ABSTRACT
In England we enjoyed a century of faith in education. If education responded to what are apparently the dominant social and economic needs of the times, then we might expect Bradford to supersede Oxford, Salford Cambridge, as the nerve centres of English higher education. The impact of education on the social structure has received a great deal of attention in both England and America over the past thirty years. Systematic studies of personality change through education have come more often from universities than from schools. A degree of neuroticism and introversion seems to pay handsome dividends in our present educational system. Particular educational provisions are often justified on the grounds that they foster certain values as well as promoting intellectual excellence in the narrower sense. The great problem of contemporary education is not to buttress the influence of parents, but to limit it.
