Their technical manual training should start at thirteen, bearing a modest proportion to the rest of their work, and should increase in each year finally to attain to a substantial proportion. Above all things it should not be too specialised. Workshop finish and workshop dodges, adapted to one particular job, should be taught in the commercial workshop, and should form no essential part of the school course. A properly trained worker would pick them up in no time. In all education the main cause of failure is staleness. Technical education is doomed if we conceive it as a system for catching children young and for giving them one highly specialised manual aptitude. The nation has need of a fluidity of labour, not merely from place to place, but also within reasonable limits of allied aptitudes, from one special type of work to another special type. I know that here I am on delicate ground, and I am not claiming that men while they are specialising on one sort of work should spasmodically be set to other kinds. That is a question of trade organisation with which educationalists have no concern. I am only asserting the principles that training should be broader than the ultimate specialisation, and that the resulting power of adaptation to varying demands is advantageous to the workers, to the employers, and to the nation. In considering the intellectual side of the curriculum we must be guided by the principle of the co-ordination of studies. In general, the intellectual studies most immediately related to manual training will be some branches of science. More than one branch will, in fact, be concerned; and even if that be not the case, it is impossible to narrow down scientific study to a single thin line of thought. It is possible, however, provided that we do not press the classification too far, roughly to classify technical pursuits according to the dominant science involved. We thus find a sixfold division, namely, (1) Geometrical techniques, (2) Mechanical techniques, (3) Physical techniques, (4) Chemical techniques, (5) Biological techniques, (6) Techniques of commerce and of social service. By this division, it is meant that apart from auxiliary sciences some particular science requires emphasis in the training for most occupations. We can, for example, reckon carpentry, ironmongery, and many artistic crafts among geometrical techniques. Similarly agriculture is a biological technique. Probably cookery, if it includes food catering, would fall midway between biological, physical, and chemical sciences, though of this I am not sure.