APPENDIX II 209 



Of the eight hours a week, one hour should be given up to 

 physical instruction. This should include teaching the pupils 

 how to lift weights. There is a right and a wrong way of 

 attempting to lift a weight ; to lift it wrongly may entail 

 serious physical injury. For example, the larger proportion 

 of agricultural labourers sufTer from rupture because they 

 were never taught how to lift. Also many labourers arc 

 hammer-toed, because it is very generally assumed that after 

 eighteen the foot does not increase in size ! These may seem 

 small points, but they are of great importance in securing the 

 physical fitness of the rising generation. 



Of the remaining seven hours, three and a half, if not four, 

 should be given up to literary work. It is essential to raise 

 the general standard of knowledge ; it is essential to instil a 

 real love of books, for nothing would add a greater interest to 

 the lives of those living in country districts than a keen and 

 intelligent interest in books. 



The last three or three and a half hours should be given up 

 to manual work. Here such specialization as circumstances 

 permit might come in. From the age of fourteen to sixteen 

 the educational aspect of the instruction might still dominate 

 — from sixteen to eighteen the work might become more and 

 more vocational. 



Even in the elementary schools we must get away from the 

 idea that education must be confined within the four walls of 

 the school-house. " All the world's a school." Ever^'day 

 life outside the school should definitely be made to play its 

 part in educating the child. If this is true of elementary 

 education, much more is it true of continuation instruction. 



The teacher should bear in mind the work and manner of 

 life of each pupil, and relate the instruction given thereto. 

 For instance, in the case of a lad on the farm, somehow or 

 other we should make him understand the simple principles 

 underlying every process he performs. Rarely can the farmers 

 teach this — they have little aptitude for teaching. It will be 

 said that the ordinary teacher would know nothing about the 

 underlying principles. True ; but we must have teachers 



