In America the same system has been introduced, in its technical part, first, in the Chicago Manual Training School, and later on in the Boston Technical School--the best, I am told, of the sort--and finally at Tuskegee, in the excellent school for coloured young men. In this country, or rather in Scotland, I found the system applied with full success, for some years, under the direction of Dr. Ogilvie at Gordon’s College in Aberdeen. It is the Moscow or Chicago system on a limited scale. While receiving substantial scientific education, the pupils are also trained in the workshops--but not for one special trade, as it unhappily too often is the case. They pass through the carpenter’s workshop, the casting in metals, and the engineering workshop; and in each of these they learn the foundations of each of the three trades sufficiently well for supplying the school itself with a number of useful things. Besides, as far as I could ascertain from what I saw in the geographical and physical classes, as also in the chemical laboratory, the system of “through the hand to the brain,” and _vice versâ_, is in full swing, and it is attended with the best success. The boys _work_ with the physical instruments, and they study geography in the field, instruments in hands, as well as in the class-room. Some of their surveys filled my heart, as an old geographer, with joy.[188] The Moscow Technical School surely was not an ideal school.[189] It totally neglected the humanitarian education of the young men. But we must recognise that the Moscow experiment--not to speak of hundreds of other partial experiments--has perfectly well proved the possibility of combining a scientific education of a very high standard with the education which is necessary for becoming an excellent skilled workman. It has proved, moreover, that the best means for producing really good skilled labourers is to seize the bull by the horns, and to grasp the educational problem in its great features, instead of trying to give some special skill in some handicraft, together with a few scraps of knowledge in a certain branch of some science. And it has shown also what can be obtained, without over-pressure, if a rational economy of the scholar’s time is always kept in view, and theory goes hand in hand with practice. Viewed in this light, the Moscow results do not seem extraordinary at all, and still better results may be expected if the same principles are applied from the earliest years of education.