4o6 SECTIONAL TRANSACTIONS.— L. 



(b) Contrast between Domestic Science and other ' craft ' subjects. 



(c) Cultural value to the pupil : 



(i) Interpreting her surroundings, historically, aesthetically, scien- 

 tifically, socially. 



(2) Developing personal skill, with physical self-control. 



(3) Offering purposes with an immediate appeal, and immediate 



application. 



(4) Offering social and moral training. 



(d) Relative value for backward and advanced pupils. 



(e) Difficulties in its way : 



(i) Ignorance of the subject and its aims on the part of those 

 interested in education. 



(2) Absence of records of experiments in method. 



(3) Isolation of its teachers. 



(/) An appeal for further discussions and research in such topics as : 



Study of its apparatus and methods in relation to fatigue among 



children. 

 Tests for craft ability and achievement. 

 Analysis of the methods of successful craft-teachers. 

 Further experiments on possible developments — e.g. joint training 



in speech and craft. 



Discussion. (Mr. A. H. Whipple.) 

 Relation of Technical to Secondary Education : — 



Sir Percy Watkins. — The secondary school: its contribution to 

 technical education. 



For large numbers of their pupils Secondary Schools are the only edu- 

 cational avenues of approach to industrial and commercial careers. The 

 criticism is often heard that many of the pupils do not find their true place 

 in those spheres. 



Is it possible that the courses of Secondary Education given in many 

 schools have not adequately recognised the cultural instruments that are 

 available for exercising, quite suitably, the native faculties of those of their 

 pupils who are the most likely to make good recruits for industry and 



commerce 



? 



The attitude of many schools appears to be : ' Let us give each of our 

 pupils the kind of education we provide in this school, and then let each 

 pupil, with that equipment, acquit himself as best he can in the work of 

 the world.' Might not the attitude more properly be : ' Let us discover 

 the special interests and aptitudes of our pupils, and let us provide suitable 

 courses of instruction to meet their diverse needs. Then, let us see whether 

 we can advise each pupil, in the light of his own individual equipment thus 

 obtained, as to the niche in the world that he is likely to fill most happily 

 and nnost successfully.' 



Mr. J. Paley Yorke. — The present position and future possibilities. 

 ' Secondary ' education represents a definite generation in the family 

 of Primary, Secondary and University education. ' Technical ' education 

 represents several generations within itself and has been regarded as a 

 separate and collateral family. It has been kept in the background as a 

 family of distant relatives of doubtful habits and manners. 



