f the "Technical University" has
been more thorough in Germany than in this country. There we find
established newer institutions, of which the Charlottenburg College is
the best known and most important, for the higher education of those
intended in after-life to perform the more important industrial services
of the community. These institutions both in their organisation and
instruction are constantly approximating in type to the older
Universities.

The recently established Universities in the North of England attempt,
with what success it is too early yet to declare, to combine both aims
of training for the older and newer professions. In Scotland the latter
work is largely undertaken by the Technical Colleges, and in these
institutions the increasing need is for the extension and development of
the Day-school course.

One other question of some importance remains for brief consideration.
In our own country, but more especially in Germany, there is a tendency
at the present time to effect a complete separation between the work of
the University and the work of the Technical College.

This separation has arisen partly through the operation of external
historical conditions, but it has also arisen partly through the
tendency in certain academic circles to look down upon technical
knowledge and ability as something inferior. The exclusiveness and the
torpor of the older Universities in many cases has been a further cause
tending to the creation of the Technical College separated from the
University.

Such a separation, however, is good neither for the University nor for
the Technical College. The former in carrying out the aim of scientific
research and of the extension of knowledge requires ever the vivifying
touch of actual concrete experience, and this it can only obtain by
keeping in close contact with those whose chief function is the
application of scientific knowledge to practice. The latter in carrying
out its more practical aims requires, if it is to be saved from the
narrowness of mere specialisation and from degenerating into empirical
methods, the constant co-operation of those whose outlook is not
narrowed down to the immediate practical end, but takes in the subject
as a whole, and whose chief function is the better systematisation of
knowledge.

Hence, while the aim of the University is different from that of the
Technical College, they are so intimately correlated that neither can
reach its fulle