“The state had for a long time asserted an interest in the education of children, first providing the means of education, then making it compulsory. Finding that some were kept from school from the inability of parents to provide books, the state provided books to those who needed them. Then because the pride of those who accepted this bounty, was wounded by this advertisement of their poverty, it became necessary for the state to furnish books to all children, both of the rich and the poor. Next it was found that want of suitable clothes kept some from school that ought to attend, and so the state commenced to supply school clothes to them and by a similar process of evolution finally came to supply a school uniform to all children. It was also perceived that the interest of the state in the individual did not end when it had taught him the three R’s and the two G’s; in fact it had only fairly begun. It was all important to the state to know whether the child she had educated was going to employ his talents for good or for ill. It was expected he would carve his way and make his living, but if he were not given an opportunity to learn an honest vocation, was it certain that he would not drift into a dishonest one? It was seen to be the duty of the state to see that every youth of both sexes were given such opportunity to learn some trade or occupation. This became the more necessary on account of the trades unions and combinations amongst working men who naturally were anxious to prevent their ranks from being crowded and jealously threw obstacles in the way of apprentices, so the state found it necessary to care for the individual until he had attained the equipment essential for his self support. “At first the state schools of trades were simply free to all; later they became compulsory, following the experience of the common schools. Scholars in the common school were educated with reference to the trade they fancied, and when they entered the trade school they were on trial for a limited period and were sorted according to their ascertained aptitudes. It became a necessary branch of the supervision of the state to ascertain the proper proportion of workmen required for each branch of business and when this proportion was being seriously disturbed by unequal selection by the scholars themselves, it was restored by state selection on examination according to aptitude. “So much of the care and education of the youth having thus been assumed by the state, the way was opened for more. It was said that half the people who had children did not know how to bring them up properly; and teachers often complained that the example in bad manners, deportment, language etc., that the children got at home to a great extent neutralized the good lessons in these things they received at school.