380 JOURNAL OF THE PLYMOUTH INSTITUTION. 
intellectual ideas arising from combinations of these and manipula- 
tive skill—a truly marvellous lesson, which ought to remind us how 
much has to be acquired and how little can be taught. Much can 
be done in directing and assisting the manipulative side of the 
faculties alongside the intellectual. 
This to my mind is the great advantage of the Kindergarten 
system. I would rather hear of a Kindergarten or half-time school 
being erected in our own town than a truant-school ; it is a melan- 
choly consolation, however, to remember that in the latter the 
elements of a sound technical education not altogether approved of 
by the pupils will be occasionally communicated to them. 
The tendency of the present School Board education is passive, 
not active—literary, not practical—critical, not constructive. The 
aptitude for manual work developes itself at an early age, or it is 
then necessary to nurse it if weak. This aptitude, if systematically 
cultivated, leads to very wonderful results; but if stifled by a 
continuous study of literary subjects, such as grammar, languages, 
and history, to the exclusion of more practical, not to mention 
technical, pursuits, is by no means easily revived. The literary 
youth soon acquires literary or clerical ambitions, considers himself 
too good for a workman, objects to vulgar toil, elects to wear a 
black coat, and live in dependence for the rest of his life. 
A boy has been properly educated when he retains a desire for 
further education after leaving the leading-strings of his master. No 
matter how weak the ground on which this desire feeds, if he has 
only mastered the three R’s he will succeed in attaining his object. - 
At present the tendency of our schools is to rush through successive 
standards, and pass as many examinations and inspections with as 
much expedition as possible, to the gain of the teacher and the sup- 
posed advantage of the pupil; in short, to turn out annually a supply 
of regulation-taught and certificated children, with a complete educa- 
tion for their sphere in life. Such a tendency encourages the 
children, on completing their curriculum, to consider themselves 
educated, which would not be the case if children or youths com- 
menced to learn their crafts sooner, and continued their education 
longer. Could not the present School Boards make some provision 
for early and light apprenticeships? In crafts where it has been 
the custom, and where it is necessary to commence work at an early 
age, the present arrangement of our education does not suit. 
During the forenoon, from 9 a.m. to say 12 noon, the classes of 
