heir operations are distinct. The school
which does not develop community spirit, which does not fit into its
place in the work of training the complete man, is obviously
imperfect. The same cannot be said of the school which does not
provide direct instruction in citizenship; for teaching may be given
in so many indirect ways. Some consideration of what has happened in
this connection both in England and America will perhaps be most
helpful, although the intangible nature of the results would render
dangerous any attempt to make definite pronouncements on their success
or failure.

Largely as the result of the realisation of the immediate relationship
between national education and national productivity there are
abundant signs that the English educational system is about to be
developed. The ordinary argument has been well put:

A new national spirit has been aroused in our people by the war; if
we are to recover and improve our position at the end of the war,
that national spirit must be maintained; for unless every man and
woman comes to know and feel that industry, agriculture, commerce,
shipping, and credit, are national concerns, and that education is
a potent means for the promotion of these objects among others, we
shall fail in the great effort of national recuperation. In plainer
words, our great firms will not make money, wages will fall, and
wage-earners will be out of work[1].

The possibility of the extension of the educational system to meet the
needs of technical training need not cause disquiet among those whose
desire is for fulness of citizenship, if they are prepared to insist
that teachers shall be trained on broad and comprehensive lines and
that every vocational course shall include instruction in direct
citizenship. The argument is ready to hand and simple. If all men and
women must strive to work wisely and well, so also should they learn
how to participate in the government, local and national, which their
work supports. Moreover the right study of a trade or profession
induces a perception of the inter-relationship of all human activity.

On the other hand it is important that vocational work, at least so
far as it is carried out by manual training, should be introduced into
schemes of liberal education. In this connection it is worth recalling
that in a recent report, the Consultative Committee of the Board of
Education expressed with complete