gained from the need of forcing his mind from time to time to take broad surveys of the whole field a part of which he was engaged in tilling. The first great object, then, in promoting science so as to reap the most direct national advantage from it, was to encourage science in its highest and widest forms. It cannot be said that England has yet learned this lesson. The number of institutions in Germany where advanced investigation is continuously pursued is absolutely and relatively greater than the number in England. The second part of technical education is that to which general attention is more commonly given. It consists of the kind of training to be given to the great army of workers in the country. In regard to this, as in regard to research work, Huxley insisted on the absence of distinction between technical or applied science and science without such a limiting prefix. So far as technical instruction meant definite teaching of a handicraft, he believed that it could be learned satisfactorily only in the workshop itself. "The workshop is the only real school for a handicraft. The education which precedes that of the workshop should be entirely devoted to the strengthening of the body, the elevation of the moral faculties, and the cultivation of the intelligence; and, especially, to the imbuing of the mind with a broad and clear view of the laws of that natural world with the components of which the handicraftsman will have to deal. And, the earlier the period of life at which the handicraftsman has to enter into the actual practice of his craft, the more important is it that he should devote the precious hours of preliminary education to things of the mind, which have no direct and immediate bearing on his branch of industry, though they lie at the foundation of all the realities."