invented, or that it could be destroyed.  A man cannot study the chemistry of dyeing or make advances in it unless he be a thoroughly trained chemist in the full sense of the word.  More than that, many of the greatest discoveries, using the word “great” as applied to commercial advantage rather than to abstract progress in knowledge, have been made by those who were pursuing research for its own sake rather than for any immediate commercial advantage to be derived from it.  Hence he regarded it of vital importance, from the mere point of view of the prosperity of the country, that there should be a sufficiently large number of scientific men provided with the means for research in the shape of income and appliances.  The most immediately utilitarian fashion for the nation to encourage science, was to encourage science in its highest and most advanced aspects.  This meant the endowment of research and the support of universities and other institutions in which research might be conducted, and Huxley strove unceasingly for the benefit of all such great organisations.  One of the last public occasions of his life was his appearance as leader of a deputation to urge upon the government the formation of a real university in London which should unite the scattered institutions of that great city and promote the highest spheres of the pursuit of knowledge.  He held the view, strongly, that a useful combination was to be made by uniting the functions of teaching and investigation.  A teacher taught better when his mind was kept fresh by the advances he himself was making, and an investigator, by having a moderate amount of teaching to do, 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.