CONSTRUCTIVE POLICY 77

on evidence carefully sifted and collated, and may be depended
 upon as accurate. On the opinions expressed
and suggestions offered different estimates will be
placed : those scholastic authorities who are opposed to
change, and are satisfied that the classical type of education
 now predominant is the “ be all” and “end all” of
training of youth, will naturally be opposed to most
of the views already stated. It is, however, confidently
hoped that, amongst the general public into whose hands
this book may fall, there may be some who not only agree
with the general tenets of a reformed education, but may
be sufficiently impressed by the vital importance of education
 in the coming conflict for national supremacy that
they feel urged to take some action in the matter.
Although the reformation of education as pictured in
the preceding pages is universally desirable, it is to business
 men that an appeal is here urgently made. For
England to retain her proud position amongst the nations
of the world her industrial progress must be predominant:
 the training which the sons of business men receive
at our great public schools is insufficient to qualify them
for their future responsibilities.
For the youthful training of the naval officer the
Admiralty decided that the public school system was
not sufficient. They therefore introduced the Naval Colleges
 of Osborne and Dartmouth, with education on
modern lines to suit their own requirements.
These two colleges have been conspicuously successful
 : in spite of a considerable specialization in engineering,
 seamanship, etc., the cadet who leaves Dartmouth at
164 years of age is undoubtedly much better educated
generally than his contemporary at any of our great
public schools. Although his classical training has been
neglected it seems to have had little deleterious effect
on his character, and the high standard at present exhibited
 in our senior service is unequalled in the world.