When we came to the Department of Education, which was one of the institutions managed by the State and the Municipality, Conductor Sheep regretted once more that I had chosen Tour No. 1. We could only spare half a day at most for this important department. Here, again, I can only note a few of the unusual features of the system, as explained to me by my encyclopædic conductor. We saw no schools except on the outside, but I noticed the children going to and from school. They all marched in step, in twos or fours, like little soldiers. They did not race about the streets or play games. Wherever they started from they fell into step with their comrades and carried their satchels like knapsacks. The State Inspectors, it seems, decide what is to be taught, and how it is to be taught: the local officers carry out their instructions and classify the children. In the office of the Department there is a sort of museum of school apparatus in connection with the stores section. The books are all prescribed by the Central Department, and no others may be used. The children of the Sixth and Seventh Classes attend common schools in order to get the benefit of better classification. There are no schools in Bridgetown for the members of the First and Second Classes. They go elsewhere, but the other classes have separate schools. The children of the Sixth and Seventh Classes stay at school until they are twelve; but their instruction is largely of a practical and manual kind. Those of the Fifth Class remain until fifteen, and are trained to be skilled workmen. After fifteen they receive instruction in science in connection with their several occupations. Closely connected with the system of education, for the three lowest classes, is the Juvenile Bureau of Industry. This is controlled by the Department of Industry and Commerce. No young person in Meccania can take up any employment without a certificate granted by this Department. The officials of the Juvenile Bureau, after consultation with the officials of the Education Department, decide what occupation boys and girls may enter, and no employer is allowed to engage a boy or girl except through the medium of the Bureau. "What about the inclinations of the boys and girls, and the desires of their parents?" I remarked to Sheep. "The inclinations of the boys?" said Sheep, more puzzled than surprised. "In what way does that affect the question?" "A boy might like to be a cabinet-maker rather than a metal worker, or a mason rather than a clerk," I said. "But such a question as that will have been determined while the boy is at school." "Then when does he get the chance of choosing an occupation?" "It will depend upon his abilities for different kinds of work. And he can hardly be the judge of that himself," added Sheep. "Where do the parents come in, then?" I asked.