BRAIN WORK AND MANUAL WORK. Divorce between science and handicraft--Technical education--Complete education--The Moscow system: applied at Chicago, Boston, Aberdeen--Concrete teaching--Present waste of time--Science and technics--Advantages which science can derive from a combination of brain work with manual work. In olden times men of science, and especially those who have done most to forward the growth of natural philosophy, did not despise manual work and handicraft. Galileo made his telescopes with his own hands. Newton learned in his boyhood the art of managing tools; he exercised his young mind in contriving most ingenious machines, and when he began his researches in optics he was able himself to grind the lenses for his instruments, and himself to make the well-known telescope, which, for its time, was a fine piece of workmanship. Leibnitz was fond of inventing machines: windmills and carriages to be moved without horses preoccupied his mind as much as mathematical and philosophical speculations. Linnæus became a botanist while helping his father--a practical gardener--in his daily work. In short, with our great geniuses handicraft was no obstacle to abstract researches--it rather favoured them. On the other hand, if the workers of old found but few opportunities for mastering science, many of them had, at least, their intelligences stimulated by the very variety of work which was performed in the then unspecialised workshops; and some of them had the benefit of familiar intercourse with men of science. Watt and Rennie were friends with Professor Robinson; Brindley, the road-maker, despite his fourteenpence-a-day wages, enjoyed intercourse with educated men, and thus developed his remarkable engineering faculties; the son of a well-to-do family could “idle” at a wheel-wright’s shop, so as to become later on a Smeaton or a Stephenson.