24 THE PUBLIC SCHOOL SYSTEM

Subjects in Hours per Week (including Prerarations) but
excluding Sundays.

2
123
°e
T,

o 3
5, - Ww oe
o . 2 So B88 ;
TE) 5 55 | 2% = |E85 ¢
5 7 mw o or: = «&lt;9 =
el 8 | w | 5 | gg f |a8| Ll
z Be ex | 3 gg a |
3 28 | 3
wd u
To

&gt;
FE
a
o
-
30
o
o
nm

VI 17g
V 171
IV 16x |
111 j15'10
II 152
I lig

Special Work
27 3 + mil
233
22%
20%
214

4
nil
atl

52
od
E

il |
I

oy

ot

2
&lt;2
51
2
&lt;3
on

nil
2
y
3

The truth of the matter is that the classically educated
boy is, and obviously must be, imperfectly educated.
The large number of boys to whom classics makes no
appeal are intellectually stultified, and the education they
receive is actively deleterious to them. Is it wonderful
that the very small percentage who eventually make something
 of the subject tend to become in many cases narrowminded.
 If it were not for influences outside the classroom
 the effect of such education on character would be
serious indeed.
The favouritism towards classics is not only shown in
the hours allotted toit in the routine, but the modern side
staff is cut down and overworked in order to provide for
this favoured clique. In the school above referred to the
average number of boys in a classical form is eleven ; the
average number of boys in a modern side form is thirty ;
science sets are made up of twenty-four boys, and mathematical
 sets of twenty !
The value of a classical education may be as great as
that in any other branch of knowledge, but the value of
a general education is infinitely greater. All education