by the oddity of the educational methods pursued, their aimless
disconnectedness from the constructive forces in the community. I
suppose if we are to view the public school as anything more than an
institution that has just chanced to happen, we must treat it as
having a definite function towards the general scheme of the nation,
as being in a sense designed to take the crude young male of the
more or less responsible class, to correct his harsh egotisms,
broaden his outlook, give him a grasp of the contemporary
developments he will presently be called upon to influence and
control, and send him on to the university to be made a leading and
ruling social man. It is easy enough to carp at schoolmasters and
set up for an Educational Reformer, I know, but still it is
impossible not to feel how infinitely more effectually--given
certain impossibilities perhaps--the job might be done.

My memory of school has indeed no hint whatever of that quality of
elucidation it seems reasonable to demand from it. Here all about
me was London, a vast inexplicable being, a vortex of gigantic
forces, that filled and overwhelmed me with impressions, that
stirred my imagination to a perpetual vague enquiry; and my school
not only offered no key to it, but had practically no comment to
make upon it at all. We were within three miles of Westminster and
Charing Cross, the government offices of a fifth of mankind were all
within an hour's stroll, great economic changes were going on under
our eyes, now the hoardings flamed with election placards, now the
Salvation Army and now the unemployed came trailing in procession
through the winter-grey streets, now the newspaper placards outside
news-shops told of battles in strange places, now of amazing
discoveries, now of sinister crimes, abject squalor and poverty,
imperial splendour and luxury, Buckingham Palace, Rotten Row,