There are in England, Scotland, and Wales some 1,500,000 boys between the ages of fourteen and eighteen; there are eight months in the year when such education and training could be carried on. There will be an infinity of camps in being before the war is over. And however unsuited these camps may be at the moment for combining technical instruction with military training, many of them could undoubtedly be adapted. The chance of so much suitable material at hand, so much organizing capacity, and so much sense of awakened public spirit and necessity, will never come again. Some plan more or less heroic has got to be adopted, and it is submitted that no other could possibly kill so many birds with one stone. For, to the writer this proposal is even more important in relation to the menace from within than in relation to the menace from without. The worst feature of our social scheme at present—the most dangerous flaw in the machine—is the waste, the absolute throwing away of the years between fourteen and eighteen, the most important period of the male life (and, for that matter, of the female life), the years when physique and character are forming when the instrument is malleable; years for the most part now left to chance and to blind-alley occupations. If we want to be a strong and healthy nation, this is the weakness of all others to overcome. The following is taken from the introduction to Mr. Arnold Freeman’s intimate and careful book: “Boy Life and Labour”:— “What we need to consider is not the sacrifice of a certain number of youths through faulty industrial arrangements, _but the lack of training and the manufacture of inefficiency in the majority of boys between school and manhood._ “At the present time it would seem to be the consensus of opinion of school teachers, employers, and all those who are intimate with the problem that great masses of boys are growing up to manhood inefficient for adult work, and incapable of performing the elementary duties of home life and citizenship. The truer mode of regarding the problem may be illustrated by the following quotation: “‘According to the main statistical sources of information the very serious fact emerges that between 70 and 80 per cent. of the boys leaving elementary schools enter unskilled occupations. Thus, even when the boy ultimately becomes apprenticed or enters a skilled trade, those intervening years from the national point of view are entirely wasted. Indeed the boy, naturally reacting from the discipline to which school accustomed him, usually with abundance of spare time not sufficiently utilized, and without educative work, _is shaped during these years directly towards evil_.’ (Majority Report of the Poor Law Commission, Part VI., Chap. VII.)”