conviction the opinion that manual
training was indispensable in places of secondary education:

We consider that our secondary education has been too exclusively
concerned with the cultivation of the mind by means of books and
the instruction of the teacher. To this essential aim there must be
added as a condition of balance and completeness that of fostering
those qualities of mind and that skill of hand which are evoked by
systematic work.

In this way would be generated that "sympathetic and understanding
contact between all brainworkers and the complete men who work with
both hands and brain" so strongly pleaded for by Professor Lethaby who
insists that "some teaching about the service of labour must be got
into all our educational schemes."

It must be remembered that the question of vocational training affects
chiefly the proposed system of compulsory continuation school
education up to the age of eighteen, which has yet to be established
for all boys and girls not in attendance at secondary schools or who
have not completed a satisfactory period of attendance[2].

The inadequacy of the period of education allotted to the vast mass of
the population and the need for educational reform in many directions
can only be noted; both these matters however affect citizenship
profoundly.

It is upon the expectation of early development on the following
lines, indicated without detail, that our consideration of the
possibilities of schools in regard to citizenship must be based:

(1) A longer period of elementary school life during which no child
shall be employed for other than educational purposes.

(2) The establishment of compulsory continuation schools for all boys
and girls up to the age of eighteen, the hours of attendance to be
allowed out of reasonable working hours.

(3) Complete opportunity for qualified boys and girls to continue
their technical or humane studies from the elementary school to the
university.

(4) A distinct improvement in the supply and power of teachers,
chiefly as the result of better training in connection with
universities and the establishment of a remuneration which will enable
them to live in the manner demanded by the nature and responsibilities
of their calling.

The two main aspects of the development of citizenship through the
schools which have already been noted may be summarised as follows,
and may be considered separately:

(1) The di