But, like Algebra, Geometry and Geometrical Drawing must be extended beyond the mere circle of geometrical ideas. In an industrial neighbourhood, machinery and workshop practice form the appropriate extension. For example, in the London Polytechnics this has been achieved with conspicuous success. For many secondary schools I suggest that surveying and maps are the natural applications. In particular, plane-table surveying should lead pupils to a vivid apprehension of the immediate application of geometric truths. Simple drawing apparatus, a surveyor's chain, and a surveyor's compass, should enable the pupils to rise from the survey and mensuration of a field to the construction of the map of a small district. The best education is to be found in gaining the utmost information from the simplest apparatus. The provision of elaborate instruments is greatly to be deprecated. To have constructed the map of a small district, to have considered its roads, its contours, its geology, its climate, its relation to other districts, the effects on the status of its inhabitants, will teach more history and geography than any knowledge of Perkin Warbeck or of Behren's Straits. I mean not a nebulous lecture on the subject, but a serious investigation in which the real facts are definitely ascertained by the aid of accurate theoretical knowledge. A typical mathematical problem should be: Survey such and such a field, draw a plan of it to such and such a scale, and find the area. It would be quite a good procedure to impart the necessary geometrical propositions without their proofs. Then, concurrently in the same term, the proofs of the propositions would be learnt while the survey was being made. Fortunately, the specialist side of education presents an easier problem than does the provision of a general culture. For this there are many reasons. One is that many of the principles of procedure to be observed are the same in both cases, and it is unnecessary to recapitulate. Another reason is that specialist training takes place--or should take place--at a more advanced stage of the pupil's course, and thus there is easier material to work upon. But undoubtedly the chief reason is that the specialist study is normally a study of peculiar interest to the student. He is studying it because, for some reason, he wants to know it. This makes all the difference. The general culture is designed to foster an activity of mind; the specialist course utilises this activity. But it does not do to lay too much stress on these neat antitheses. As we have already seen, in the general course foci of special interest will arise; and similarly in the special study, the external connections of the subject drag thought outwards.