758 TRANSACTIONS OP SECTION L. 



citizen. He must have opportunities for training which will (it him for manhood 

 and for his place in the nation. 



The Worlshoj} and the Technical School. — In the highly organised workshops 

 of the present time it is impossible for the boy to learn the whole of his trade. 

 The employer is no longer able to educate his apprentice or young worker, and 

 the schoolmaster, therefore, must come in to do a part of the work. When the 

 boy enters the workshop his education is far from complete. Continued education 

 applicable to his chosen trade must be given, and it is in this connection that 

 the technical schools of the country, working in close co-operation with the work- 

 shops, should fulfil their real function. 



To expect the young worker to get the necessary technical education by 

 attending evening school for three or four evenings a week after he has done a 

 full day's work in the workshop is indefensible, and voluntary schemes of co- 

 operation between employers and Education Authorities are ineffective. Only 

 a small proportion of the young workers of the country attend evening schools in 

 spite of the inducements offered and of the encouragement given, and the effect 

 of evening education on the nation as a whole is very slight. 



Tlie only rational and effective way to train the rising generation of skilled 

 workmen after leaving the elementary schools is to have half-time in the work- 

 shops and half-time in the technical schools, or at least some approximation to 

 this, between the ages of fourteen and eighteen. Young workmen must be 

 enabled to attend suitable courses of instruction for periods of suitable length 

 within the normal working day. 



In this respect England suiters by comparison with other nations. A further 

 limitation of juvenile labour is urgent, and it must be made the duty of the 

 employers to allow young persons under eighteen to attend courses of technical 

 and general instruction at certain hours of the day-time when they are not too 

 tired bodily and mentally to profit from the instruction. 



Special Opportunities for jiroved Abilitij. — Such a scheme would result in an 

 army of skilled workmen ; but no potential talent must be lost. There must be 

 facilities for young workmen of brains and capacity to secure the education and 

 training required of those who fill the highest posts in industry. Special pro- 

 vision must be made to enable young workers of proved ability to attend day 

 courses at the university for two or three years in order that they may under- 

 stand the application of scientific methods in the development of industry. In 

 tliis connection technological scholarships to enable selected young workers to 

 follow day courses in science and technology at the university have proved 

 extremely useful. 



The Secondary School Boy in the School. — There has been during recent years 

 much discussion regarding the nature of the curriculum which .should pertain in 

 secondary schools, and now we are approaching well-balanced schemes of study 

 which are likely to produce harmonious development of the faculties of the boy. 

 The work of a secondary school should not be guided by the desire to qualify a 

 few boys at the top to win university scholarships. On the other hand, the 

 danger of undue importance being placed on the vocational side and a secondary 

 school becoming a day technical school at the top must be avoided. There is no 

 inherent opposition between general education and life puipose ; it is possible to 

 have a sound core of general education throughout and at the same time to give 

 due attention to the requirements of the future occupations of the boys. 



As in the elementary school, so in the secondary school, there must be no pure 

 trade instrnction — no attempt to teach a specific trade. While at the secondary 

 school the boy must receive a sound general education with such preparatory 

 vocational training as will tend to produce a free and inventive mind, ready to 

 attack the technical problems which will face him when he actually enters 

 industry. 



Secondary School Piipil'i beyond the School Age. — England fails in the indus- 

 trial world where trained intelligence of the highest order is the deciding factor, 

 and in the future education must assist industry by providing expert helpers and 

 capable leaders. For these no education can be considered too good — no training 

 too high. Our future leaders of industry must be equipped for competition on 

 equal terms with the highly trained young men of other nationalities. A sound 

 education in the secondary schools, followed by thorough training in the technical 



