i38 3 J 
On Technical Education . 
403 
of the hypnotic state is all that can be attained by being 
blindfolded, though the thought reader is undoubtedly much 
indebted to the assiduity of gentlemen anxious to secure 
the complete bandaging of the eyes, — a zeal at which Mr. 
Bishop must often have smiled. Nevertheless the guesses 
of the most unprofessional thought readers have led again 
and again to the often-repeated expression “ There must be 
something in it.” 
The foregoing remarks have no claim to be regarded as 
demonstrative, or anything more than hypothetical and sug- 
gestive. The physiologist will point out in them assump- 
tions unproved, and perhaps incapable of proof. The 
materialist will assert that my “ brain counterpart ” of 
thought is thought, and will assure me that to speak of 
thought as anything beyond molecular adtion is extremely 
dangerous, mischievous, and ignorant. 
One thing let me earnestly disclaim. I have no pre- 
tension to dissipate the mystery in thought reading. Only 
its real mystery is not superficial, a mere nine days’ wonder, 
but a part of the profound mystery of life, — a mystery for 
Science, as the ages run, deeply and more deeply to explore, 
but not to fathom. It is because it is natural that it is 
admirable and wonderful, and that we may have a reason- 
able hope that, in time to come, it may prove to be of great 
value in the benevolent and Christian science of Mental 
Therapeutics. 
VI. ON TECHNICAL EDUCATION. 
By Robert Galloway, M.R.I.A. 
(Continued from page 288.) 
(p^EFORE continuing further our examination of the 
jtjp) system of science teaching that has to be 
adopted in the Elementary Science Schools and 
Classes under the Department of Science and Art, and 
the examination and payment on result systems in 
operation, we will briefly explain what we mean by the 
