756 TRANSACTIONS OF SECTION L. 



in the day or in the evening, and intended for persons whose industrial employ- 

 ment occupies the greater part of their time. The doubly shaded region on the 

 right of the diagram corresponds to those later years of industrial practice when 

 a man has ceased to attend organised courses of study bearing upon his trade 

 or profession, but when he may nevertheless be studying vocational subjects 

 privately, or be attending such non-vocational courses as those of the Workers' 

 Educational Association. 



The diagram (see next page) represents neither what is nor what might be 

 under ideal conditions, but what might be made out of what is with the 

 maximum of advantage for the effort expended on the change. 



3. Education in its relation to Industry. By James Graham. 



The relation between education and industry may be considered by following 



(a) The career of the elementary school boy, 

 (6) The career of the secondary school boy, 



and discussing reforms that are needed to bring education and industry into still 

 closer relationship. 



T/ie Elementary School Boy in School. — The success of industry depends on 

 the efficiency of all ranks of those engaged in it. The production of a capable 

 industrial army is primarily a question of education, and the relation between 

 education and industry, therefore, begins in the elementary school. 



At present the country is not getting adequate value for the money spent on 

 elementary education due to 



(i) the too .short school period of the average boy, 



(ii) the want of a closer relationship between the school curriculum and the 

 needs of life. 



It is essential that the school life of the elementary school pupil should be 

 extended. The minimum leaving age should be fourteen years and the children 

 should leave only at the end of the school term in which the leaving age is reached. 

 An extended school life would allow of the organisation of special courses of 

 instruction for the older boys which should prove extremely valuable in pre- 

 paring them for the work they will undertake on leaving school. While meeting 

 the strong demand for industrial or vocational education, it must be remembered 

 that the purpose of elementary education is not to prepare for particular trades, 

 but to develop all the boy's faculties so that he may be prepared to enter any 

 walk of life. 



The all-round general education of the boy, and not the production of a wage- 

 earning machine, must be the first consideration. There must be no attempt to 

 teach a specific trade, but ' learning by doing ' must take the place of book 

 learning to produce the type of boy required by the workshop and factory. 



For the senior boys in the elementary schools approximately one-third of the 

 school time should be devoted to English subjects, one-third to" mathematics and 

 technical drawing, and one-third to experimental and practical work in the school 

 workshops, the scheme of instruction being arranged with the intention of 

 securing an all-round development of the boy's faculties in order that when the 

 boy is ready to commence work he may possess not only a general grip of the 

 principles that underlie trades in general, but intelligence, reasoning power, and 

 adaptability. In this way a more adequate return for the money spent on 

 elementary education would be secured and the gain to industry and to the 

 nation would be enormous. 



The Elenientfiry School. Bo}/ in the Work.?. — The problem of the boy from 

 fourteen to eighteen years of age involves a closer relationship between education 

 and industry. Opportunities must be provided for the boy to lay the foundation 

 of a livelihood which in the main will persist through life. At the same time it 

 must be remembered that the boy is a future citizen as well as a potential wage- 

 earner, and facilities are required not only to enable him to understand the 

 occupation he has entered, but also to enable him to understand his duties as a 



