Of the above considerations, both for and against boarding schools, there are only two that are essential and unalterable, and these two are on opposite sides. On the one side there is the benefit of the country and air and space; on the other, the family affections and the education derived from knowledge of family responsibilities. In the case of parents who live in the country, there is a different argument in favour of boarding schools, namely, the improbability of a really good day school in their neighbourhood. I do not think it is possible, in view of these conflicting considerations, to arrive at any general conclusion. Where children are so strong and vigorous that considerations of health need not be taken very seriously, one argument for boarding schools fails. Where they are very devoted to their parents, one argument for day schools fails, since the holidays will suffice to keep family affection alive, and term time may just prevent it from becoming excessive. A sensitive child of exceptional ability had better not go to boarding school, and in extreme cases had better not go to school at all. Of course, a good school is better than a bad home, and a good home is better than a bad school. But where both are good, each case must be decided on its merits. So far, I have written from the standpoint of a well-to-do parent, to whom individual choice is possible. When the matter is considered politically, from the point of view of the community, other considerations enter in. We have on the one hand the expense of boarding schools, on the other the simplification of the housing problem if children are away from home. I hold strongly that, apart from a few rare cases, every one ought to have a scholastic education up to the age of eighteen, and exclusively vocational training should only begin after that age. Although much might be urged both ways on our present topic, the financial consideration will, for a long time to come, decide the question, in the case of most wage-earners’ sons and daughters, in favour of day schools. Since there is no clear ground for thinking this decision wrong, we may accept it, in spite of the fact that it is not made on educational grounds. CHAPTER XVIII THE UNIVERSITY