of the best that
he had, and his small private box was full of peg-taps, white marbles
(called "alley-taws" in the Vale), screws, birds' eggs, whip-cord,
jews-harps, and other miscellaneous boys' wealth. Poor Jacob
Doodle-calf, in floods of tears, had pressed upon him with spluttering
earnestness his lame pet hedgehog (he had always some poor broken-down
beast or bird by him); but this Tom had been obliged to refuse, by the
Squire's order. He had given them all a great tea under the big elm in
their playground, for which Madam Brown had supplied the biggest cake
ever seen in our village; and Tom was really as sorry to leave them
as they to lose him, but his sorrow was not unmixed with the pride and
excitement of making a new step in life.

And this feeling carried him through his first parting with his mother
better than could have been expected. Their love was as fair and whole
as human love can be--perfect self-sacrifice on the one side meeting
a young and true heart on the other. It is not within the scope of my
book, however, to speak of family relations, or I should have much to
say on the subject of English mothers--ay, and of English fathers, and
sisters, and brothers too. Neither have I room to speak of our private
schools. What I have to say is about public schools--those much-abused
and much-belauded institutions peculiar to England. So we must hurry
through Master Tom's year at a private school as fast as we can.

It was a fair average specimen, kept by a gentleman, with another
gentleman as second master; but it was little enough of the real work
they did--merely coming into school when lessons were prepared and all
ready to be heard. The whole discipline of the school out of lesson
hours was in the hands of the two ushers, one of whom was always with
the boys in their playground, in the school, at meals--in fact, at all
times and every where, till they were fairly in bed at night.

Now the theory of private schools is (or was) constant supervision out
of school--therein differing fundamentally from that of public schools.

It may be right or wrong; but if right, this supervision surely ought
to be the especial work of the head-master, the responsible person. The
object of all schools is not to ram Latin and Greek into boys, but to
make them good English boys, good future citizens; and by far the most
important part of that work must be done, or not done, out of school
hours. To leave it, therefore, in t