66 THE PUBLIC SCHOOL SYSTEM

reward is in the results obtained. Tens of thousands of
old public school boys in this country owe their success
in life entirely to such influence; they themselves know
it well, and they would corroborate this statement unhesitatingly.
 England does not know, and cannot possibly
 appreciate, what she owes to this numerically small
body of her citizens, and the careful selection of suitable
men for these most responsible positions is fully recognized
 by head masters as perhaps the most important
duty they have to perform.
The value of tradition, the encouragement of esprit de
corps which directly engenders patriotism, must not be
forgotten, and there are many other fine points in the
public school system which are of the utmost value, which
cannot possibly be ignored, and which must be both retained
 and developed in any future reformation upon
modern lines.

The defects of the public school system, as they appear
 to one who has knowledge of the working of the
organization, are numerous. Some of them have been
indicated already, but it is convenient to group the most
important of them together and to consider each very
briefly in detail.
t. The Size of Forms and Sets.—The reduction of the
numbers taught collectively involves, of course, an increase
 in the staff, but this must be arranged. Twentyfour
 boys (on the average) in a form, and sixteen boys (on
the average) in a set, is as many as one master can
deal with effectively.
2. Early Specialization.—The evils of early specialization
 are generally admitted and need no emphasis here.
This defect is most marked by far on the classical side of
our schools, but is also apparent in other subjects, especially
 in the case of scholarship candidates.
3. Lack of Progressive Character tn Education. —It