That is certainly the ideal of the boy, and the disconcerting thing is that it is also the ideal, practically if not theoretically, of the parent and the schoolmaster. The school still reserves all its best gifts, its sunshine and smiles, for the knightly and the skilful; it rewards all the qualities that are their own reward. Why, if it wishes to get the right scale adopted, does it not reward the thing which it professes to uphold as its best result, worth of character namely? It claims to be a training-ground for character first, but it does little to encourage secret and unobtrusive virtues. That is, it adds its prizes to the things which the natural man values, and it neglects to crown the one thing at which it professes first to aim. In doing this it only endorses the verdict of the world, and while it praises moral effort, it rewards success. The issue of all this is that the sort of courage which it enforces is essentially a graceful and showy sort of courage, a lively readiness, a high-hearted fearlessness--so that timidity and slowness and diffidence and unreadiness become base and feeble qualities, when they are not the things of which anyone need be ashamed! Let me say then that moral courage, the patient and unrecognised facing of difficulties, the disregard of popular standards, solidity and steadfastness of purpose, the tranquil performance of tiresome and disagreeable duties, homely perseverance, are not the things which are regarded as supreme in the ideal of the school; so that the fear which is the shadow of sensitive and imaginative natures is turned into the wrong channels, and becomes a mere dread of doing the unpopular and unimpressive thing, or a craven determination not to be found out. And the dread of being obscure and unacceptable is what haunts the minds of boys brought up on these ambitious and competitive lines, rather than the fear which is the beginning of wisdom. VIII FEARS OF YOUTH