We have come to realize in recent years that in many ways our education of the masses is a failure. Teaching people to read and write and occupying them with books till they are fifteen years of age, when all that they will use their power to read for is to devote themselves to three or four editions of the daily paper and the huge, overgrown Sunday papers on their only day of leisure, with perhaps occasional recourse to a cheap magazine or a cheaper novel, in order to kill time, as they frankly declare, is scarcely worth while. Indeed we have even come to realize that such education gives opportunity rather for the development of discontent than of happiness. The learning to write which enables a man to be a clerk, or a bookkeeper, the occupations that are, as a rule, the least lucrative, that are so full that there is no question of organizing them, that confine men for long hours in dark rooms very often and furnish the least possible opportunity to rise, is of itself not ideal. With some rather {156} disconnected information this is practically all that our ordinary education teaches people, and yet we spend eight years and large sums of money on it. We are just beginning to realize that other forms of education and not these superficial introductions to supposed scholarship, which can mean so little, constitute realities in education. We have come to realize that Germany, where it is said that more than sixty per cent. of the population has its opportunity for some technical training, so that men are taught the rudiments of a trade or a handicraft or some occupation other than that which shall make them mere routine servants of some one else, does far better than this. By contrast it is remarked that less than one per cent. of our children have the opportunity for such training. We are very prone to think, however, that the technical school is a modern idea. We assume that it owes its origin to the development of mankind in the process of evolution to a point where the recognition of the value of handiwork and craftsmanship has at length arisen. Nothing could well be less true than this. It is true that the eighteenth century saw practically no education of this kind and it was only at the end of the nineteenth century that any modern nation even began to wake up to the necessity for it. In the older times, however, and, above all, in the thirteenth and fourteenth centuries, there was a magnificent training afforded the masses of the people in all sorts of arts and {157} crafts and trades and occupations, such as can now be obtained only in technical schools. They did not call these teaching institutions technical schools, but they had all the benefits that we would now derive from such schools.