The first necessity of the present for teachers and for all concerned with the upbringing of children is to realise the true meaning of education—that it is the process by which we lead the child to acquire and organise experiences that will render future action more efficient; that by our educational agencies we seek to establish systems of knowledge that shall hereafter function in the efficient performance of services of social value; and that the only method which really educates and can educate is the method which evokes the constructive activity of reason in the establishment of the various systems of means. Education does not aim at culture nor at knowledge for its own sake, but at fitting the individual for social service. Our school system tends ever to forget this truth. It is in constant danger of losing sight of this ultimate aim of education by keeping its attention too narrowly fixed on some nearer and proximate aim. It tends often to lay too much stress on mere examinations and examination results. It forgets that the only true test of knowledge gained lies in the pupil's ability to use it intelligently in the furtherance of some purpose—and of some social purpose, and that the ultimate test of a system of education is the kind of social individual it turns out. If our educational system turns out boys and girls who in after-life become efficient workers, efficient citizens, and men and women who have learned how to use their leisure rightly, then it has fulfilled its function. If, on the other hand, it fails in a large number of cases to attain these three ends or any one of them, however it may satisfy the other tests applied, it has not performed its function, is not a system which is "organic" to the welfare of the State.

The second necessity is to realise the true place of the school as the formal agent in the education of the child. Mankind by a long and laborious process has discovered and established many systems of knowledge. He has created language and invented arts for the realisation of the many purposes of life. It is the business of the school to impart this knowledge to the child—to put him in possession at least of some part of this heritage which has come down to him, and to do so in such a manner that while acquiring the experience he shall also be trained in the method of finding and establishing systems of means for himself and by himself. If, however, we lay the emphasis on the mere imparting of the garnered experiences of the ages, the danger to be feared is lest our teaching degenerate into mere dogmatism or mere cram. If, on the other hand, we lay too much emphasis on the ability to self-find and self-establish systems, we are in danger of losing sight of the social purpose of all knowledge—of forgetting that the only justification for establishing a system of knowledge is that it may efficiently function in the attainment of some purpose of life.

Of the more important of the practical problems of our own day and generation the first and most important is to realise that our educational system as it exists at present is not fitted to produce and maintain an efficient and sufficient supply of all the social services which the modern State requires of its adult members, and that we must consider this question of education as a whole and in all its parts, and quite clear of mere party interests. Above all, we must get over the fatal habit of reforming one part of the system and leaving the other parts alone. The whole problem of education from the Primary School to the University requires consideration and organisation. We reform now our Universities, then after a period our Secondary School system, and so we proceed, advancing here, retrograding there, but of education as an organically connected whole we have no thought.

But apart from the want of organisation as a whole our educational system in its parts is at present defective. We require to reconsider the question of how best to educate the children of the very poor. At present we fail in a large number of cases to train up the children of this class to be socially efficient. Economically and morally we fail to reach any high standard. No doubt the home and social environment is all against the school influence; but by a more rational system of early education, by taking more care of the physical development of the child, and, if need be, for a time, making public provision for the feeding of the children of the very poor, we might do much to remove this defect. Above all, we must endeavour to stem the yearly flow of boys and girls at the conclusion of the Primary School period into mere casual and unskilled employments, and must endeavour by some means or other to continue the education of the child for some years further.

Again, we require to make better provision for the technical training of our workmen. By a system of Evening Continuation Schools having as their aim the instruction of the youth in the arts underlying or subsidiary to his particular calling, we might do much to amend this defect. Moreover, the Evening Continuation Schools might play a much more important part than they now do in the securing of the future moral and civic efficiency of the individual and of the nation.

Lastly, and this need is clearly felt by all acquainted with the subject, we require the development and extension of our Technical Colleges, in order that we may adequately train those whose duty in after-life will be the application of advanced scientific knowledge in the furtherance of the arts and industries of life.

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