222 THE STRUGGLE FOR EXISTENCE t 



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

 add these to the present subjects of universal in- 

 struction as made merely in the interests of in- 

 dustry. 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 mere- 

 ly 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, be- 

 cause they constitute an introduction to that spe- 

 cial training which is commonly called " technical 

 education." 



I conceive that our wants in this last direction 

 may be grouped under three heads: (1) Instruc- 

 tion in the principles of those branches of science 

 and of art which are peculiarly applicable to indus- 

 trial pursuits, which may be called preliminary 

 scientific education. (2) Instruction in the spe- 

 cial 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. 

 If elementary education is amended in the way 



" culture," the man whose " fingers are all thumbs " is 

 but a stunted creature. But the practical dilticulties in 

 the way of introducing handiwork of this kind into ele- 

 mentary schools appear to me to be considerable. 



