European universities. When myself a student of the mathematical faculty of the St. Petersburg University, I had the opportunity of comparing the knowledge of the students at the Moscow Technical School with our own. I saw the courses of higher geometry some of them had compiled for the use of their comrades; I admired the facility with which they applied the integral calculus to dynamical problems, and I came to the conclusion that while we, University students, had more knowledge of a general character (for instance, in mathematical astronomy), they, the students of the Technical School, were much more advanced in higher geometry, and especially in the applications of higher mathematics to the intricate problems of dynamics, the theories of heat and elasticity. But while we, the students of the University, hardly knew the use of our hands, the students of the Technical School fabricated with their own hands, and without the help of professional workmen, fine steam-engines, from the heavy boiler to the last finely turned screw, agricultural machinery, and scientific apparatus — all for the trade — and they received the highest awards for the work of their hands at the international exhibitions. They were scientifically educated skilled workers — workers with university education — highly appreciated even by the Russian manufacturers who so much distrust science.
Now, the methods by which these wonderful results were achieved were these: In science, learning from memory was not in honour, while independent research was favoured by all means. Science was taught hand in hand with its applications, and what was learned in the schoolroom was applied in the workshop. Great attention was paid to the highest abstractions of geometry as a means for developing imagination and research.
As to the teaching of handicraft, the methods were quite different from those which proved a failure at the Cornell University, and differed, in fact, from those used in most technical schools. The student was not sent