710 TRANSACTIONS OF SECTION L. 
2, Scholarships for Girls from Elementary to Secondary Schools. 
Ly IsaBeL Ciecuorn, L.L.A. 
In directing attention to existing scholarship schemes it is well to ask 
whether they are always of the right kind, awarded to the right children, in the 
right manner, and leading in the right direction. 
The true purpose of any scholarship system should be to give children of special 
ability the opportunity of continuing their education on the best possible lines, 
As, in ordinary circumstances, the poorer parents are unable to keep their children 
at school beyond the age when they may reasonably expect them to begin to add 
to the family income, it is necessary that there should be a full and complete 
system of maintenance scholarships, so that specially gifted children from the 
elementary schools should have every possible chance of developing all that is in them 
for the good of the community at large. With regard to scholarships for girls, 
differentiation must be made between two kinds; the one generally known and 
fairly freely given already, the other scarcely as yet recognised as necessary, but 
in reality equal, if not superior, in importance, for the future well-being of the 
social and industrial side of our life as a nation. 
I. Those of the literary type leading from the elementary school proper to 
the higher elementary, the municipal secondary, the grammar or high school or 
the pupil-teacher centre. 
Such scholarships are fairly numerous but very unequally distributed. Many 
of them are earmarked for the teaching profession—a system to be deprecated—and 
many of them are scholarships only, prohibitive to the children of the labouring 
classes, who find themselves unable to provide the necessary maintenance while the 
scholarship lasts. 
But besides the necessity for providing a liberal number of maintenance scholar- 
ships for the intellectually endowed children from our elementary schools, it is 
also essential that the ‘corridor’ from the one school to the other should not only 
be widely open, but that the curricula of the two schools should be so co-ordinated 
that the one should form the natural entrance to the other, and the names ‘ pri- 
mary ’ and ‘ secondary’ be realities and not unmeaning titles. Such scholarships 
should not be awarded on written examinations only, but depend also on the 
recommendation of the primary teacher and in some cases on a joint oral ex- 
eee conducted by the head teachers of both the elementary and secondary 
schools. 
II. Practical scholarships leading girls from the elementary school to some 
form of domestic or industrial training. 
These should never be awarded on a written examination. They should 
depend, not on the power to write well, spell correctly, and describe clearly in 
accurate English, but should be bestowed on the girl of faculty, the bright, intelli- 
gent, but not especially intellectual, girl whose senses are alert, who has the true 
eye, the delicate touch, the power to do. 
It is quite as necessary to prepare the future wife and mother for the duties of 
home making, the future workwoman for the labour of the workshop, the future 
servant for the routine of the kitchen, as it is to help the future teacher to obtain 
the knowledge to enable her to fulfil the duties of the schoolroom. 
All work is sacred, and true education helps people to live their lives so as to 
get and to give the greatest possible amount of good, 
Education that carries children forward into their future work in the world, be 
it brain-work or work with the hands, is ‘secondary,’ and therefore equal facili- 
ties should be given to both. Up to the present, only London, a few of our large 
provincial cities, such as Gloucester and Bradford, and two or three philanthropic 
firms, such as Rowntree’s of York and Cadbury’s of Bournville, have seriously 
undertaken the provision of this kind of secondary education. In London the 
polytechnics, the technical institutes, and trade schools are doing magnificent 
work, while many of the elementary schools possess cookery, laundry, and house- 
wifery centres where really good practical teaching is given. 
To the polytechnics and technical institutes some three or four hundred 
