It is infinitely easier to begin organised human affairs than end them; the curriculum and the social organisation of the English public school are the crowning instances of that. They go on because they have begun. Schools are not only immortal institutions but reproductive ones. Our founder, Jabez Arvon, knew nothing, I am sure, of Gates' pedagogic values and would, I feel certain, have dealt with them disrespectfully. But public schools and university colleges sprang into existence correlated, the scholars went on to the universities and came back to teach the schools, to teach as they themselves had been taught, before they had ever made any real use of the teaching; the crowd of boys herded together, a crowd perpetually renewed and unbrokenly the same, adjusted itself by means of spontaneously developed institutions. In a century, by its very success, this revolutionary innovation of Renascence public schools had become an immense tradition woven closely into the fabric of the national life. Intelligent and powerful people ceased to talk Latin or read Greek, they had got what was wanted, but that only left the schoolmaster the freer to elaborate his point. Since most men of any importance or influence in the country had been through the mill, it was naturally a little difficult to persuade them that it was not quite the best and most ennobling mill the wit of man could devise. And, moreover, they did not want their children made strange to them. There was all the machinery and all the men needed to teach the old subjects, and none to teach whatever new the critic might propose. Such science instruction as my father gave seemed indeed the uninviting alternative to the classical grind. It was certainly an altogether inferior instrument at that time.