st development without the aid and co-operation of the
other. The Technical Colleges should be the professional schools
attached to the scientific side of the Universities. Moreover, this
division and separation is economically wasteful, since the general
training in science which must precede the practical training has to be
carried on both in the University and in the Technical College.

In Scotland this separation has not advanced to such a stage as is the
case in Germany. In any further reorganisation of university and higher
education it is earnestly to be hoped that the Day Technical College
will find its rightful place as an integral part of the University, and
that the latter may realise that her function is to further and extend
the bounds of knowledge in order that practice in every sphere of life
may be rendered more efficient.

FOOTNOTE:

[41] Cf. Prof. Paulsen, _The German Universities_, p. 111 (Eng. Trans.).

CHAPTER XIV

CONCLUSION--THE PRESENT PROBLEMS IN EDUCATION

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 ho