XVII TECHNICAL EDUCATION 429 



in his speech, when he not obscurely hinted — and 

 most justly hinted — that in dealing with this ques- 

 tion there are other matters than technical educa- 

 tion, in the strict sense, to be considered. 



It would be extreme presumption on my part if 

 I were to attempt to tell an audience of gentlemen 

 intimately acquainted with all branches of industry 

 and commerce, such as I see before me, in what 

 manner the practical details of the operations that 

 we propose are to be carried out. I am absolutely 

 ignorant both of trade and of commerce, and upon 

 such matters I cannot venture to say a solitary 

 word. But there is one direction in which I think 

 it possible I may be of service — not much perhaps, 

 but still of some, — because this matter, in the 

 first place, involves the consideration of methods of 

 education with which it has been my business to 

 occupy myself during the greater part of my life; 

 and, in the second place, it involves attention to 

 some of those broad facts and laws of nature with 

 which it has been my business to acquaint myself 

 to the best of my ability. And what I think may 

 be possible is this, that if I succeed in putting be- 

 fore you — as briefly as I can, but in clear and con- 

 nected shape — what strikes me as the programme 

 that we have eventually to carry out, and what 

 are the indispensable conditions of success, that 

 that proceeding, whether the conclusions at which 

 I arrive be such as you approve or as you disap- 

 prove, will nevertheless help to clear the course. 



