TRANSACTIONS OP SECTION L. 755 



up the Act with avidity, witli the result that many fine institutions — that in 

 Manchester ch'ief among the number — were erected in many parts of the United 

 Kingdom. It was quickly seen, however, that no system of thorough technical 

 education can be carried out satisfactorily where secondary education on an 

 adequate scale is a missing link ; and so in 1902, on a reorganisation of elemen- 

 tary education, whereby much larger powers were given to local authorities, 

 secondary education came within their purview, and secondary schools which 

 were unrecognised and unaided in 1887 became a constituent element in the full 

 provision of education. In the development of the means of technical instruc- 

 tion, especially in evening schools, the City and Guilds of London Institute, 

 founded in 1879, has played an important part as an examining body, at one 

 time spending large sums in aid of technical training; and there were also other 

 examining and co-ordinating bodies such as the Union of Lancashire and Cheshire 

 Institutes. The value of these voluntary agencies is not to be lightly esteemed. 

 The progi'ess of university education has shown within the period covered a 

 marked advance in the facilities available, not only with respect to the higher 

 branches of learnitig but also in the application of science to industry. We are 

 still, however, far below the standard demanded for successful competition with 

 the more advanced nations. There should be no false economy sucli as is 

 implied in the reduction of the public grants in aid of any form of education. 

 Much fuller educational provision is needed beyond the age of fourteen. The 

 result of this neglect is seen in wasted lives and effort, and should receive the 

 serious consideration of a specially constituted body of industrial and educational 

 experts, especially in view of the crisis that new confronts us. To meet this 

 moral and material waste of the children there should be a ' save the children ' 

 tax, and, in addition, in the highest interests of the nation, the pooi'est children 

 require a system of voluntary service in aid of the public authorities so as to 

 ensure their physical fitness. We must make good the ravages of this dreadful 

 war. Much improvement is needed in the quality of the teaching power. The 

 spiritual and moral side of education should be considered as well as the 

 physical. The present method of administration of national education is not 

 the most efficient either for initiation or control. It hinders the development 

 of local initiative and prevents enlightened progress. A small salaried Council 

 of the best men in the country, regardless of party, would ensure continuity of 

 principles and progressive methods. The local authorities would undertake 

 larger responsibilities and secure higher educational efficiency. Measures would 

 be promoted establishing means of education essential to the well-being of the 

 industrial classes, and to a more generous view of the relations which should 

 exist between employer and employed, with the consequent avoidance of 

 industrial strife with its waste of capital and energy and the untold misery of 

 women and children. We must ensure industrial peace and a higher industrial 

 relationship. Our enjoyment of political freedom and our sense of individual 

 responsibility make possible a favourable solution. An equal education of the 

 moral and spiritual faculties, as of the intellectual, must be ensured, so as to 

 avoid the horrors which this gigantic War has revealed. The altruistic tenden- 

 cies in human nature are suppressed in the German scheme of education, and 

 self-aggrandisement and self-glorification become the sole aim. Our destiny is 

 the reverse of all this. 'Live and let live' is our maxim. Let the fullest 

 educational opportunities be given to all classes. The outstanding menace to 

 our position as an industrial nation lies in the chronic separation of Capital 

 and Labour. Their highest interests are the same. A true educatiion will blend 

 them into one whole — to a real co-operation in the fruits of industry. 



(Appendices were attached to the paper, giving important illustrative 

 statistics.) 



2. Education and Industry. By Principal J. C. M. G.\knett. 



The unshaded portion of the diagi-am (page 757) is concerned with ' full- 

 time ' education ; that is, with schools and classes meeting in the day-time and 

 occupying all the working hours of those by whom they are attended. The 

 central singly shaded area relates to part-time classes ; classes meeting either 



3 c 2 



