TRANSACTIONS OF SECTION L. 357 



(3) Criticism of Works Schools. 



Works schools are criticised on the ground that they have a Umited applica- 

 tion — only beiug possible in a large works — that no desirable form of educa- 

 tion can be administered in the environment of a works, and that the pro- 

 vision of education is a function^ not of employers, but of the State. 



(4) The Advantages of a Works School. 



Properly conducted works schools possess many educational advantageSj some 

 of the more important of which may be referred to as follows : 



1. A close correlation can be established and maintained between the school 

 work of the adolescent and his practical training in the works, each of which 

 favourably reacts upon the other. 



2. Teachers who are familiar with works life are most capable of taking 

 a more intelligent and sympathetic interest in the progress of the boy, both 

 in the school and in the works, and can effectively introduce into the class-room 

 the spirit required in continuation-school teaching. 



Other features of the works school refen'ed to below have an important 

 educational value. 



(5) Works Schools as a Factor in Industrial Development. 



Through the medium of works schools certain developments in industry 

 are greatly facilitated, and the social and economic advantages accruing from 

 these even outweigh their educational advantages. 



1. Selection for employment and promotion of workers. — Latent ability can 

 be discerned, and its utilisation effected, only by teachers who are interested 

 in and closely identified with the youths in the works. 



2. Training of Workers. — The systematic training of workers is a matter 

 of paramount importance in industrial development, and can be facilitated 

 through the medium of a works school. 



3. Industrial Harinony. — The close contact between juvenile workers and 

 the teaching staff of the works school ultimately ensures harmonious relations 

 between management and workers. 



4. Citizenship. — It is of growing importance that adolescents should receive 

 some training in the practice of civic and economic principles, having regard 

 to the increasing opportunities for workers to share in the responsibilities of 

 industrial life. 



Continuation ScJiools : The Problem of Urban Schools. 

 By C. A. BucKMASTER, M.A. 



Continuation Schools: The Problem in Rural Districts. 

 By G. F. Daniell, B.Sc. 



Successful development of continuation schools in rural districts will add 

 greatly to national well-being. Such development is hindered by difficulties other 

 than those in urban districts. 



(1) Scattered Population.— Bistunce between villages which individually are 

 of insufficient population to provide an economic number of young persons affects 

 every arrangement — e.g., choice of site, staffing, periods of opening, collabora- 

 tion with voluntary associations for social service. If young persons cannot be 

 compelled to attend unless the school is within two miles of their homes or 

 transport is provided, every available means of transport — bicycle, country carts, 

 motors (omnibus, lorry, agrimotor, or other) must be discovered and utilised. 



(2) Educational retardation. — Speaking generally, continued education is in 

 a backward state. Even the extension of full-time schooling to 14 plus will 

 produce grumbling, although organised opposition is not to be feared. Every 

 village enthusiast for education should receive encouragement by visits from 

 L.E.A. headquarters staff, by sympatlietic correspondence, and by giving finan- 



1919. B E 



