Now, the most important object of all educational schemes is to catch these exceptional people, and turn them to account for the good of society. No man can say where they will crop up; like their opposites, the fools and knaves, they appear sometimes in the palace, and sometimes in the hovel; but the great thing to be aimed at, I was almost going to say the most important end of all social arrangements, is to keep these glorious sports of Nature from being either corrupted by luxury or starved by poverty, and to put them into the position in which they can do the work for which they are specially fitted. Thus, if a lad in an elementary school showed signs of special capacity, I would try to provide him with the means of continuing his education after his daily working life had begun; if, in the evening classes, he developed special capabilities in the direction of science or of drawing, I would try to secure him an apprenticeship to some trade in which those powers would have applicability. Or, if he chose to become a teacher, he should have the chance of so doing. Finally, to the lad of genius, the one in a million, I would make accessible the highest and most complete training the country could afford. Whatever that might cost, depend upon it the investment would be a good one. I weigh my words when I say that if the nation could purchase a potential Watt, or Davy, or Faraday, at the cost of a hundred thousand pounds down, he would be dirt-cheap at the money. It is a mere commonplace and everyday piece of knowledge, that what these three men did has produced untold millions of wealth, in the narrowest economical sense of the word. Therefore, as the sum and crown of what is to be done for technical education, I look to the provision of a machinery for winnowing out the capacities and giving them scope. When I was a member of the London School Board, I said, in the course of a speech, that our business was to provide a ladder, reaching from the gutter to the university, along which every child in the three kingdoms should have the chance of climbing as far as he was fit to go. This phrase was so much bandied about at the time, that, to say truth, I am rather tired of it; but I know of no other which so fully expresses my belief, not only about education in general, but about technical education in particular. The essential foundation of all the organisation needed for the promotion of education among handicraftsmen will, I believe, exist in this country, when every working lad can feel that society has done as much as lies in its power to remove all needless and artificial obstacles from his path; that there is no barrier, except such as exists in the nature of things, between himself and whatever place in the social organisation he is fitted to fill; and, more than this, that, if he has capacity and industry, a hand is held out to help him along any path which is wisely and honestly chosen.