ON TRAINING IN CITIZENSHIP. 291 



The minimum rate of wages to be such that the wage-earner can live and 



bring up a family in decent comfort. 

 Life Assurance to be made compulsory when the workman is capable of paying 



a part of the premium, the State to pay the other part. 

 The duty of advocating and practising thrift. Savings Banks before the War. 

 Causes of pauperism and how to diminish it. 

 Importance of self-dependence and habits of prudence. 

 Honourable dislike of charitable relief among the poor. 

 Dread of the workhouse. Almshouses wholly insufficient in number and not 



ideal homes for old age. 

 Habit of casting upon Providence blame due to improvidence. 

 Valuable work done by Provident Societies. 

 Irresistible claim of mutilated soldiers and sailors. 

 National Insurance the affair of the Nation. 

 Apart from assurance, the equity of a pension payable to every man or woman 



who after 70 (or an earlier age) can no longer make provision for himself 



or herself. 

 Pensions give old people independence, or, if they live with their children, make 



them no longer unwelcome guests. 

 The pensionable age to be reconsidered in view of the statistics of life. 

 The Government to avoid ill-considered charity. 



11. Education. 



Education acknowledged to be the right of every citizen. 



The Educational Highway. The State not to subvert or impair responsibility 



for children. ' La carriere ouverte aux talents ' the true educational 



object. 

 ' Entire object of true education is to make people not only do the right things 



but enjoy the right things.' (Ruskin.) 

 The value of education — influence on character — intelligence — observational 



power — broad-mindedness — power of self-expression — decision in action — 



self-reliance — capacity for responsibility. 

 Influence of Public Schools' games in character training — not confined to Public 



Schools. 

 Education inefficient if it ends too soon. Mr. Fisher's Act. Age of compulsory 



education prolonged. 

 Continuation Schools. 

 Vocational and non-vocational education. 

 Technical education — value to the workers. 

 Higher Education — Secondary Schools — The University. 

 Adult education — School and college only the beginning of the education of 



the citizen — ^Study Clubs, Workers' Educational Association. 

 The Educational curriculum not to be too wide. 

 Reading, Writing, Spelling, and Speaking to be taught thoroughly in primary 



schools. 

 Need of acquaintance with English History and Literature and the possessions 



and resources of the British Empire. 

 Ancient and Modern Universities. 



A common educational basis necessary. Evil of premature specialisation. 

 A teacher's duty to discover and encourage special aptitudes in his pupils. 

 Mitigation in the severity of treatment of children. 

 Discipline — its value — obedience to just rules and orders. 



' Nelson's signal.' 



'Loss of the Birkfnhtad.' 

 Every teacher to feel that his or her success lies in the treatment of difficult 



pupils. 

 Study of writers upon education— e.gr. Pestalozzi, Froebel, Spencer, Montessori. 

 Training and testing of teachers. Character of teacher even more important 



than advanced literary attainments. Teachers not to look for results 



too early. 



Religious teaching. Advantage of non-sectarian teaching for children in day 

 schools. The co-ordination of difierent Christian Churches. 



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