It seems to me in retrospect that it was as good, on the whole, as the public school ideals of the time made possible.

When I recall how I was taught geography, I see, indeed, that there was room for improvement occasionally both in the substance and in the method of instruction.

But I know of at least one teacher of Chelsea who realized this; for I met her, eight years later, at a great metropolitan university that holds a summer session for the benefit of school-teachers who want to keep up with the advance in their science.
Very likely they no longer teach geography entirely within doors, and by rote, as I was taught.

Fifteen years is plenty of time for progress.
When I joined the first grammar grade, the class had had a half-year's start of me, but it was not long before I found my place near the head.

In all branches except geography it was genuine progress.