THEO. Very well, I will try and satisfy you. There are three great divisions of scholastic establishments, board, middle-class and public schools, running up the scale from the most grossly commercial to the idealistic classical, with many permutations and combinations. The practical commercial begets the modern side, and the ancient and orthodox classical reflects its heavy respectability even as far as the School Board pupil teacher’s establishments. Here we plainly see the scientific and material commercial supplanting the effete orthodox and classical. Neither is the reason very far to seek. The objects of this branch of education are, then, pounds, shillings, and pence, the _summum bonum_ of the XIXth century. Thus, the energies generated by the brain molecules of its adherents are all concentrated on one point, and are, therefore, to some extent, an organized army of _educated_ and speculative intellects of the minority of men, trained against the hosts of the ignorant, simple-minded masses doomed to be vampirised, lived and sat upon by their intellectually stronger brethren. Such training is not only _untheosophical_, it is simply UNCHRISTIAN. Result: The direct outcome of this branch of education is an overflooding of the market with money-making machines, with heartless selfish men—animals—who have been most carefully trained to prey on their fellows and take advantage of the ignorance of their weaker brethren! ENQ. Well, but you cannot assert that of our great public schools, at any rate? THEO. Not exactly, it is true. But though the _form_ is different, the animating spirit is the same: _untheosophical_ and _unchristian_, whether Eton and Harrow turn out scientists or divines and theologians. ENQ. Surely you don’t mean to call Eton and Harrow “commercial”? THEO. No. Of course the Classical system is above all things _respectable_, and in the present day is productive of some good. It does still remain the favourite at our great public schools, where not only an intellectual, but also a social education is obtainable. It is, therefore, of prime importance that the dull boys of aristocratic and wealthy parents should go to such schools to meet the rest of the young life of the “blood” and money classes. But unfortunately there is a huge competition even for entrance; for the moneyed classes are increasing, and poor but clever boys seek to enter the public schools by the rich scholarships, both at the schools themselves and from them to the Universities. ENQ. According to this view, the wealthier “dullards” have to work even harder than their poorer fellows?