Such is the real substance of the present movement in favour of technical education. But, instead of bringing to public consciousness the, perhaps, unconscious motives of the present discontent, instead of widening the views of the discontented and discussing the problem to its full extent, the mouthpieces of the movement do not mostly rise above the shopkeeper’s view of the question. Some of them indulge in jingo talk about crushing all foreign industries out of competition, while the others see in technical education nothing but a means of somewhat improving the flesh-machine of the factory and of transferring a few workers into the upper class of trained engineers. Such an ideal may satisfy them, but it cannot satisfy those who keep in view the combined interests of science and industry, and consider both as a means for raising humanity to a higher level. We maintain that in the interests of both science and industry, as well as of society as a whole, every human being, without distinction of birth, ought to receive such an education as would enable him, or her, to combine a thorough knowledge of science with a thorough knowledge of handicraft. We fully recognise the necessity of specialisation of knowledge, but we maintain that specialisation must follow general education, and that general education must be given in science and handicraft alike. To the division of society into brain workers and manual workers we oppose the combination of both kinds of activities; and instead of “technical education,” which means the maintenance of the present division between brain work and manual work, we advocate the _éducation intégrale_, or complete education, which means the disappearance of that pernicious distinction. Plainly stated, the aims of the school under this system ought to be the following: To give such an education that, on leaving school at the age of eighteen or twenty, each boy and each girl should be endowed with a thorough knowledge of science--such a knowledge as might enable them to be useful workers in science--and, at the same time, to give them a general knowledge of what constitutes the bases of technical training, and such a skill in some special trade as would enable each of them to take his or her place in the grand world of the manual production of wealth.[185] I know that many will find that aim too large, or even impossible to attain, but I hope that if they have the patience to read the following pages, they will see that we require nothing beyond what can be easily attained. In fact, _it has been attained_; and what has been done on a small scale could be done on a wider scale, were it not for the economical and social causes which prevent any serious reform from being accomplished in our miserably organised society.