The Children: Some Educational Problems | Page 5

increasingly democratic in character. Further, we are learning, partly through experience, partly from the example of other countries, that the period during which our children must be under the regulated control of the school and of society must be lengthened, if we are to realise the final aim of all education, which is to enable the individual on the intellectual side to apply the knowledge gained to the furtherance and extension of the various purposes of life, and on the moral side to enable him to use his freedom rightly.
Lastly, as a nation, we are beginning to discover that without the better technical training of our workmen, and especially of those to whom in after-life will be entrusted the control and direction of our industries and commerce, we are likely to fall behind the other advanced nations in the race for economic supremacy.
But, in addition to these negative forces at work, tending to produce dissatisfaction with our educational position, the opinion is growing stronger and clearer that the education, physical, intellectual, and moral, of the children of the nation is a matter of supreme importance for the future well-being and the future supremacy of the nation, and that it is the duty of the State to see that the opportunity is furnished to each individual to realise to the full all the potentialities of his nature which make for good, so that he may be enabled to render that service to the community for which by nature he is best fitted. Compulsory elementary education is but one stage in the process. We must, as a nation, at least see that no insuperable obstacles are placed in the path of those who have the requisite ability and desire to advance farther in the development of their powers. Moreover, if need be, we must, in the words of Rousseau, compel those who from various causes are unwilling to realise themselves, to attain their full freedom.
This demand for the better and fuller education of the children of the nation is motived partly by the growing conviction that the freedom, political, civil, and religious, which we as a nation enjoy, can only be maintained, furthered, and strengthened in so far as we have educated our children rightly to understand and rightly to use this freedom to which they are heirs. Democracy, as a form of government and as a power for good, is only possible when the mass of the people have been wisely and fully educated, so that they are enabled to take an intelligent and comprehensive interest in all that pertains to the good and future welfare of the State. A democracy of ill or partially educated people sooner or later becomes an ochlocracy,[2] ruled not by the best, but by those who can work upon the self-interest of the badly or one-sidedly educated. A true democracy is in fact ever aristocratic, in the original sense of that term. A false democracy ever tends to become ochlocratic, and the only safeguard against such a state of conditions arising in a country where representative government exists is the spread of higher education, and the inculcation of a right conception of the nature and functions of the State and of the duties of citizenship.
But further, the demand for increased facilities for higher and technical education is motived largely by the conviction that in the education of our children we must in the future more than we have done in the past take means to secure the fitness of the individual to perform efficiently some specific function in the economic organisation of society. And the demand proceeds, not from any desire to narrow down the aims of education, to place it on a purely utilitarian basis, but from the belief that the securing of the physical and economic efficiency of the individual is of fundamental and primary importance both for his own welfare and the well-being and progress of the State, and that in proportion as we secure the higher economic efficiency of a larger and larger number of the people we also secure the essential condition for the development and extension of those other goods of life which can be attained by the majority of a nation only after a certain measure of economic prosperity and economic security is assured.
The social evils of our own or of any time cannot, of course, be removed by any one remedy, but an education which endeavours to secure that each individual shall have the opportunity to develop himself and to fit himself for the after performance of the service for which by nature he is suited may do much to mitigate the evils incident upon the industrial organisation of society. If this end is to be realised, then three things at least are necessary. We must seek