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Various

"Cambridge Essays on Education"

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 our nation as useful citizens, it is
unobtainable by any one who is content to let his mind slumber." Then
again we suffer from the low ideal which leads us to worship success.
From his earliest years a boy learns from his surroundings, if not by
actual precept, to strive not so much to be something as somebody.


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