In my belief, all methods of technical training are at present tentative, and, to be successful, each must be adapted to the special peculiarities of its locality. This is a case in which we want twenty years, not of "strong government," but of cheerful and hopeful blundering; and we may be thankful if we get things straight in that time.
The principle of the Bill introduced, but dropped, by the Government last session, appears to me to be wise, and some of the objections to it I think are due to a misunderstanding. The bill proposed in substance to allow localities to tax themselves for purposes of technical education--on the condition that any scheme for such purpose should be submitted to the Science and Art Department, and declared by that department to be in accordance with the intention of the Legislature.
A cry was raised that the Bill proposed to throw technical education into the hands of the Science and Art Department. But, in reality, no power of initiation, nor even of meddling with details, was given to that Department--the sole function of which was to decide whether any plan proposed did or did not come within the limits of "technical education." The necessity for such control, somewhere, is obvious. No legislature, certainly not ours, is likely to grant the power of self-taxation without setting limits to that power in some way; and it would neither have been practicable to devise a legal definition of technical education, nor commendable to leave the question to the Auditor-General, to be fought out in the law-courts. The only alternative was to leave the decision to an appropriate State authority. If it is asked what is the need of such control if the people of the localities are the best judges, the obvious reply is that there are localities and localities, and that while Manchester, or Liverpool, or Birmingham, or Glasgow might, perhaps, be safely left to do as they thought fit, smaller towns, in which there is less certainty of full discussion by competent people of different ways of thinking, might easily fall a prey to crocheteers.
Supposing our intermediate science teaching and our technical schools and classes are established, there is yet a third need to be supplied, and that is the want of good teachers. And it is necessary not only to get them, but to keep them when you have got them.
It is impossible to insist too strongly upon the fact that the efficient teachers of science and of technology are not to be made by the processes in vogue at ordinary training colleges. The memory loaded with mere bookwork is not the thing wanted--is, in fact, rather worse than useless--in the teacher of scientific subjects. It is absolutely essential that his mind should be full of knowledge and not of mere learning, and that what he knows should have been learned in the laboratory rather than in the library. There are happily already, both in London and in the provinces, various places in which such training is to be had, and the main thing at present is to make it in the first place accessible, and in the next indispensable, to those who undertake the business of teaching. But when the well-trained men are supplied, it must be recollected that the profession of teacher is not a very lucrative or otherwise tempting one, and that it may be advisable to offer special inducements to good men to remain in it. These, however, are questions of detail into which it is unnecessary to enter further.
Last, but not least, comes the question of providing the machinery for enabling those who are by nature specially qualified to undertake the higher branches of industrial work, to reach the position in which they may render that service to the community. If all our educational expenditure did nothing but pick one man of scientific or inventive genius, each year, from amidst the hewers of wood and drawers of water, and give him the chance of ****** the best of his inborn faculties, it would be a very good investment. If there is one such child among the hundreds of thousands of our annual increase, it would be worth any money to drag him either from the slough of misery, or from the hotbed of wealth, and teach him to devote himself to the service of his people. Here, again, we have made a beginning with our scholarships and the like, and need only follow in the tracks already worn.
The programme of industrial development briefly set forth in the preceding pages is not what Kant calls a "Hirngespinnst," a cobweb spun in the brain of a Utopian philosopher. More or less of it has taken bodily shape in many parts of the country, and there are towns of no great size or wealth in the manufacturing districts (Keighley, for example) in which almost the whole of it has, for some time, been carried out, so far as the means at the disposal of the energetic and public-spirited men who have taken the matter in hand permitted. The thing can be done; I have endeavoured to show good grounds for the belief that it must be done, and that speedily, if we wish to hold our own in the war of industry. I doubt not that it will be done, whenever its absolute necessity becomes as apparent to all those who are absorbed in the actual business of industrial life as it is to some of the lookers on.
Perhaps it is necessary for me to add that technical education is not here proposed as a panacea for social diseases, but simply as a medicament which will help the patient to pass through an imminent crisis.
An ophthalmic surgeon may recommend an operation for cataract in a man who is going blind, without being supposed to undertake that it will cure him of gout. And I may pursue the metaphor so far as to remark, that the surgeon is justified in pointing out that a diet of pork-chops and burgundy will probably kill his patient, though he may be quite able to suggest a mode of living which will free him from his constitutional disorder.
Mr. Booth asks me, Why do you not propose some plan of your own?
Really, that is no answer to my argument that his treatment will make the patient very much worse.
