726 TRANSACTIONS OF SECTION L. 
carefully, without being hurried ; but during the second year they are gradually 
speeded up and made to work to time. We have not yet much knowledge of 
what the girls can do when they go out into the trade, but so far as we have any, 
amongst the Borough scholars, it is encouraging. 
It is hoped that the girls now being trained will be equipped by their 
thorough grounding and insight into all branches of the trade and their 
higher level of general knowledge and intelligence to rise to the best positions 
in the trade. If the numbers are increased and the operations widened, the level 
of the average worker will be raised and every girl will be given a chance of 
being a good all-round hand, taking pride and pleasure in her work; whilst the 
union in the school of the art and science teaching with the practical details 
of industry foreshadows a gradual revolution in our trade methods which will 
raise our industries to a perfection hitherto only pictured by dreamers and 
idealists. 
5. Technical Training of the Rank and File. By J. G. Luacu, U.A. 
The public is more alive to-day than ever it was to the necessity of technical 
training, but the avowed end is often merely the training of captains of industry, 
to the neglect of the rank and file. The need of capable and resourceful work- 
men is quite as great as that of experiencd foremen and scientifically trained 
managers or directors. Moreover, the workman should be furnished with such 
an equipment in boyhood as will enable him by steadiness and by study in youth 
ope early manhood to rise through the ranks of foremen to that of manager or 
irector, 
But the public is still perplexed to some extent by a confusion in educational 
ideals. This confusion may be traced all through the history of the theory and 
practice of education, and is due to the continual conflict between the intellectual 
and the practical ideals of education. One party has always laid stress on giving 
all children what is called a liberal education, interpreting this as an education 
which is largely literary and linguistic, and if it has any direct bearing on the 
future occupation of a child points to a professional or commercial career, not 
that of any horny-handed son of toil or mechanic. The other party has con- 
sidered the main business of education to be the training of a child to follow the 
line of life circumstances are likely to necessitate, and mistrusts the introduction 
into school of subjects which might tend to give the child a distaste or to unfit it 
for such employment as is likely to fall to its lot. The real problem in education 
is now, as always, how to effect a compromse between the two ideals. To make 
the ladder of education a real one, one must see that the bottom rungs are there, 
so that the child, from the very depths, can step on to it without having to 
be hoisted. The circumstances of many children demand that their manual 
activity shall be just as carefully cultivated from early years as their intellectual 
faculties ; hence the need for dovetailing into each other the industrial and the 
literary or intellectual elements of their training. Consideration ought to be 
given to the bearing on this point of the change in the relation of the home both 
to school and to work brought about by the industrial development of the last 
century. 
Evidence of the value of industrial training is afforded by a study of the 
movement in schools under the control of the Admiralty, the War Office, the 
Home Office, the Local Government Board, and various voluntary associations 
for the care of orphans and the like. It is clear that what is known as hand and 
eye training, and weekly lessons making up a course of manual instruction or 
handicraft, are inadequate. The main ideas underlying all satisfactory schemes of 
industrial training are the following, every one of which requires full attention :— 
(1) The acquisition of the workman’s touch. 
(2) The art of handling every tool of a trade to the best advantage. 
(3) The full understanding of the materials one has to work upon. 
(4) The capacity to plan out as well as to execute a piece of work. 
