f co-operation and the virtue of
unselfishness. From the very first he begins to develop a sense of
civic and collective responsibility, and, in his later years at
school, he finds that as a prefect or monitor he has a direct share in
the government of the community of which he is a member, and a direct
responsibility for its welfare. Nor does this sense of corporate life
die out when he leaves, for then the Old Boys' Association claims him,
and adds a new interest to the past, while maintaining the old
inspiration for the future.

With the elementary school boy it is not so. To him, as to his
parents, the primal curse is painfully real: work is the sole and not
always effectual means of warding off starvation. He realises that as
soon as the law permits he is to be "turned into money" and must
needs become a wage-earner. As a contributor to the family exchequer
he claims a voice in his own government, and resists all the attempts
of parents, masters, or the State itself to encroach upon his liberty.
He begins work with both mind and body immature and ill-trained. There
has been little to teach him _esprit de corps_; he has never felt the
sobering influence of responsibility; the only discipline he has
experienced is that of the class-room, for the O.T.C. and organised
games are to him unknown; and when he leaves there is very rarely any
Association of Old Boys to keep him in touch with his fellows or the
school. Here and there voluntary organisations such as the Boy Scouts
have done something--though little--to improve his lot; but, in the
main, the evils are untouched. To find the remedy for them is not the
least of the many great problems of the future.

The improvement of any one branch of industry ultimately means the
improvement of those engaged therein. Scientific agriculture, for
example, is hardly possible until we have scientific agriculturists.
In like manner real success in practical life depends on the temper
and character of the practitioner even more than upon his technical
equipment. There are, however, three great obstacles to the progress
of the nation as a whole, obstacles which can only be removed very
gradually, and by the continuous action of many moral forces. We are
far too little concerned with intellectual interests. "No nation, I
imagine," says Mr Temple, "has ever gone so far as England in its
neglect of and contempt for the intellect. If goodness of character
means the capacity to serve ou