Within the last few years an illustrious proof has been given that a great school is not necessarily so sensitive a plant as to depend for its life-blood and vigour on the essential qualities of the soil wherein its founders first fixed its roots. 'The Grey Friars' of Thackeray's novels, the Charter House school, which, in R. C. Jebb, now Professor of Greek in, as well as M.P. for, Cambridge University, has produced probably the first scholar of the latter half of this century, has been removed recently to the great advantage of the physical health and literary industry of its scholars from its ancient home in London city to the rural neighbourhood of Godalming town. A precedent for the same policy in less famous instances, exists. At Hewsworth, in the West Riding, Archbishop Holgate's grammar school has been closed from lack of pupils. Its endowment was merged in that of the grammar school at Barnsley, a town of some 36,000 inhabitants, midway between Sheffield and Wakefield. Within half a dozen years, the Barnsley school, thus reinforced, had achieved prosperity, and had adopted the chief recommendations for effective teaching made by the Commissioners. One thing is at least clear. If liberal education, the process, that is, of the development of the whole intellectual nature, without immediate reference to the supply of material needs, is not to become a mere tradition; if, in other words, literary culture be worth preserving as an instrument for training the mind, the cry for merging the grammar schools in agencies of specialist and technical teaching must not be adopted without consideration. The highest experts in this matter agree that the scientific and technical instruction, which is visibly a paying investment, runs in these days no risk of neglect, but that there does exist a danger of the first aims and the true methods of intellectual training being ignored. Even thus, fairly equipped as England is with the machinery for secondary teaching of the scientific sort; still better furnished as she might be with a more economical administration of existing resources, fresh provision must be made on a liberal scale before the national appliances are complete. The Commissioners have estimated in those counties to which they have paid special attention the number of boys or girls educated at secondary schools at 21,878 or 2·5 per 1,000 of the population. As might be expected, the local inequalities revealed by this analysis are very great. Thus, in Bedford, because of the great Harpur endowments of that small county, the proportion per 1,000 is 13·5. In Lancashire the population has altogether out-grown the secondary endowments available: the proportion per 1,000 is only 11. In Yorkshire it is only 2·1. In Warwickshire, notwithstanding the splendid foundations of Edward VI. at Birmingham, and the wealthy and famous schools of Warwick and Coventry the proportion remains as low as 5·2.