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- Foot - Note : Contd.
appear to lie in the provision of more handicraft and domestic work and in some cases a closer relation of the school instruction to the pupil’s environment in the it dustrial or rural discricts (see education), with visits to factories and places of business by the children still at school, if not by the formation oi school leaving classes, which seem to present a great many difficultics But with the elementary school as at present constituted it is hard to see how the contact can be made closer The central school with its technical and commercial bias seems to have established a very susbstantial contact with the business world The secondary school, as pointed out elsewhere, incidentally gives in the English, Arithemetic, Geography and other subjects that it teaches a good deal of the technical equipment the pupils will require in commerce and to some extent in industry. Only 28.5. of its boys and only 7. 1 of its girls enter industrial occupations, of whom only a fraction take up rural occupation as against 65.8 of the boys and 63.9 of the girls who select professional commercial or clerical callings From the point of view of industry it is clear that a widening of the present form of the school certificate would be desirable in the way of allowing the practical subjects, handicrafts, art, domestic sciences, etc., more weight by permitt ng two of these instead of one to count towards the five recessary for a pass (see also exam ianation). There must be among the 34-40% who fail in the examination, not counting the 50% who do not take it all, many who would thus be able to qualify. Among the pupils over 16 it is interesting to note that there is a growing tendency to enter trade and technical schools and this should increase in the future. Again, as indicated above, the Universities are sending an ever large number into commerce and industry.
