Where, then, does style help? In this, with style the end is attained without side issues, without raising undesirable inflammations. With style you attain your end and nothing but your end. With style the effect of your activity is calculable, and foresight is the last gift of gods to men. With style your power is increased, for your mind is not distracted with irrelevancies, and you are more likely to attain your object. Now style is the exclusive privilege of the expert. Whoever heard of the style of an amateur painter, of the style of an amateur poet? Style is always the product of specialist study, the peculiar contribution of specialism to culture. English education in its present phase suffers from a lack of definite aim, and from an external machinery which kills its vitality. Hitherto in this address I have been considering the aims which should govern education. In this respect England halts between two opinions. It has not decided whether to produce amateurs or experts. The profound change in the world which the nineteenth century has produced is that the growth of knowledge has given foresight. The amateur is essentially a man with appreciation and with immense versatility in mastering a given routine. But he lacks the foresight which comes from special knowledge. The object of this address is to suggest how to produce the expert without loss of the essential virtues of the amateur. The machinery of our secondary education is rigid where it should be yielding, and lax where it should be rigid. Every school is bound on pain of extinction to train its boys for a small set of definite examinations. No headmaster has a free hand to develop his general education or his specialist studies in accordance with the opportunities of his school, which are created by its staff, its environment, its class of boys, and its endowments. I suggest that no system of external tests which aims primarily at examining individual scholars can result in anything but educational waste. Primarily it is the schools and not the scholars which should be inspected. Each school should grant its own leaving certificates, based on its own curriculum. The standards of these schools should be sampled and corrected. But the first requisite for educational reform is the school as a unit, with its approved curriculum based on its own needs, and evolved by its own staff. If we fail to secure that, we simply fall from one formalism into another, from one dung-hill of inert ideas into another.