SECTIONAL TRANSACTIONS.—L. 397 
The causes of their difficulties can be grouped under three main heads— 
physical, intellectual, and temperamental—and there has been abundant 
evidence of the profound, though indirect, influence that these exert on 
a child’s thought and behaviour. It is well known that physical conditions 
can affect mind and character ; but it must also be recognised that intel- 
lectual dullness does not result only in scholastic backwardness, but often 
in temperamental difficulties and misbehaviour, and, similarly, that tem- 
peramental factors can hinder intellectual growth. ‘There have also been 
interesting indications of the way in which a child’s family-situation affects 
its character, and ample proof of the fact that, in bringing up children, good 
intentions are not enough. 
Dr. Mary M. MacTaccart.—Some clinical aspects of problems in 
learning (12.0). 
(1) Descriptive cases illustrating difficulty in learning one or more of the 
fundamental subjects of school instruction. 
(2) Their treatment and results of treatment. 
(3) A few generalisations regarding problems in learning : (a) significance 
of chance factors in failure; (6) the emotional effect of failure becoming 
the cause of increased and continued failure ; (c) first essentials in remedial 
teaching. 
Discussion. (Dr. C. W. Krumins; Dr. R. B. CaTTeLy.) (12.20.) 
Tuesday, September 11. 
OINT SESSION with Department F* (Industrial Co-operation) on The 
P P 
planning of a national policy of technical education and industrial 
recruitment :— 
Mr. J. W. BispHam.—An administrative view (10.0). 
The adoption of a system of half-time compulsory day continuation schools 
up to the age of 18 would be more convenient to industry than the method 
of the Education Act of 1918, which required in effect only about 8 hours 
per week of school attendance. 
The setting up of these schools could be undertaken progressively over 
several years and would not be in substitution for, but additional to the 
raising of the school-leaving age to 15 at an appropriate time. ‘The two 
projects could be combined with a large consequent reduction in both 
juvenile and adult unemployment. 
Industry also needs trained recruits from a planned system of schools 
which will include junior technical and senior technical schools in addition 
to the better-known system of secondary schools and university courses. 
The ideal planning of technical courses pre-supposes an exploration, by 
those responsible for education, of local industries —the formation of 
advisory committees and a full and effective liaison between those repre- 
senting education and those representing industry. Lack of such liaison 
in the past had led to much waste of effort and to regrettable ignorance on 
each side of the resources available on the other. 
