L.— EDUCATION. 201 



And what of the parents ? Will they, where advisable, accept the 

 simpler and more practical alternative to the usual secondary course '. 

 Here we may find a difficulty due to the prestige of the secondary school. 

 But we must have faith in the influence on fathers and mothers of a sane 

 and informed public opinion, if that can be developed ; and if teachers 

 in particular will show their belief in this type of curriculum, many parents. 

 I am certain, will be guided by them. As to public opinion, in the political 

 sphere the auguries are favourable. Unionists at the last General Election 

 pledged themselves to the development of ' central ' schools and other 

 forms of post-elementary instruction, as well as to the provision of an 

 adequate supply of secondary schools, and this has been the policy pursued 

 since 1924. The Labour Party have published a statement of their policy 

 in which they demand secondary education of a less ' bookish ' type 

 than at present, and no one has stated the case I have endeavoured to 

 put with greater emphasis or clarity than Mr. Philip Snowden; while a 

 recent conference of the National Liberal Federation has declared in 

 favour of the provision of such a variety of schools as will secure the full 

 development of ability of brain and hand alike. Political parties are 

 therefore agreed on this all-important matter. 



Nor must we imagine that only in these islands is the need for variety 

 of post-primary curricula felt. The United States found alternative courses 

 necessary by the time that seven or eight per thousand of their 

 population had been received into secondary schools ; and a feature of 

 the recent Imperial Education Conference was the recognition from 

 many varying parts of the Empire of the .urgent need for bringing 

 the schools into closer relation with reality, and of the cultural value of 

 practical training. The provision of the necessary instruction on the 

 scale required will take time ; handicraft teachers are all too scarce ; 

 many buildings may have to be enlarged ; practical equipment is 

 costly ; further experience is needed in the evolution of the curriculum. 

 But if we can keep the principle of variety clearly in view, and can frankly 

 recognise practical work as forming j>art and parcel of a liberal education, 

 our progress will be sure, even if financial difficulties for a time may 

 oblige it to be slow ; and if we can make clear to the country as a whole 

 that we are being guided by these principles, we shall, I am certain, rally 

 to our support much opinion which at present is uninterested or sceptical, 

 we shall introduce new and living interests into many lives whose intel- 

 lectual development might otherwise have been stunted, and we may 

 hope to bring to the service of the community in its varying needs rich 

 contributions of equally varied ability. 



