1. The changing idea of technical education
2. See for example RODERICK, G., and STEPHENS, M. (eds). Where did we go wrong? Industrial performance, education and the economy in Victorian Britain (Barcombe, 1981) and the sequence of books and papers by these authors; BARNETT, C., The audit of war. The illusion and reality of Britain as a great nation (1986), chapter 11. For an alternative argument, see NICHOLAS, S. J. ‘Technical Education and the Decline of Britain’, in Inkster, I. (ed.) The steam intellect societies. Essays on culture, education and industry circa 1820-1914 (University of Nottingham, 1985), 80-93.
3. Thus a knitting school was established at Lincoln in the 16th century, and the teacher charged ‘to hide nothing from (the pupils) that belongeth to the said science’, WATSON, F., The beginnings of the teaching of modern subjects in England (1909), xliv.
4. Through the College ‘the happy art might be learned of CONNECTING TOGETHER, LIBERAL SCIENCE and COMMERCIAL INDUSTRY.’ Also it was observed that ‘(c)hemistry will be a province by itself. Its extent, and reference to so many of the arts, on which our manufactures depend, entitle it to this distinction.’ BARNES, T. ‘A Plea for the Improvement and Extension of Liberal Education in Manchester’, Memoirs of the Literary and Philosophical Society of Manchester ii (1785), 16-29 (21) and ‘Proposals for Establishing in Manchester a Plan of Liberal Education for Young Men Designed for Civil and Active Life, whether in Trade, or in any of the Professions’, ibid., 30-41 (39). His emphases. On the Royal Institution see BERMAN, M. , Social change and scientific organisation. The Royal Institution, 1799-1844(197%).