The other matter in which we want some systematic and good teaching is what I have hardly a name for, but which may best be explained as a sort of developed object lessons such as Mr. Acland adverted to. Anybody who knows his business in science can make anything subservient to that purpose. You know it was said of Dean Swift that he could write an admirable poem upon a broomstick, and the man who has a real knowledge of science can make the commonest object in the world subservient to an introduction to the principles and greater truths of natural knowledge. It is in that way that your science must be taught if it is to be of real service. Do not suppose any amount of book work, any repetition by rote of catechisms and other abominations of that kind are of value for our object. That is mere wasting of time. But take the commonest object and lead the child from that foundation to such truths of a higher order as may be within his grasp. With regard to drawing, I do not think there is any practical difficulty; but in respect to the scientific object lessons you want teachers trained in a manner different from that which now prevails. If it is found practicable to add further training of the hand and eye by instruction in modelling or in simple carpentry, well and good. But I should stop at this point. The elementary schools are already charged with quite as much as they can do properly; and I do not believe that any good can come of burdening them with special technical instruction. Out of that, I think, harm would come. Now let me pass to my second point, which is the development of technical skill. Everybody here is aware that at this present moment there is hardly a branch of trade or of commerce which does not depend, more or less directly, upon some department or other of physical science, which does not involve, for its successful pursuit, reasoning from scientific data. Our machinery, our chemical processes or dyeworks, and a thousand operations which it is not necessary to mention, are all directly and immediately connected with science. You have to look among your workmen and foremen for persons who shall intelligently grasp the modifications, based upon science, which are constantly being introduced into these industrial processes. I do not mean that you want professional chemists, or physicists, or mathematicians, or the like, but you want people sufficiently familiar with the broad principles which underlie industrial operations to be able to adapt themselves to new conditions. Such qualifications can only be secured by a sort of scientific instruction which occupies a midway place between those primary notions given in the elementary schools and those more advanced studies which would be carried out in the technical schools.