make no apologies for imposing on you another school- boy's
effort. My only qualifications are that I am a friend of, and in the same class as, Mr. Bonham-Carter, and that, like him, I would defend the Public Schools while suggesting at the same time some constructive reforms. I should say at once that I am in entire agreement with his general principles, but that there are several points which, left unsaid, may prejudice opinion against an article which attempts to put forward the public schoolboy's point of view.
Firstly, any reader of this article must feel that its author is ignorant of some aspects of the subjects he discusses. There is, for instance, no recognition of the fact that the plan he supports is already in operation. No doubt this misconception is the direct result of his use of the words Public Schools when he has only in mind schools such as Eton or Winchester. As many know, a number of schools have already accepted Government grants, promising in return a limited amount of vacancies to elementary and secondary schoolboys.
Secondly, Mr. Bonham-Carter does not give more than a passing mention to the problems connected with State aid. The especial " quality " of education in the Public Schools of the type he has in mind comes from luxury ; that is to say, it is a combination of old traditions, a liberal, rich selection of class literature and text-books, and a numerous, well-chosen and highly cultured teaching staff. But it is this "quality," demonstrated in some fifteen schools, which is unique in all education and of the highest possible value. The inevitable effect of the sudden imposition of the plan outlined in his article would be away from any form of luxury towards a rigid economy and a tendency to standardisation.
All this does not mean that I am against the plan supported by Mr. Bonham-Carter, but rather that I would support it as it is being put into action by the Board of Education. Reforms of this kind, however radical the reformers, must be gradually and carefully incorporated within the existing system. This appears to be the attitude of the educational authorities, and they have at their disposal the deliberations and the advice of the Headmasters' Conference.—I am,
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