From a recent article by Professor Leacock we learn that some twenty years ago there was a considerable change in the Canadian schools and universities. "The railroad magnate, the corporation manager, the promoter, the multiform director, and all the rest of the group known as captains of industry, began to besiege the universities clamouring for practical training for their sons." Mr Leacock tells of a "great and famous Canadian public school," which he attended, at which practical banking was taught so resolutely that they had wire gratings and little wickets, books labelled with the utmost correctness, and all manner of real-looking things. It all came to an end, and now it appears that in Canada they are beginning to find that the great thing is to give a schoolboy a mind that will do anything; when the time comes "you will train your banker in a bank." It may be that everybody has not recognised this, and that the railroad magnates and the rest of them are not yet fully convinced; but Mr Leacock declares that the most successful schools of commerce will not now attempt to teach the mechanism of business, because "the solid, orthodox studies of the university programme, taken in suitable, selective groups, offer the most practical training in regard to intellectual equipment, that the world has yet devised."
To the same purport is the evidence given by Mr H.A. Roberts, Secretary of the Cambridge Appointments Board (see Minutes of Evidence taken before the Royal Commission on the Civil Service, 22nd November 1912-13th December 1912, pp. 66-73). The whole of this testimony deserves careful study. For some few years past the heads of the great business firms, in this country and abroad, have been applying in ever increasing numbers to Cambridge (and to Oxford also, though in this case statistics do not appear to be available) for men to take charge of departments and agencies; to become, in fact, "captains of industry." In the year before the war (1913-14) about 135 men were transferred from Cambridge University to commercial posts through the agency of the Board[[1]]*. One might naturally suppose that the majority of these were science men; on the contrary, owing no doubt to the greater number of other posts open to them, they were fewer than might have been expected. Graduates from every Tripos are found in the 135 in numbers roughly proportional to the numbers in the various Tripos lists. Shortly before the war an advertisement of an important managership of some works—in South America, if I remember rightly—ended with the intimation that, other things being equal, preference would be given to a man who had taken a good degree in Classical Honours.
That most of such men are successful in their occupations might be deemed to be proved by the steady increase in the number of applications made for their services. There is, however, more definite evidence available. A member of one of the largest business firms in the country testified to the same Royal Commission that of the 46 Cambridge men who had been taken into his employment during the previous seven years 43 had done excellently well, two had left before their probationary period was ended to take up other work; and one only had proved unsatisfactory. This evidence could easily be supplemented did space permit. It is clear, then, that in many callings what is wanted—to begin with, at any rate—is not so much technical knowledge as trained intelligence.
Another reason for thus choosing university men is not difficult to discover. When Mr W.L. Hichens (Chairman of Cammell, Laird and Co.) addressed the Incorporated Association of Headmasters in January last he declared that in choosing university graduates for business he looked out for the man who might have got a First in Greats or history, if he had worked—a man who had other interests as well, who was President of the Common Room, who had been pleasant in the Common Room, or on the river, or rowed in his college "Eight," or had done something else which showed that he could get on with his fellow-men. In business getting on means getting on with men.
The experience of Mr Hichens is so valuable that I cannot do better than quote further. "A big industrial organisation such as my firm, has, or should have three main sub-divisions—the manufacturing branch, the commercial branch, and the research or laboratory branch.... I will not deal with the rank and file, but with the better educated apprentices, who expect to rise to positions of responsibility. On the workshop side, we prefer that the lads should come to us between sixteen and seventeen, and, if possible (after serving an apprenticeship in the shops and drawing office), that they should then go to a university and take an engineering course.
"On the commercial side also we prefer to get the boys between sixteen and seventeen. We have recently, however, reserved a limited number of vacancies for university men. The research department also is, in the main, recruited from university men. But there is this difference, that, whereas the research men should have received a scientific training at the university we require no specialised education in the case of university men joining the commercial side. Specialised education at school is of no practical value. There is ample time after a boy has started business to acquire all the technical knowledge that his brain is capable of assimilating. What we want when we take a boy is to assure ourselves that he has ability and moral strength of character, and I submit that the true function of education is to teach him how to learn and how to live—not how to make a living. We are interested naturally to know that a boy has an aptitude for languages or mathematics, but it is immaterial to us whether he has acquired his aptitude, say for learning languages, through learning Latin and Greek or French and German. The educational value is paramount, the vocational negligible. If, therefore, modern languages are taught because they will be useful in later life, while Latin and Greek are omitted because they have no practical use, although their educational value may be greater, you will be bartering away the boy's rightful heritage of knowledge for a mess of pottage."
There are doubtless many different opinions as to the best way of training boys to become engineers, and in giving the results of his experience Mr Hichens does not claim that he is voicing the unanimous and well-considered judgments of the whole profession. His statement that "specialised education at school is of no practical value to us" would certainly be challenged by those schools which possess a strong, well-organised engineering side for their elder boys. But there would be substantial unanimity—begotten of long and often bitter experience—in favour of his plea that a sound general education up to the age of sixteen or seventeen at any rate, is an indispensable condition of satisfactory vocational training. "I venture to think," says Mr Hichens, "that the tendency of modern education is often in the wrong direction—that too little attention is given to the foundations which lie buried out of sight, below the ground, and too much to a showy superstructure. We pay too much heed to the parents who want an immediate return in kind on their money, and forget that education consists in tilling the ground and sowing the seed—forget, too, that the seed must grow of itself."
It would appear from what has already been said that though the necessity for vocational training exists in most, if not in all cases, the time in a boy's life at which such training ought to begin is far from being the same for all callings. Even where there is general agreement as to the normal age, exceptional circumstances or exceptional ability may justify the postponement of vocational instruction to a much later period than would usually be desirable. Thus the fact that two of the most distinguished members of the medical profession graduated as Senior Wrangler and Senior Classic respectively, will not justify the average medical student in waiting until he is twenty-three before commencing his professional training. If it be true that in some quarters "specialised education" has been demanded for young boys, it is equally true that many youths pass through school and enter the university without any clear idea of whither they are tending. This uncertainty may be due to a belief that "something is sure to turn up," to the magnitude of their allowances and the ease of their circumstances, occasionally, perhaps, to excessive timidity or underestimation of their powers; but, from whatever cause it springs, such an attitude of mind is deplorable in itself, and fraught with grave moral dangers. It ought to be possible in the case of a boy of sixteen or seventeen to say with some approach to certainty, for what employments he is quite unsuitable, and to indicate the general direction, at least, in which he should seek his life-work. The onus of choice is too often laid upon the boy himself; and the form in which the question is put—What would you like to be?—makes him the judge not only of his own desires and abilities, but also of the conditions of callings with which he can, at best, be but imperfectly acquainted. There is here fine scope for the co-operation of parents and teachers not only with each other but with the various professional and business organisations. It is generally supposed to be the duty of a head master to observe and study the boys committed to his care. It is equally important that he should extend that study and observation to their parents—as an act of justice to the boys, if for no other reason. But there are other reasons. There is knowledge to be gotten from every parent—or at least from every father—about his profession or business—knowledge which, as a rule, he is quite willing to impart. If, in addition, a head master avails himself of the opportunities of getting into touch with men of affairs, leaders of commerce, professional men of all kinds, his advice to parents as to suitable careers for their sons becomes enormously more valuable. At the very least he may save them from some of the more flagrant forms of error; for instance, he may convince them that there are other and more valuable indications of fitness for engineering than the ability to take a bicycle to pieces, and a desire "to see the wheels go round"; and that a boy who is "good at sums" will not, of necessity, make a good accountant. In short, he may prevent them from mistaking a hobby for a vocation.