398 SECTIONAL TRANSACTIONS.— L. 



African woman : her duties in the social organisation. The four H's : Hygiene, 

 Housecraft, Handwork, Horticulture. Infant mortality. Food and gardens. Appli- 

 cation of the general principles of the White Paper, March 1925 (Cmd. 2374). Religion. 

 The missionaries must do most of the work. No demand in Islamic areas. The Girl 

 Guide movement. Solution of the problem in a School Village in Northern Rhodesia, 

 by Miss Mabel Shaw (London Missionary Society). Native girls live in their own 

 way, sleep in huts, grow food, &c. Approval by parents, eager to pay fees : 

 bride price above average : girls stay till 17 or 18. Boarding school essential. 

 Tanganyika, U.M.C.A. plan. Recreative subjects : music, dancing. How far should 

 girls learn English ? Cf. French in the education of an English girl, or Latin in the 

 Dark Ages of Western Europe. 



The African girl in Europeanized families : the West Coast problem. How not to 

 do it. The new Queen's College at Lagos. Demand from Uganda. Difficulty of 

 securing African women teachers, especially for villages. Jeanes School in Kenya. 

 The married woman teacher essential : cf. French methods in their African Colonies. 

 The European married woman in Africa, especially in the official class. Local Boards 

 of Education. Need for good English mistresses, Government or mission. Better 

 education of the European child in Tropical Africa, especially the girls in Kenya. 

 Northern Rhodesia, girls' schools needed. 



The text-book problem : vernaculars : the influence of the mother in the home. 

 French text-books. The new International Institute of African Languages and 

 Cultures : standardization and verification of dialects. A great task for to-day : a 

 great hope for the future. 



Sir John Russell, F.R.S. — Report of the Ore/sat* Training Committee. 

 (See p. 309.) 



Presidential Address by Her Grace the Duchess op Atholl, on The 

 Broadening of the Outlook in Education. (See p. 191.) 



Monday, September 5. 



Discussion on Education and Industry. Mr. J. Wickham Murray, 

 Mr. E. Walls, Mr. J. H. Everett, Dr. H. Schofield, Mr. A. P. M. 

 Fleming. 



Mr. J. Wickham Murray. — Neic Outlooks and Tendencies. 



Preliminary. — It is to be noted that the views expressed hi this paper are not 

 necessarily those of the executive or central committees of the Emmott Committee 

 of Inquiry into the Relationship of Technical Education to other Forms of Education 

 and to Industry. Further, the view taken throughout is that in Technical Education 

 is to be found the best link between education and industry. Reasons for this view. 



How does Industry regard Technical Education ? — Is there any evidence to show 

 that industry recognises the help it receives from education, values that help and 

 desires to contribute help and advice towards reshaping the education system ? Can 

 any broad lines of advance, with which industry is in agreement, be set down ? The 

 views of industry upon (a) the grouping of educational faculties ; (6) content of 

 curricula ; (c) supply of staff ; (d) research ; (e) training of artisan, foreman, manager. 



How does Education regard Industry ? — Machinery which has been used hitherto, 

 e.g. advisory boards of employers, employers on local education authorities, &c. 

 Informal nature of interest hitherto taken in the possibilities of education as an 

 essential to industry. Sandwich systems. In some cases educationists tend to fear 

 that the influence of the industrialist may take something away from what is regarded 

 as the ' liberal ' quality of education ; is this a real danger ? 



Changing Philosophies in Education. — Tendencies which may be observed (a) in 

 the attitude of the Board of Education ; (6) in the recently expressed views of teaching 

 bodies ; (c) in the reports of committees such as the Malcolm Committee on Education 

 and Industry ; (d) the Balfour Committee. The Junior Technical School. 



Humanistic Aspects of Technical Education. — Difference between vocational 

 instruction and technical education ; the cultural possibilities of the latter. Educa- 

 tional administration should secure unity. Difficulty and necessity of labels such as 



