y
utilitarian lines, and that all subjects whose utilitarian value is not
immediately apparent should be banished from the schoolroom. But it does
imply that whether in the education of the professional man or of the
industrial worker all instruction either directly or indirectly must
have as its final result the efficiency of the individual as a worker.
An education which fits the individual to use his leisure rightly may
have as much effect in increasing the productive powers of the
individual as that which looks more narrowly to his technical training.
Further, we must remember that the larger number by far of the children
of the modern State must in after-life become industrial workers, and
that any system of education which neglects this fact, which makes no
provision for the technical training of the children of the working
classes, and has no adequate system of selecting and training those who
by innate capacity are fitted to become the leaders in industry, is a
system not in harmony with the characteristics of modern life, and that
unless this economic efficiency is secured, then the opportunity for the
development of the other ends of life cannot be secured.

Lastly, the securing of the ethical efficiency of the future members of
the State must be one of our ultimate aims. The ethical aim of education
may be said to be the supreme end, in the sense that it is the essential
condition for the security, the stability, and the progress of society;
and also from the fact that the ethical spirit of doing the work for the
sake of the work should permeate all education.

In concluding this chapter what needs to be emphasised is that while the
process of education remains ever the same, ever consists in acquiring
and organising experience, in and through the working of reason incited
to activity by the need of satisfying some natural or acquired interest,
in order that future action may be rendered more efficient, and whilst
the general nature of the ends to be attained may be said to be
permanent and unchangeable, yet the particular and concrete ends at
which we should aim in the education of our children is a practical
question which every nation has, from time to time, to ask and answer
afresh in the light of her national ideals and in view of her national
aspirations. Nay, further, it is a question which with every necessary
change in her internal organisation, and with every fundamental
alteration in her relation