r boys. But in the modern machinery there
is no room left for naive improvements of that kind. Scientific
education on a wide scale has become necessary for further inventions,
and that education is refused to the workers. So that there is no issue
out of the difficulty unless scientific education and handicraft are
combined together--unless integration of knowledge takes the place of
the present divisions." Such is the real substance of the present
movement in favor of technical education. But, instead of bringing to
public consciousness the, perhaps, unconscious motives of the present
discontent, instead of widening the views of the discontented and
discussing the problem to its full extent, the mouth-pieces of the
movement do not mostly rise above the shopkeeper's view of the question.
Some of them indulge in jingo talk about crushing all foreign industries
out of competition, while the others see in technical education nothing
but a means of somewhat improving the flesh-machine of the factory and
of transferring a few workers into the upper class of trained engineers.

Such an ideal may satisfy them, but it cannot satisfy those who keep in
view the combined interests of science and industry, and consider both
as a means for raising humanity to a higher level. We maintain that in
the interests of both science and industry, as well as of society as a
whole, every human being, without distinction of birth, ought to receive
such an education as would enable him, or her, to combine a thorough
knowledge of science with a thorough knowledge of handicraft. We fully
recognize the necessity of specialization of knowledge, but we maintain
that specialization must follow general education, and that general
education must be given in science and handicraft alike. To the division
of society into brain-workers and manual workers we oppose the
combination of both kinds of activities; and instead of "technical
education," which means the maintenance of the present division between
brain work and manual work, we advocate the _education integrale_, or
complete education, which means the disappearance of that pernicious
distinction. Plainly stated, the aims of the school under this system
ought to be the following: To give such an education that, on leaving
school at the age of eighteen or twenty, each boy and each girl should
be endowed with a thorough knowledge of science--such a knowledge as
might enable them to be useful workers in