It is a deplorable and strange fact, that whilst all this care and forethought has been so properly bestowed on the children of the English poor, the children of our wealthier classes have been in that respect altogether neglected. Their teachers are never trained to teach at all; no government inspector ever reports on the educational merits or demerits of our old-established upper-class schools, which remain, for the most part, mere money speculations, in which the welfare and progress of the pupils are held altogether subservient to the pecuniary profits of the masters. All is left in those important establishments to self-interest and to chance; and there would even now be small hope of a change in their system for the better, were it not for external circumstances, to which I will presently advert. Many years ago I was myself a pupil at Harchester College, one of our most celebrated public schools. It was indeed a pleasant place for a sturdy, quick-witted boy; though for a boy who was neither sturdy nor quick-witted, it was neither pleasant nor profitable: clever, studious boys did very well at it, as clever, studious boys will generally do anywhere; but boys of average ability and application learnt very little there, and dull or idle boys learnt positively nothing at all. Nor were these unsatisfactory results surprising, when the system and the staff of the school were critically examined. The Harchester tutors were all Fellows of one small and not very distinguished college at Oxbridge, which possessed a sort of vested interest in Harchester. They came thither as masters, not because anybody believed them to be clever men, or because they were supposed to possess any natural or acquired aptitude for teaching, but solely as a matter of pounds, shillings, and pence. They wished to make money rapidly. The profits of a master at Harchester were known to be very great; and the Fellows of —— college had, according to their seniority, a prescriptive right to that position, if they pleased.