and industries. In our own country
this branch--this very important branch--of education has been left, for
the most part, to the care of private individuals, and although the
State has done something in recent years to encourage and develop this
side of education, yet much more requires to be done; and, above all, it
is desirable that whatever is done in the future should be done in a
regular, systematic, and organised manner and with definite aims in
view.

But it is not merely in the higher reaches of German education that the
industrial aim is kept in view. It pervades and permeates the whole
system from the lowest to the highest stages. Even in the Primary School
the requirements of practical life are not left out of sight. In school,
said a former Prussian Director of Education, "children are to learn how
to perform duties, they are to be habituated to work, to gain pleasure
in work, and thus become efficient for future industrial pursuits. This
has been the aim from the earliest times of Prussian education; and to
this day it is plainly understood by all State and local administrative
officers, as well as by all teachers and the majority of the parents,
that the people's school has more to do than merely teach the vehicles
of culture--reading, writing, and arithmetic"--that the chief aim is
rather "the preparation of citizens who can and will cheerfully serve
their God and their native country as well as themselves."

In the third place, the question of the provision of the means of higher
education is not one between its provision on the one hand by means of
the Government, and on the other by means of purely voluntary agencies.
Higher education, _e.g._, in Scotland has rarely been provided and paid
for at its full cost by the individual parent or by associations of
individual parents, but has been maintained, in some cases in a high
degree of efficiency, by endowments left for this purpose. These
endowments are now in many cases insufficient to meet the demand made
for education, and the stream of private benevolence in providing the
means of education has either ceased to flow or flows in an irregular
and uncertain fashion. Further, the incomes of even the moderately
well-to-do of our middle classes are not sufficient to bear the whole
cost of the more expensive education required to fit their sons and
daughters for the after-service of the community. Hence, just as in
Mill's time the question of the provisi