In these circumstances the road will be difficult for a man who has been trained to regard himself as a leader, either born or educated to leadership, who has been taught that his caste is automatically superior to the industrialists of Pittsburgh or the scientist at Harlow or the excitable politicians of New Delhi and Athens. Certain traits encouraged by the public schools will always be important. But self-discipline, truthfulness, physical courage must be accompanied in the modern world by a broader outlook on that world and a more acute realization of Britain's place in it. There is a strong movement in Britain for the expansion of technical education. The public schools are not technical schools; their object is the well-rounded product of a general education. While the public schools maintain their social prestige, the new middle class as well as the old will send its sons to them. But the leaders of tomorrow's Britain will be the leaders of the new technology taught in the technical schools. As these schools develop, they may offer a real challenge to the public school's position as the trainer of the governing or leading class. The indictment of the public schools is that they are educating boys to meet conditions that no longer exist. Yet the public schools are trying to change with the times even while maintaining that what is needed to meet the challenge of modern conditions is not narrow technical education but precisely the comprehensive schooling backed by sound character-training that public schools are supposed to provide. We should not overlook the role the public schools are playing and will play in the absorption into the middle class of the new groups that have entered it from industry, science, communications, and management in the last decade. Many men in these groups had no public-school education. In fact, a decade ago many of them were among the severest critics of the system. But a surprisingly large number today are sending their sons to public schools. The desire to keep up with the Joneses--the Joneses in this case being the old middle class that sent its sons to public schools as a matter of course--is one reason for this. Another is the recognition that the public schools endow their graduates with certain social advantages. When change occurs in Britain it often takes place behind a façade that appears unchanged. The battle over the public schools is certain to take place, and, whichever group wins, the schools themselves will be altered by it. It is inconceivable that they will be eliminated from the British scene. It is equally inconceivable that they will not change under the pressure of the times.