E·M·Forster

First note. I had better let the cat out of the bag at once and record my opinion that the character of the English is essentially middle class. There is sound historical reason for this, for, since the end of the eighteenth century, the middle classes have been the dominant force in our community. They gained wealth by the Industrial Revolution, political power by the Reform Bill of 1832; they are connected with the rise and organization of the British Empire; they are responsible for the literature of the nineteenth century. Solidity, caution, integrity, efficiency. Lack of imagination, hypocrisy. These qualities characterize the middle classes in every country, but in England they are national characteristics also, because only in England have the middle classes been in power for one hundred and fifty years. Napoleon, in his rude way, called us "a nation of shopkeepers." We prefer to call ourselves "a great commercial nation"-it sounds more dignified—but the two phrases amount to the same. Of course there are other classes: there is an aristocracy, there are the poor. But it is on the middle classes that the eye of the critic rests—just as it rests on the poor in Russia and on the aristocracy in Japan. Russia is symbolized by the peasant or by the factory worker; Japan by the samurai; the national figure of England is Mr. Bull with his top hat, his comfortable clothes, his substantial stomach, and his substantial balance at the bank. Saint George may caper on banners and in the speeches of politicians, but it is John Bull who delivers the goods. And even Saint George—if Gibbon is correct—wore a top hat once; he was an army contractor and supplied indifferent bacon. It all amounts to the same in the end.

Second Note. Just as the heart of England is the middle classes, so the heart of the middle classes is the public school system. This extraordinary institution is local. It does not even exist all over the British Isles. It is unknown in Ireland, almost unknown in Scotland (countries excluded from my survey), and though it may inspire other great institutions—Aligarh, for example, and some of the schools in the United States—it remains unique, because it was created by the Anglo-Saxon middle classes, and can flourish only where they flourish. How perfectly it expresses their character—far better for instance, than does the university, into which social and spiritual complexities have already entered. With its boarding-houses, its compulsory games, its system of prefects and fagging, its insistence on good form and on esprit de corps, it produces a type whose weight is out of all proportion to its numbers.