The natural desire of every man is to do the best he can for his children, and in this respect the rich man feels that his money is of special advantage to him. But are healthy upbringing and good education superior in quality if they are expensive? The whole trouble with regard to these children is comprised in the fact that they know they are going to have money, so that from the earliest age they accept their elevation from the common herd as a matter of course, and assume the easy assurance and authoritative manner which always characterises them. Their childhood they spend guarded by servants, nurses, governesses, and tutors, often without coming much into personal contact with their parents or deriving any benefits from parental care and affection, the strongest of all the variety of influences in a man’s life; they also have a more or less general consciousness that anything they want can be had for the asking. The boys are sent to public schools, where there are many others in a like position, and where the expense of education is greater than in other schools, and its quality rather inferior. Here they are given a vague notion of ancient Jews, Egyptians, Greeks, and Romans, and of England in the Middle Ages. But nothing is taught them of contemporary history, of English literature, or of how their own country is governed to-day, nor is a moment found during those early years for a preliminary study of political economy or some elementary exposition of industrial and social problems, though such exposition would be invaluable, if only to impress on young and acquisitive minds the fact that such problems exist. In short, the world they are living in is never explained to them. And, whatever they may learn, from start to finish they are assiduously kept in a groove where their own class is represented to them as the predominating and important section of the community, which may expect service but need not render it.