It was an ingenious and comforting way of putting things, and may be commended to the notice of persons writhing in a dentist's chair; for it forms an exact parallel: the description applies to dentist and inspector equally. However, the Headmasters agreed to it; and now all our great schools receive inspectorial visitations of some kind. That is to say, upon an appointed date a gentleman comes down from London, spends the day as the guest of the Headmaster; and after being conducted about the premises from dawn till dusk, departs in the gloaming with his brain in a fog and some sixteen guineas in his pocket. He is a variegated type, this Super-Inspector. Frequently he is a clever man who has failed as a schoolmaster and now earns a comfortable living because he remembered in time the truth of the saying: _La critique est aisé, l'art difficile_. More often he is a superannuated University professor, with a penchant for irrelevant anecdote and a disastrous sense of humour. Sometimes he is aggressive and dictatorial, but more often (humbly remembering where he is and who is going to pay for all this) apprehensive, deferential, and quite inarticulate. Sometimes he is a scholar and a gentleman, with a real appreciation of the atmosphere of a public school and a sound knowledge of the principles of education. But not always. And whoever he is and whatever he is, the Head loathes him impartially and dispassionately. Such are some of the thorns with which the pillow of a modern Headmaster is stuffed. His greatest stumbling-block is Tradition--the hoary edifices of convention and precedent, built up and jealously guarded by Old Boys and senior Housemasters. Of Parents we will treat in another place. What is he like, the Headmaster of to-day? Firstly and essentially, he is no longer a despot. He is a constitutional sovereign, like all other modern monarchs; and perhaps it is better so. Though a Head still exercises enormous personal power, for good or ill, a school no longer stands or falls by its Headmaster, as in the old days, any more than a country stands or falls by its King, as in the days of the Stuarts. Public opinion, Housemasters, the prefectorial system--these have combined to modify his absolutism. But though a bad Headmaster may not be able to wreck a good school, it is certain that no school can ever become great, or remain great, without a great man at the head of it. Time has wrought other changes. Twenty years ago no man could ever hope to reach the summit of the scholastic universe who was not in Orders and the possessor of a First Class Classical degree. Now the layman, the modern-side man, above all the man of affairs, are raising their heads. Under these new conditions, what manner of man is the great Head of to-day?