376 SECTIONAL TRANSACTIONS. — L. 



* 

 should actively co-operate in creating an adequate supply. 

 Rural areas must be more thoroughly tapped for young 

 recruits, educated manhood and womanhood for adult recruits. 



Wednesday, August 25. 



(4-7). Papers on The Relation of Schools to Life, as follow- 

 ing:— 



4. Mr. A. LiNBCAB. 



Schools should induce capacity for life as well as, or 

 before inducing, ability to earn a livelihood. A general 

 governing principle guiding all the school work ifi wanted, 

 as 'Induce into pupils the power of concentration of mind.' 

 Then multiplicity of subjects disappears; we have instead 

 various postures of one endeavour. The broader the curri- 

 culum the broader the culture. We shall find we can vary 

 our postures so as to cultivate capacity to appreciate art, 

 literature, beauty, nature, nobility; we shall no longer find 

 ourselves struggling to attain sectional high efficiency. We 

 shall give power to be happy, the greatest gift; we shall give 

 possibility of broad, tolerant, healthy and full mental life : 

 we shall find that unusual efficiency has come, unsought, so 

 that while giving a splendid chance of real life we have also 

 provided an added probability of livelihood. 



5. Mr. J. M. McTavish. 



(1) Primary function of schools to assist in cultivating 

 such practical emotional and intellectual habits, systemati- 

 cally organised as will fit man to his social and physical 

 world. (2) Necessity of re-interpreting in terms of man's 

 widening social relations individualistic conceptions of edu- 

 cation which hinder us from understanding the importance 

 of their social function. (3) Education as being the develop- 

 ment of the physical and mental capacity too limited. It 

 dissociates education from social change. (4) Each historic 

 epoch carries with it corresponding changes in educational 

 motives and methods. (5) During periods of social stability 

 this creates no problems, but man's social world is to-day in 

 a condition of rapid flux. (6) The world's problems due to 

 conscious social conduct being primarily determined by 

 sentiments which determine the behaviour of the conscious 

 stream and their influence upon consciousness may be 

 regarded as the psychological analogue of the conception of 

 force in physics. (7) The disintegrating sentiments in civili- 

 sation are egoism, patriotism, and class sentiment. (8) The 

 need for cultivating a human sentiment powerful enough 

 to hold these in check. (9) The relation of the above con- 

 siderations to secondary education. (10) Schools most closely 

 related to life through adolescent education. 



6. Mr. E. 0. Br.\y. 



Paper concerned with industrial aspect of life. Need for 

 industry to regard the entrants as persons in training. Ten- 

 dency of industry to regard them as adults. No adequate 

 provision made for trade teaching, for physical welfare, or 

 for general training. Figures justifying statement. Work- 

 shop training neglected both by employers' associations and 

 trade unions. Tendency to regard the schools as offering a 

 substitute for training in workshop. The workshop, the 

 stronger influence, undermines the training in the schools. 

 The most urgent educational problem lies not inside the 



