The work in school should meet these instincts. They are then beginning to question things, and they like to do things. It is not so much u little practical work that is needed as a complete change in the view, after lads aro about ten years of age. The Education department of Eng land lias been trying to graft on to tlu scho'd course sonic practical teaching, with only partial success. Work and play, play and work should be a sehcol's method, and all pointing to the future career. School life should de velop the natural faculties of the :upils, by providing scope fur their exercise. And there is afso a widely-spread feeling' that t ho spending of eight years in school, live hours daily, has not benefited 1 ire bulilv or mental forces of the children as it might have done.
There is a general feeling that all education should tend more to "the practical" than it has dene in times nasi. Aiid the second is to make it compulsory. The first is to determine the course of training. Xiie diiUculties seem to be two, apart from ihe cost.
And most: of i!:e teachers and many 01 the manufacturers are with hun. LiaHniie had an able aiticle in >'."sh'a Magazine for March on the need for more secondary school:. England Jms left tbo individual to train him?elf, but is now realising that something more may be done for artisans as a body. The United Stales has many well-equipped Technie.-.l and High Schools. Ger many has a thorough sfi11 of training' its youths for trades and professions. And the most important of that materia] is the workman. Tr-ide rivalry between Germany and the United States and Groat liritain is ('or was) stimu lating manufacturers io make the most of their material. International c,-mpetuion in trade is forcing tei:i ion to the producers.
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