
Fune 22, 1871] 

fluence upon the application of science and art to trade 
and manufactures, calling forth a memorial from the lead- 
ing manufacturing and commercial towns as to the im- 
portance of establishments for instructing workmen in the 
principles of science and art, on which their respective 
industries depend. It was stated that unless this was 
speedily done the country would run serious risk of losing 
that position which hitherto had been its strength and 
_ pride. 
_ This foreboding was confirmed by the Exhibition at 
Paris in 1867, which showed an advance made by Con- 
_ tinental nations even in some departments in which Eng- 
land had been considered supreme. The conclusion was 
received with surprise in some quarters, and vexation 
throughout the country. 
There was no doubt that remarkably rapid progress in 
manufactures had been made by some of the Continental 
nations ; and this rapid improvement was attributed, in 
a great measure, to the scientific training of proprietors 
and managers in France, Belgium, Germany, Switzerland ; 
andto the elementary instruction which is universal 
amongst the working population of Switzerland and Ger- 
many. The facilities for acquiring a knowledge of theo- 
| retical and applied science are incomparably greater on 
the Continent than in this country ; and that knowledge 
_is based on an advanced state of secondary education. 
Hence, a great effort has been made to obtain similar 
advantages of education for this country, in order that we 
may retain the position which we now hold. There can 
_be no doubt that scientific training has become a question 
no longer admitting of delay ; and a demand has arisen 
for Technical Education, by which we are to understand 
“scientific and artistic education, with a view to improve- 
ment in industry. 
To promote this object, several educational reforms 
_have been suggested ; and first of all, that in the univer- 
sities and grammar schools instruction in science and art 
should be placed on the same favourable footing as other 
studies. Only one-third of the boys in the great public 
schools go to our uuiversities ; and therefore, two-thirds 
pass directly from the schools to enter upon the various 
pursuits of life. Now there are two methods of education. 
One gives a youth direct preparation for his future pur- 
suits ; the other trains the mind by processes which are 
not directly adapted for any worldly career, but which are 
supposed to strengthen the intellectual faculties. 
The latter object is pursved in classical education, which 
is defended upon the ground that, though it does not pro- 
vide special instruction for the useful purposes of the 
world, it still furnishes general culture. No one can deny 
that classical education supplies excellent training in 
certain directions ; but there is a growing conviction that, 
forthe practical purposes of life, the classics have been 
tried and found wanting ; tiat, while they serve for orna- 
ment and for delight, they are not “ gcod for life.” 
But even with a view to culture, we should not overlook 
the importance of Science in mental training. Science, 
properly taught, is one of the best means of educating the 
highest faculties of the human mind. By proper teaching, 
however, we must understand, not merely instruction in 
the facts of science, but discipline in the methods of 
Science. Mere head-knowledge may do a man very little 
good ; it is the habit of mind, the training in method, that 
determines the character of the man. Hence, the minds 
of the young should be imbued with scientific principles 
and trained in scientific methods. 
A twofold advantage is asserted by scientific advocates: 
that as science has now reached so high a stage, it may 
be used asa means of the best mental cultivation ; while, 
at the same time, it communicates a kind of knowledge 
Bich may be made practically useful in every walk of 
ife. 
A movement has already been made in some quarters, 
but sparingly, not to say grudgingly. Some schools have 
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143 

admitted science on about equal terms with dancing, that 
is to say, they give one or two hours a week to it. Or they 
may even admit it on equal terms with French; but it is 
generally made quite subordinate ; and while classics are 
rewarded with high honours, science receives few distinc- 
tions. At Harrow the teaching of physical science has 
been introduced, but has not yet been made part of the 
regular curriculum ; boys are not obliged to learn physical 
science, though they may get prizes for it. The most 
difficult point in this part of the subject is where to find 
suitable masters for the teaching of science. This, no 
deubt, must be a work of time ; but if the demand springs 
up, the supply will follow. 
But beside the demand for a reform in the institutions 
already existing, there is a general conviction that scien- 
tific and technical schools are required in all the great 
centres of industry; that such schools ought to be 
established ; that we must have “ Technical Education.” 
In many districts those who desire to send their own sons 
or the sons of their better workmen for instruction in 
science, are unable to carry out their views because no 
suitable schools exist in their neighbourhood. There are 
numerous grammar schools in different parts of the coun- 
try, but many of them were founded in the two centuries 
which followed the Revival of Classical Learning. Con- 
sequently, they are generally under the influence of clas- 
sical traditions ; and a comparatively small proportion 
of the boys are learning the physical or natural sciences. 
The fact is that technical schools cannot be permanently 
supported unless we diffuse a taste for science and art. 
If we create the taste, the technical schools will be well 
filled. We must introduce the elements of science and 
art into the primary schools, and we shall soon change 
the secondary education of the working men. 
It too often appears that, from the utterly defective 
education of the people, they do not know what is good 
for them, and have not the slightest conception of the 
methods that should be taken to improve their present 
ignorant and imperfect condition. In some instances so 
deplorable is the state of elementary education that it is 
found impossibie to give the working classes the instruc- 
tion which they desire to receive in the sciences connected 
with their work. They are not able to read with suffi- 
cient facility to master the books put before them ; they 
cannot write well enough to take notes of the lectures 
which they hear ; nor are they sufficiently familiar with 
arithmetic to make the necessary calculations. Hence it 
results that one of the first difficulties in promoting tech- 
nical instruction is the want of fundamental training as 
the basis of scientific knowledge. 
The learned will have to revise the method of teaching. 
There is a well-founded suspicion that the course com- 
monly pursued has been wrong in principle. The teachers 
proceeded from generalities, constructed very pretty 
systems, and dealt largely in refinements. Many people 
now believe, on the contrary, that we ought to begin with 
individual instances, then lead the pupil to construct a 
broad outline, and gradually to fill up the picture as his 
knowledge advances. 
Or take another illustration. If aman works his way 
up the mountain side he meets with many difficulties, but 
at length, when he reaches the top, he enjoys a fine 
prospect all around. Now, if that man wishes to guide 
others up the mountain, it is not sufficient for him to 
harangue from the top, or to dilate upon the fine prospect 
which he enjoys. He must come down again to the 
valley ; he must take others by the hand, and lead them 
by the way which he took himself, or very nearly by the 
same way. 
Until recently elementary treatises on science were 
written from the top of the mountain. The authors, 
enjoying an expanded prospect, were disposed to take 
general views ; and ta discuss principles which, however 
interesting to themselves, had little or no interest for 
