt to be asked about bona fide students; an address such as 'The School House, Fernhurst,' is likely to wake suspicion, and the Third Former has not read enough French novels to appreciate the value of the _poste restante_. He considers that a crib is more trouble than it is worth. And what is cribbing but laziness! Moreover, he has a distrust of cribs. He is naturally stupid or he would be higher in the school, and he knows that when a boy gives the right meaning to the wrong words there are unpleasant investigations. He prefers to rely on the inspiration of the moment: as a result the offences of the Lower Second are trivial. They rarely reach the green baize of the head master's study. One boy looks over another's paper, another is prompted during 'con,' there is a strange similarity between two Latin proses, an unusual mistake is repeated in several exercises. The offender is beaten afterwards, and no more is heard about it. As a matter of fact there is less cribbing in the Lower School than in the Upper. Opportunities are rare and the example of hardened criminals is absent. The second yearer only becomes a practised deceiver under the influence of his seniors, and there are not many third yearers in the Lower School. Higher up it is different. But it is to be doubted whether the effects of cribbing are as serious as they are depicted. The case against them comes under two main headings: (1) The moral issue; (2) The expediency issue. With the moral issue I have already dealt. Most boys crib at school, but the public school man is straighter in business than the self-made man and the American. Nearly all men will boast in their clubs of the way they bamboozled 'old Moke,' of how they pinned up the rep. on the back of the boy in front, and of how they used to strip off the cover of the translation book and sew it round one of Dr. Giles's publications; but the man who has forced a young inventor into a hard contract remains silent. It is a matter that he prefers to keep to himself. I do not believe that cribbing saps the moral sense.