What is the meaning, in fact, of the outcry for technical education which has been raised at one and the same time in England, in France, in Germany, in the States, and in Russia, if it does not express a general dissatisfaction with the present division into scientists, scientific engineers, and workers? Listen to those who know industry, and you will see that the substance of their complaints is this: “The worker whose task has been specialised by the permanent division of labour has lost the intellectual interest in his labour, and it is especially so in the great industries: he has lost his inventive powers. Formerly, he invented very much. Manual workers--not men of science nor trained engineers--have invented, or brought to perfection, the prime motors and all that mass of machinery which has revolutionised industry for the last hundred years. But since the great factory has been enthroned, the worker, depressed by the monotony of his work, invents no more. What can a weaver invent who merely supervises four looms, without knowing anything either about their complicated movements or how the machines grew to be what they are? What can a man invent who is condemned for life to bind together the ends of two threads with the greatest celerity, and knows nothing beyond making a knot? “At the outset of modern industry, three generations of workers _have_ invented; now they cease to do so. As to the inventions of the engineers, specially trained for devising machines, they are either devoid of genius or not practical enough. Those ‘nearly to nothings,’ of which Sir Frederick Bramwell spoke once at Bath, are missing in their inventions--those nothings which can be learned in the workshop only, and which permitted a Murdoch and the Soho workers to make a practical engine of Watt’s schemes. None but he who knows the machine--not in its drawings and models only, but in its breathing and throbbings--who unconsciously thinks of it while standing by it, can really improve it. Smeaton and Newcomen surely were excellent engineers; but in their engines a boy had to open the steam valve at each stroke of the piston; and it was one of those boys who once managed to connect the valve with the remainder of the machine, so as to make it open automatically, while he ran away to play with other boys. But in the modern machinery there is no room left for naïve improvements of that kind. Scientific education on a wide scale has become necessary for further inventions, and that education is refused to the workers. So that there is no issue out of the difficulty, unless scientific education and handicraft are combined together--unless integration of knowledge takes the place of the present divisions.”