Technical Education and Industry

Abstract

IF any apology were needed for our return to the third volume published by the Committee on Industry and Trade,¹ we would refer our readers to the articles and reports dealing with education and industry which have appeared in our columns during the last two years or so. If those articles and reports be carefully scrutinised, it will be seen that we have attempted, very deliberately, to show not only the necessity, but also the origins, directions, and even deflexions of the rapidly growing tendencies towards a scientific view of education in relation to the structure of modern society. We venture to suggest, too, that our interpretation of the term “scientific education” has been wide and liberal enough to satisfy the most suspicious guardian of the delectably elusive qualities which are covered by the word “culture.” Perhaps at another time we shall demonstrate the possibility of realising some of the classical ideals which are still inherent in the life of a commumty developing under an apparently grey and formless industrialism. In the meantime, the attitude of the present volume towards technical education has a special attraction from the point of view of its significance to the educational movements we have been observing.