Technical Education 201 



and an investigator, b)^ having a moderate amount of 

 teaching to do, gained from the need of forcing his 

 mind from time to time to take broad surveys of the 

 whole field a part of which he was engaged in tilling. 

 The first great object, then, in promoting science so 

 as to reap the most direct national advantage from it, 

 was to encourage science in its highest and widest 

 forms. It cannot be said that England has 3^et learned 

 this lesson. The number of institutions in German}' 

 where advanced investigation is continuouslj^ pursued 

 is absolutely and relatively greater than the number 

 in England. 



The second part of technical education is that to 

 which general attention is more commonly given. It 

 consists of the kind of training to be given to the great 

 army of workers in the country. In regard to this, as 

 in regard to research work, Huxley insisted on the ab- 

 sence of distinction between technical or applied sci- 

 ence and science without such a limiting prefix. So 

 far as technical instruction meant definite teaching of 

 a handicraft, he believed that it could be learned satis- 

 factorily only in the workshop itself. 



"The workshop is the ouly real school for a handicraft. The 

 education which precedes that of the workshop should be en- 

 tirely devoted to the strengthening of the body, the elevation 

 of the moral faculties, and the cultivation of the intelligence ; 

 and, especially, to the imbuing of the mind with a broad and 

 clear view of the laws of that natural world with the compon- 

 ents of which the handicraftsman will have to deal. And, 

 the earlier the period of life at which the handicraftsman has to 

 enter into the actual practice of his craft, the more important 

 is it that he should devote the precious hours of preliminary 

 education to things of the mind, which have no direct and im- 

 mediate bearing on his branch of industry, though they lie at 

 the foundation of all the realities." 



