SIR,—Mr. Jacks' article on the contribution to be made by
Public Schools to the national education was timely and in many ways most admirable. However, I think there are a few points to be noticed Which generally seem to escape discussion. In the first place, most boys at Public Schools have been reared in homes where wealth or social position have ensured for them not only well-being and security, but often that deference which is assumed to be due to privileged adults. It is at least possible that this "innate " is more responsible than their school experience for their self-confidence and readiness to shoulder responsibility.
Secondly, I am convinced that more attention should be given to the part played by the prep.-school ideology in determining that of
the Public School. Perhaps its main products are esprit de corps and, less happily, the more or less complete subordination of individuality. That prep. schools do exercise such an influence is a priori probable. And although as far as I know the question has never been systemati- cally examined, I am sure that research would confirm my point : that it is useless to talk about Public Schools without considering the whole social context and experience of the boys—and masters—who make
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