702 prac:tical education. 



the whole to life, in the annexed diagram. The child begins 

 in the primary school, the path from which to the university 

 and thence to professional life is through the secondary educa- 

 tion given in the high school; flanking the high school, should 

 be trades schools — one for each sex— commercial schools and 

 domestic schools ; opportunity for further study after leaving 

 these vocational schools should be obtainable through contiima- 

 tion schools. Between each institution there should be the 

 freest interchange to a flank — towards the higher institution for 

 the capable, towards the more elementarv one for those who have 

 mistaken their ability or over-estimated their educational ad- 

 vancement. 



Provision for the dull, the dependent, the delinquent, the 

 defective — what have been called " the four D's " — -must be made 

 at the primary school stage ; the necessary institution is the in- 

 dustrial school, partaking partly of the nature of the primary 

 school and partly of the nature of the trades school ; in country 

 districts with a strong bias to the needs of the district — for 

 boys, agriculture ; for girls, dairying. 



For convenience of treatment I have classified* the callings, 

 into which the labour market practically divides itself, in four 

 main divisions, namely : 



(a) Industrial, or those containing — (i) manufacture in- 

 volving a mechanic's training, and (2) agriculture, in- 

 volving a farm training. 



(b) Commercial, those ranging from shop-boy, cash-girl, 

 etc., to those which rank as quasi professions. 



(c) Professional, or those noted for the extensive educa- 

 tional training and elaborate development required be- 

 fore they can be practised. 



(d) Domestic, including the commercial manufacture of 

 cloth, bread, jam. pickles, etc., now produced in fac- 

 tories. 



The mo.st complex of these groupings is the industrial ; it 

 embraces all crafts, trades and manufacturing pursuits ranging 

 from those requiring little or no training — i.e., mainly requiring 

 *' labour " supplied in Europe by woman, children, and un- 

 trained men, and, in this country, ])robably, by the coloured 

 races, but perhaps not altogether by them — to the higher trades 

 requiring almost engineering ability. Of course, the degree of 

 educational preparation, or preparedness, varies for each of the 

 groups named ; following the terminology adopted in the 

 ordinary scholastic system, we may call that form of vocational 

 education, which is adopted to the child of average ability under 

 fifteen years of age, " elementary " ; and that which is suitable 

 for young persons from fifteen to eighteen "secondary"; while 



* I have modified the classification adopted by the French. I'ij:. : I, 

 Professional; II, Commercial; TIT, Ao-ricuUnral ; IV, Houseliold; V, 

 Marine; VI. Industrial. 



