keep him lean, if he look not well to it, and his fortunes will not flourish, or at least the risks will cause him continual anxiety. Parents have a different eye to their children’s comfort when they are at a boarding-school, and are ready to complain of many things that are made of no account at home. And if sickness or death should come, the worst construction is put upon it, as if death did not know where the parent dwells. And though the master should have done not only what he was formally bound to do, but even more than he could have done for his own child, yet all that is nothing. Wherefore, as parents must think of the objection on their side to sending out their children to board, so masters on their part must beware of admitting them to their own injury. Indeed, my own opinion is that it is quite enough for a master to undertake the education alone. If parents do not live near enough to the school, they should board their children elsewhere than with the master. They are distinct offices, to be a parent and a teacher, and the difficulties of upbringing are too serious for all the responsibilities to be thrown into the hands of one alone. School Buildings. Of the places of elementary education there is not much to say, as the masters supply rooms as large as they can, considering the fees that the parents are willing to pay, and the little people who attend these schools are not as yet capable of any great exercise. The Grammar Schools require more attention, because the years that are, or at least ought to be, spent there are the most important both for developing the body and for framing the mind and character. Here the pupils are most subject to the master’s direction, and provision is made for them not only out of the parents’ resources, but also from public endowment, so far as the buildings are concerned. As the elementary schools must be near the parents’ homes on account of the youth of the scholars, they must often be in the middle of cities and towns, but I could wish that the Grammar Schools were planted in the outskirts and suburbs, near to the fields, where partly by enclosing some private ground for regular exercises both in the open and under cover, and partly by utilising the open fields for rambles of wider range, there might be little or no feeling of restriction in the matter of space. There should be a good airy schoolroom above for the languages, and another below for others studies and for continuing and completing the elementary training, which will not be well enough kept up if it is left to private practice at home. There must also be suitable accommodation for the master and his family, even if they be pretty numerous, and there should be a convenient play-ground adjoining the school, walled round and having at least a quarter of the space covered over like a cloister, for the children’s exercise in rainy weather. All this will require no mean purse, but surely there is