This curriculum has the merit of homogeneity. All its various parts are co-ordinated and play into each other's hands. We can hardly be surprised that such a curriculum, when once broadly established, should have claimed the position of the sole perfect type of education. Its defect is unduly to emphasise the importance of language. Indeed the varied importance of verbal expression is so overwhelming that its sober estimation is difficult. Recent generations have been witnessing the retreat of literature, and of literary forms of expression, from their position of unique importance in intellectual life. In order truly to become a servant and a minister of nature something more is required than literary aptitudes. A scientific education is primarily a training in the art of observing natural phenomena, and in the knowledge and deduction of laws concerning the sequence of such phenomena. But here, as in the case of a liberal education, we are met by the limitations imposed by shortness of time. There are many types of natural phenomena, and to each type there corresponds a science with its peculiar modes of observation, and its peculiar types of thought employed in the deduction of laws. A study of science in general is impossible in education, all that can be achieved is the study of two or three allied sciences. Hence the charge of narrow specialism urged against any education which is primarily scientific. It is obvious that the charge is apt to be well-founded; and it is worth considering how, within the limits of a scientific education and to the advantage of such an education, the danger can be avoided. Such a discussion requires the consideration of technical education. A technical education is in the main a training in the art of utilising knowledge for the manufacture of material products. Such a training emphasises manual skill, and the co-ordinated action of hand and eye, and judgment in the control of the process of construction. But judgment necessitates knowledge of those natural processes of which the manufacture is the utilisation. Thus somewhere in technical training an education in scientific knowledge is required. If you minimise the scientific side, you will confine it to the scientific experts; if you maximise it, you will impart it in some measure to the men, and--what is of no less importance--to the directors and managers of the businesses. Technical education is not necessarily allied exclusively to science on its mental side. It may be an education for an artist or for apprentices to an artistic craft. In that case æsthetic appreciation will have to be cultivated in connection with it.