provision of Trade and Technical Schools, where our future
artisans may become acquainted with the theoretical principles
underlying their particular art.

Fourthly, we must endeavour to make our Elementary School system the
basis and point of departure of all further and higher education. This
would not involve that every child should be educated at a Primary and
State-aided School, but it does mean and would involve that the
Preparatory departments of our present Secondary Schools should model
their curriculum on the lines laid down in our Elementary Schools.

Fifthly, in the organisation of the means of education, our system, as
we have already pointed out, must be democratic in the sense that the
means of higher education shall be open to all, rich and poor, in order
that each may be enabled to find and thereafter to fit himself for that
particular employment for which by nature he is best suited. It must
further be aristocratic in the sense that it is selective of the best
ability; and finally, it must be restrictive in order that the means of
higher education may be utilised to the best advantage, and not misused
on those who are unfitted to benefit therefrom.

Unity of control; adequacy of area; schools of various types, sufficient
in number, and suited to meet the need for the supply of the various
services required by the State; a common basis in elementary education;
means of higher education open to all who can profit thereby; selection
of the best; restriction of those unable to benefit from higher
education--these are the principles which must in the future guide the
State organisation of the means of education.

FOOTNOTE:

[23] For a fuller discussion of this question, see _Scotch Education
Reform_, by Dr. Douglas and Professor Jones (Maclehose).

CHAPTER IX

THE AIM OF PHYSICAL EDUCATION

"A sound mind in a sound body is a short but full description of a happy
state in this world. He that has these two has little more to wish for,
and he that wants either of them will be but little the better for
anything else."[24] In these words Locke sets forth for all time what
should be aimed at in the physical education of the child, and in the
light of modern physiological psychology the position must be emphasised
anew that one of the essential conditions of sound intellectual and
moral vigour is sound physical health, and that body and mind are not
things apart, but that the health of the one ev