anti-social.

It is unfortunate that in many subjects of the curriculum it is not
merely bad form to help one's neighbour but distinctly a school sin,
and this makes it necessary for a balance to be struck by the
introduction of subjects at which all can work for the good of the
class or the school. Manual work and local surveys are subjects of
this nature and should be encouraged side by side with games of which
there are three essential aspects:--the individual achievement, the
winning of the match or race, and "playing the game." In reference to
citizenship the last of these is the only one which ultimately
matters.

It is generally admitted that the great public schools are those which
are most characteristic of English boy life at its best. Glorying as
they do in a splendid tradition, they have always had in addition the
opportunity of adapting themselves to new needs. Their reform is
always under discussion and perchance they are waiting even now for
some Arnold or Thring to lead them in a new England, for new it will
inevitably be. Even so, the sense of responsibility they have
developed has been translated into the terms of English government
over half the world.

The objective of the public school boy anxious to take a part in
government at home has always been parliament, or such local
institutions as demand his service in accordance with the tradition of
his family. The tendency to despise the homely duties of a city
councillor or poor law guardian is, however, passing. There are few
schools which do not welcome visitors to speak to the boys who have
first-hand acquaintance with the life of the poor or who are indeed of