TECHNICAL EDUCATION 167 



fundamental sciences, and the derived sciences. Mathematics, 

 physics, and chemistry as a branch of physics, may be called 

 the mother or fundamental sciences. Without a knowledge of 

 these it is useless to attack the derived sciences, except in 

 the most superficial manner as mere sciences of classification. 

 Mathematics and physics, including chemistry, should therefore 

 be the basis of a scientific education, as Latin and Greek have 

 formed the basis of a literary education. Again, the simpler 

 branches of mathematics must precede the study of chemistry 

 or the other branches of physics. Arithmetic is the first branch 

 of mathematics ; and the representation by plan, section, and 

 elevation of simple structures may conveniently form the second 

 branch of applied mathematics. What algebra is to arithmetic, 

 geometiy is to mechanical drawing, and it is not only possible 

 to give a fair knowledge of practical arithmetic and drawing in 

 primary schools without algebra or geometry, but it is the only 

 way in which we can hope to give that knowledge. Physics 

 and chemistry require comparatively costly apparatus and highly 

 trained teachers ; very little that is worth knowing could pos- 

 sibly be learnt in any primary school on these subjects, and, 

 unpopular as the opinion is, I would not make the attempt. 

 Much that will interest the intelligent and awaken new ideas, 

 may be learnt in after life from lectures such as are now 

 being delivered in connection with our admirable museum. I 

 heartily hope that similar lectures will be given in all large 

 towns, but they will rather be a healthy form of intellectual 

 recreation than a means of giving scientific education ; and in 

 our primary schools for the working classes I see only one pos- 

 sible branch of science open for our adoption, namely, the 

 scientific representation of mechanical and other simple struc- 

 tures. In making the attempt, we shall start with the support 

 of the whole artisan class, which would be delighted to see its 

 children acquiring precisely those elements of knowledge which 

 as skilled workmen they will have to apply ; and we shall start 

 with a strong national bias or talent for the work, whereas in 

 the cultivation of artistic representation the work is inipedeu oy 

 frequent natural incapacity. 



The second suggestion which I have, therefore, to press upon 

 your attention is. tit at the form of d^m<-tdar\i science iclticli /* 



