This chapter shows the essay’s troubled evolution as an academic genre in the nineteenth century, from the norms of classical rhetoric taught in English schools to the professionalising educational practices of Scottish universities and their American counterparts. Aimed to introduce meritocracy to Oxford and Cambridge’s class preferment system, the rise of essay-based public examinations in the 1850s reshaped the academic essay to sustain an informational mastery of the complexities of British imperial rule. Professors of English reacted to the new public-exam essay regime with one of two tactics. One was to strip the essay down to a managerial model that came to be known as the five-paragraph essay, shorn of classical figurality and stressing correct usage. Meanwhile, advocates of liberal education revived the teaching of the literary essay based on Victorian models, setting up a lengthy dispute in the twentieth century between literary and social-scientific protocols of essay writing.