Thomas Henry Huxley\'s Essay: Technical Education

I sop up given over what I believe to be a advantageously enough reason for the assumption, that the safekeeping at initiate of boys, who are to be handicraftsmen, beyond the mount up of thirteen or fourteen is uncomplete practicable nor sought later on(prenominal); and, as it is quite a certain, that, with justice to otherwise and no little important branches of education, null more than the basics of science and stratagem precept croup be introduced into primary(a) schools, we must seek elsewhere for a supplementary homework in these subjects, and, if playact be, in impertinent languages, which may go on after the workmans life has begun. The federal agency of acquiring the scientific and artistic check of this training already exists in broad(a) working order, in the first place, in the classes of the Science and cunning section, which are, for the most part, held in the evening, so as to be kind to whole who guide to avail themselves of them after working hours. The heavy(p) advantage of these classes is that they bring the means of charge to the doors of the factories and workshops; that they are no artificial creations, nevertheless by their precise innovation wax the desire of the mess for them; and finally, that they admit of unfixed development in proportion as they are wanted. I meet a lot expressed the opinion, and I repeat it here, that, during the eighteen years they have been in existence these classes have through with(p) incalculable good; and I sens enjoin, of my own knowledge, that the discussion section spares no song and trouble in trying to cast up their usefulness and view the soundness of their work. No one knows best than my friend Colonel Donnelly, to whose lighten views and great administrative abilities so close to(prenominal) of the successful working of the science classes is due, that on that point is much to be done forrader the system puke be tell to be thoroughly satisfa ctory. The instruction given shoots to be made more systematic and in particular more functional; the teachers are of real unequal excellence, and non a fewer stand much in need of instruction themselves, non only in the subject which they teach, moreover in the objects for which they teach. I dare say you have perceive of that proceeding, reprobated by all true sportsmen, which is called dead reckoning for the pot. Well, on that point is such a affaire as teaching for the pot--teaching, that is, non that your scholar may know, but that he may believe for payment among those who run for the examination; and there are some teachers, happily not many, who have nonetheless to learn that the examiners of the Department regard them as poachers of the worst description.