Disinterested scientific curiosity is a passion for an ordered intellectual vision of the connection of events. But the goal of such curiosity is the marriage of action to thought. This essential intervention of action even in abstract science is often overlooked. No man of science wants merely to know. He acquires knowledge to appease his passion for discovery. He does not discover in order to know, he knows in order to discover. The pleasure which art and science can give to toil is the enjoyment which arises from successfully directed intention. Also it is the same pleasure which is yielded to the scientist and to the artist. The antithesis between a technical and a liberal education is fallacious. There can be no adequate technical education which is not liberal, and no liberal education which is not technical: that is, no education which does not impart both technique and intellectual vision. In simpler language, education should turn out the pupil with something he knows well and something he can do well. This intimate union of practice and theory aids both. The intellect does not work best in a vacuum. The stimulation of creative impulse requires, especially in the case of a child, the quick transition to practice. Geometry and mechanics, followed by workshop practice, gain that reality without which mathematics is verbiage. There are three main methods which are required in a national system of education, namely, the literary curriculum, the scientific curriculum, the technical curriculum. But each of these curricula should include the other two. What I mean is, that every form of education should give the pupil a technique, a science, an assortment of general ideas, and æsthetic appreciation, and that each of these sides of his training should be illuminated by the others. Lack of time, even for the most favoured pupil, makes it impossible to develop fully each curriculum. Always there must be a dominant emphasis. The most direct æsthetic training naturally falls in the technical curriculum in those cases when the training is that requisite for some art or artistic craft. But it is of high importance in both a literary and a scientific education. The educational method of the literary curriculum is the study of language, that is, the study of our most habitual method of conveying to others our states of mind. The technique which should be acquired is the technique of verbal expression, the science is the study of the structure of language and the analysis of the relations of language to the states of mind conveyed. Furthermore, the subtle relations of language to feeling, and the high development of the sense organs to which written and spoken words appeal, lead to keen æsthetic appreciations being aroused by the successful employment of language. Finally, the wisdom of the world is preserved in the masterpieces of linguistic composition.