SECTIONAL TRANSACTIONS.— L. 417 



who have been ambitious enough to train in evening classes of technical colleges, or 

 have been able to profit by special arrangements in industry which allow selected 

 apprentices to obtain education in working hours. Such arrangements are unknown 

 abroad. Consequently, the English technical colleges differ from such institutions 

 elsewhere. They provide large numbers and a great variety of part-time courses 

 for those already engaged in industrial pursuits, whilst those able to follow full-time 

 courses gravitate rather to the universities than to the technical colleges. The 

 career of youth in England is thus much less predetermined than elsewhere ; the 

 education less stereotyped and more adaptable to local needs, and gives opportunity 

 to the able and ambitious in spite perhaps of early educational disabilities to rise to 

 the top. The contact with industry is, moreover, direct and complete. Manufac- 

 turers and industrialists take direct interest by acting on governing and advisory 

 boards in technical education ; members of the teaching staff, owing to part-time 

 arrangements, are men from industry ; and the student, himself an apprentice, brings 

 something of the factory with him. In England there is no compulsory continuation 

 system as abroad, where every worker has to attend evening classes of general or 

 vocational character. In England, therefore, the bulk of factory workers receive 

 little or no further education, technical or otherwise, but abroad it is more and more 

 the tendency to set up compulsory continuation courses covering all engaged in 

 industry. So far as adult education is concerned, with perhaps the exception of 

 Sweden and Denmark, more facilities for workers are now provided in England than 

 elsewhere, not only through voluntary organisations, but by the direct efforts and 

 co-ordinating influence of the delegacies for extra-mural education now operating in 

 all universities. 



(d) Miss E. Webb Samuel. — Industry and the Young Person. 



The ' young person ' defined. The young person in different social strata. Great 

 variety of educational opportunity according to social background. Comparatively 

 poor educational opportunity of the vast majority. The young person at the end 

 of his school career. His attitude toward ' going to work.' The attitude of his parents 

 toward the same problem. Extent to which the attitude in both cases is influenced 

 by family and social conditions. Results of an investigation into same in schools in 

 both urban and rural areas. 



What industry expects from its ' young person ' recruits. The function of the 

 schools in ' delivering the goods,' i.e. in producing the right Idnd of young person. 

 This function as non-vocational training. The success of the school can only be 

 complete within definite limits because of the age at which the ' young person ' leaves 

 it. It does not send the finished product nor the skilled worker into industry but the 

 young person of infinite potentialities. The duty of industry towards the young 

 person because it benefits by youthful and therefore inevitably unskilled labour of 

 immature people. How far this duty has been realised in industry. 



The young person is not the finished product as far as life is concerned any more 

 than in relation to industry. The duty of the State towards the young person in the 

 pro\-ision of further education. Different attitude of Britain and America towards 

 the employment of juvenile labour and its effect on educational systems of both 

 countries. The attitude of the young person in both countries to educational 

 facilities. Part-time education of the young person in both countries. Probable 

 effect of development of mechanical power on the employment of juvenile labour, 

 and the resulting opportunities for development of educational facilities for the young 

 person in industry. 



(e) Mr. A. Abbott, C.B.E. — Education for Industry and Commerce. 



Any comparison of English and foreign systems of technical education must take 

 account of the respective stages of development of — 



(a) the industrial and commercial organisation of each country, and 



(6) its general system of education. 



The great industrial and commercial development of England took place long 

 before she had a comprehensive and highly organised system of secondary education ; 

 indeed, she has only just completed the establishment of this system. Germany and 

 other Continental countries did not begin to develop their industries on a large scale 



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