22 THE PUBLIC SCHOOL SYSTEM

once pointed out in the strongest terms the evils of
early specialization ; but unfortunately have not put their
theories into practice. Early specialization, nevertheless,
still remains as the predominant factor in the public school
system, and is unfortunately directed into that channel
where, for a very large majority of those who have to
suffer it, it is utterly useless and without recompense.
As has been pointed out in the last chapter, the
curricula of the preparatory schools are influenced, quite
naturally, to a predominating extent by the Entrance
Scholarship Examinations to public schools. The only
subject which pays in these examinations is classics, and
in few, if any, cases are they allotted on general knowledge.
 At present the cleverer boys at the preparatory
schools are tempted to neglect the subsidiary subjects
taught there, in order to specialize on the more paying
subjects, namely, the classical ones, Having attained a
certain proficiency in them they are unlikely to wish to
change to others, about which they know little, or to be
allowed to do so if they wish. Thus the most clever
boys are bound down to classics quite early in their
lives. The clever boy in most cases has no chance to
discover his true bent, or to be allowed to develop it
even if he does. We see here the evils of early specialization
 in the most pronounced form.

Public schools are, as a rule, divided into two sides—
classical and modern. On arrival from the preparatory
school the boy is drafted to one or the other. In practically
 no case is the boy’s own bent considered ; for
what opportunity has he had of discovering it? Very
rarely also does the parent exercise a determining
influence ; usually he doesn’t bother about it and, when
he does, he is content to let the decision rest with
those whom he thinks are experts; namely, either the
preparatory schoolmaster or the public school authorities,