a head master to observe and
study the boys committed to his care. It is equally important that he
should extend that study and observation to their parents--as an act
of justice to the boys, if for no other reason. But there are other
reasons. There is knowledge to be gotten from every parent--or at
least from every father--about his profession or business--knowledge
which, as a rule, he is quite willing to impart. If, in addition, a
head master avails himself of the opportunities of getting into touch
with men of affairs, leaders of commerce, professional men of all
kinds, his advice to parents as to suitable careers for their sons
becomes enormously more valuable. At the very least he may save them
from some of the more flagrant forms of error; for instance, he may
convince them that there are other and more valuable indications of
fitness for engineering than the ability to take a bicycle to pieces,
and a desire "to see the wheels go round"; and that a boy who is "good
at sums" will not, of necessity, make a good accountant. In short, he
may prevent them from mistaking a hobby for a vocation.

[Footnote 1: In this connection it may be noted that 43 per cent. of
the members of Trinity College--where the normal number of
undergraduates in residence is over 600--on leaving the university
devote themselves to business.]

III

It ought to be clearly stated that in writing of schools I have had in
mind those which are usually known as public schools; for in the
general preparation for practical life the public school boy enjoys
many advantages which do not fall to the lot of his less-favoured
brother in the elementary school. Not only does his education continue
for some years longer, but it is conducted along broader lines, and
gives him a greater variety of knowledge and a wider outlook. He
comes, too, as a rule, from those classes of the community in which
there are long standing traditions of discipline, culture, and what
may be called the spirit of _noblesse oblige_. These traditions do
not, of themselves, keep him from folly, idleness, or even vice; but
they do help him to endure hardship, to submit to authority, to
cultivate the corporate spirit, to maintain certain standards of
schoolboy honour, and, as he himself would say, "to play the game."
Though in the class-room it may be that appeals are largely made to
individualism and selfishness, yet on the playing fields he learns
something of the value o