THE PUBLIC SCHOOL CURRICULUM 39

essential and also of the utmost value. The final decision
 should, however, be in the hands of the preparatory
schoolmaster, and both the common entrance examination
to public schools and the scholarship examinations should
be controlled by them, since it is generally admitted that
the whole curriculum is determined by the syllabus of
these examinations.
In exactly the same way why should the type of education
 given in public schools be entirely controlled
either by the universities or by the multitudinous examining
 boards who know little about the conditions existing
in such schools? The examining boards for Responsions
and the Previous, and for all school leaving examinations,
 should be composed largely of public schoolmasters:
 scholarship examinations should be run on
similar lines. In order that the curricula of schools
should be developed along satisfactory lines, the teacher,
as a class, must be the examiner: the totally unwarranted
 compulsion by means of a syllabus designed by
an external body must be abolished, and the universities
and professions should accept the public school product
as it is turned out. There is little doubt but that the
higher rungs of the ladder would be the gainers and not
the losers by such a revolution.
Thirdly, we have the difficulty of the staff: we are told
that even if other obstacles were removed it would be
impossible to secure the teachers necessary for a sound
general education, for no master should be engaged in
teaching more than two subjects. This objection to reform
 is probably unsound, at any rate so far as this country
is concerned ; for the whole history of the nation, and especially
 our recent experience in the world war, have
shown clearly that whenever a demand appears in any
direction the supply is usually sufficient for it within a
short period of time. Doubtless for the next few years
there will be difficulties in regard to supply, but those