222 THE STRUGGLE FOR EXISTENCE v 



As I have said, I do not regard the proposal to 

 add these to the present subjects of universal 

 instruction as made merely in the interests of 

 industry. Elementary science and drawing are 

 just as needful at Eton (where I am happy to say 

 both are now parts of the regular course) as in 

 the lowest primary school. But their importance 

 in the education of the artisan is enhanced, not 

 merely by the fact that the knowledge and skill 

 thus gained little as they may amount to will 

 still be of practical utility to him ; but, further, 

 because they constitute an introduction to that 

 special training which is commonly called &quot; tech 

 nical education.&quot; 



I conceive that our wants in this last direction 

 may be grouped under three heads: (1) In 

 struction in the principles of those branches of 

 science and of art which are peculiarly applicable 

 to industrial pursuits, which may be called 

 preliminary scientific education. (2) Instruction 

 in the special branches of such applied science 

 and art, as technical education proper. (3) 

 Instruction of teachers in both these branches. 

 (4) Capacity-catching machinery. 



A great deal has already been done in each of 

 these directions, but much remains to be done. 



able, on all grounds. From the point of view of &quot;culture,&quot; the 

 man whose &quot;fingers are all thumbs&quot; is but a stunted creature. 

 But the practical difficulties in the way of introducing handi 

 work of this kind into elementary schools appear to me to be 

 considerable. 



