The Worker of To-morrow. By J. P. Roberts. ONE of the most outstanding features of the last half-century has been the growth 0 of popular education. From being the privilege of the few it has become a com- pulsory part of the upbringing of each British individual. Many people hold that the only hope of the future is in education, but they do not define what they mean by the term "education." The original meaning— "bringing forth "-apparently is overlooked, and instead of helping boys to become men the popular idea of education is to give the individual those benefits which will enable him to take advantage over others in securing for himself the good things of life. This materialistic conception of education which has been so popular is, to some extent, responsible for the state of unrest which exists in the country to-day. The idea of self-interest as opposed to the interests of the community when developed to its logical conclusion is bound to lead to dissension and strife, unrest and sus- picion, and these forces just as they disrupt the life of the individual will eventually disintegrate the life of the nation. Another modern feature is the attention given by the State to the health and welfare of the children. The war revealed the astounding fact that in spite of the apparent prosperity of this country the physical condition of the nation was steadily deteriorating. The nation is now beginning to awaken to the fact that unless it looks after the physical welfare of its citizens it is only a matter of time before it deteriorates into a C3 nation both physically and mentally. It was to counteract this that those reforms in education, hygiene and child welfare, which were so bitterly attacked and which had eventually to be postponed, were launched. Though the State has legislated for the education of the community at large and has made some provision for their physical welfare, it is an odd contradiction that it re- gards its duty as having finished once the child reaches the age of 14. Having brought the child up to this stage it leaves him during the critical period of adolescence. It appears to find justification for this procedure by the oft- repeated statement that the British Empire has been built up by men who had to strive for them- selves, and that too much State interference is not the best way to develop national character. Before admitting the truth of this statement it is as well to examine the conditions which the present-day youth has to contend with. Are the conditions to-day favourable for the de- velopment of character? Are they as favourable as they were 20 years ago? The world to-day is passing through a transitional stage. The Great War has set in motion forces whose in- fluence cannot yet be gauged. The traditions and doctrines of centuries are being abandoned. The same world unrest is reflected in national life. There is a subtle change of mind coming over the whole of the community, and it is no use to assume that we will return to pre-war conditions. The past has been left behind and the community to-day is trying to feel its way to a fuller and richer life, which the old regime failed to give it. This national unrest is also manifested in the home. The appalling housing conditions, the industrial unrest and insecurity of employment, the craving for excitement which is the legacy of the Great War, are all adverse factors in the formation of happy homes on which ultimately depends the prosperity of any nation. Against these factors the present day youth has to contend. There are hundreds and thousands of boys and girls between the age of 14 and 20 roaming about unemployed. They are being brought up to idleness. They manage to exist by means of State support, betting and other ingenious devices with the result that they are growing up accustomed to the idea that it is not necessary to work to live. It is both unfair and unjust to throw a boy of 14 or a girl of 14 on their own resources and leave them to do the best they can without any help, guidance, or any encouragement. They are bound to follow the line of least resistance. The old apprenticeship system is falling into decay, and there does not seem to be any systematic effort made to train properly the artisan of the future. British prosperity in the past has been built on two factors-the unrivalled skill and craftsman- ship of the British workman as reflected in the superior article which he turned out and the fact that that article could be sold at a competitive price in the world's markets. Is British crafts- manship to-day being maintained? It may be maintained by the present generation, but the present generation will pass away and the pros- perity of great Britain will rest with the coming generation. It would appear therefore that there is an immediate necessity, if we are to hold our own in the foreign markets, to take steps to see that the coming generation is trained in the most up-to-date methods and that the principles of craft which have been the pride of the British workman hitherto are maintained. How, therefore, can the present-day evil be remedied? Does the hope of the future lie in the revival of the old apprenticeship scheme, or do modern conditions require a more scientific form of training for industry than that offered by this scheme ? The Government scheme for the training of disabled men is worth examination as to its pos- sibilities in this direction. The scheme, besides affording the possibility of giving the best technical instruction, is also worthy of consider- ation on the grounds that it will tend to eliminate certain factors which to-day are responsible for so much upheaval in industry. After the