nsidered
exceptions, all should continue for several years thereafter to fit
themselves for industrial and social service. If this result can be
effected by moral means, good and well; if not, legal compulsion must,
sooner or later, be resorted to. For it is, as it has always been, a
fundamental maxim of political action that the State should and must
compel her members to utilise the means by which they may be raised to
freedom.

The second line of argument which Mill follows in his advocacy of the
State provision of education is that instruction is one of the cases in
which the aid given does not foster and re-create the evil which it
seeks to remedy. Education which is really such does not tend to
enervate but to strengthen the individual. Its effect is favourable to
the growth of independence. "It is a help towards doing without help."

On similar grounds, we may urge that it is the duty of the State to see
that the means for the higher education of the youth of the country are
adequate in quantity and efficient in quality. The better technical
training of our workmen is necessary if we are to secure their economic
self-sufficiency and fit them to become socially useful as members of a
community. One aim therefore underlying any future organisation of
education must be to secure the industrial efficiency of the worker and
to ensure that the results of science shall be utilised in the
furtherance of the arts and industries of life. This can only be
effected by the better scientific training, by the more intensive and
the more thorough education of those children of the nation who by
natural ability and industry are fitted in after-life to guide and
control the industries of the country.

Mr. Haldane,[12] during the past few years, in season and out of season,
has called the attention of the public of Great Britain to the fact that
in the organisation and equipment of their system of technical education
Germany is much in advance of this country, and that the German people
have thoroughly and practically realised that, if they are to compete
successfully with other nations, then one of the aims of their
educational system must be to teach the youth how to apply knowledge in
the furtherance and advancement of the economic interests of life. With
this end in view we have the establishment throughout the German States
of numerous schools and colleges having as their chief aim the
application of knowledge to the arts