realise themselves, to attain their full freedom.

This demand for the better and fuller education of the children of the nation is motived partly by the growing conviction that the freedom, political, civil, and religious, which we as a nation enjoy, can only be maintained, furthered, and strengthened in so far as we have educated our children rightly to understand and rightly to use this freedom to which they are heirs. Democracy, as a form of government and as a power for good, is only possible when the mass of the people have been wisely and fully educated, so that they are enabled to take an intelligent and comprehensive interest in all that pertains to the good and future welfare of the State. A democracy of ill or partially educated people sooner or later becomes an ochlocracy,[2] ruled not by the best, but by those who can work upon the self-interest of the badly or one-sidedly educated. A true democracy is in fact ever aristocratic, in the original sense of that term. A false democracy ever tends to become ochlocratic, and the only safeguard against such a state of conditions arising in a country where representative government exists is the spread of higher education, and the inculcation of a right conception of the nature and functions of the State and of the duties of citizenship.

But further, the demand for increased facilities for higher and technical education is motived largely by the conviction that in the education of our children we must in the future more than we have done in the past take means to secure the fitness of the individual to perform efficiently some specific function in the economic organisation of society. And the demand proceeds, not from any desire to narrow down the aims of education, to place it on a purely utilitarian basis, but from the belief that the securing of the physical and economic efficiency of the individual is of fundamental and primary importance both for his own welfare and the well-being and progress of the State, and that in proportion as we secure the higher economic efficiency of a larger and larger number of the people we also secure the essential condition for the development and extension of those other goods of life which can be attained by the majority of a nation only after a certain measure of economic prosperity and economic security is assured.

The social evils of our own or of any time cannot, of course, be removed by any one remedy, but an education which endeavours to secure that each individual shall have the opportunity to develop himself and to fit himself for the after performance of the service for which by nature he is suited may do much to mitigate the evils incident upon the industrial organisation of society. If this end is to be realised, then three things at least are necessary. We must seek by some means or other to check the large number of our boys and girls who, after leaving the Primary School, drift year by year, either through the ignorance or the cupidity or the poverty of their parents, into the ranks of untrained labour, and who in the course of two or three years go to swell the ranks of the unskilled, casual workers, and become in many cases, in the course of time, the unemployed and the unemployable. In the second place, we must endeavour to secure the better technical training of the youth during their years of apprenticeship, and so tend to raise the general efficiency of the workers of the nation whatever the nature—manual or mental—of their employment. In the third place, we must endeavour, by means of our system of education, to increase the mobility of labour. In the modern State, where changes in the industrial organisation are frequent, the worker who can most easily adapt himself to changing circumstances is best assured of constant employment, and a great part of the social evils of our time may be traced to this want of mobility on the part of a large number of our workers.

The mobility of labour is of course always determined within certain limits, but much may and could be done by pursuing from the beginning a right method in educating the child to develop its power of self-adaptation to the needs of a changing environment.

If these results are to be attained, then we shall have, as a nation, to make clear to ourselves the real meaning and purpose of education; we shall have to make explicit the nature of the ends which we desire to secure as the result of our educational efforts, and we shall have to organise our educational agencies so that the ends desired shall be secured.

Let us now consider the question of the meaning, purpose, and ends of education.

CHAPTER II

THE MEANING AND PROCESS OF EDUCATION

"Of all the animals with which the globe is peopled, there is none towards whom nature seems, at first sight, to have exercised more cruelty than towards man, in the numberless wants and necessities with which she has loaded him, and in the slender means which she affords to the relieving of these necessities. In other creatures these two particulars generally compensate each other. If we consider the lion as a voracious and carnivorous animal, we shall easily discover him to be very necessitous, but if we turn our eye to his make and temper, his agility, his courage, his arms, and his force, we shall find that his advantages hold proportion with his wants.... In man alone this unnatural conjunction of infirmity and of necessity may be observed in the greatest perfection. Not only the food which is required for his sustenance flies his search and approach, or at least requires his labour to be produced, but he must be possessed of clothes and lodging to defend him against the injuries of the weather: though to consider him only in himself, he is provided neither with arms, nor force, nor other natural abilities which are in any degree answerable to so many 'necessities.' 'Tis by society alone he is able to supply his defects and raise himself up to an equality with his fellow-creatures, and even acquires a superiority over them."[3] In these terms Hume draws the distinction between man and the animals, and if, for the term Society, we substitute the word Education, then we shall more truly describe the means by which man overcomes his natural infirmities and meets his necessities.

But we have to ask, Wherein does man differ from the animals? what power or faculty does he possess over and above those possessed by himself and the animals in common? and how does it happen that as his wants and needs increase and multiply the means to satisfy them also tend to increase? Now, the animal is guided wholly or mainly by instinct. In the case of many animals the whole conduct of their life from birth to death is governed by this means. In the case, indeed, of some of the