technology and culture Book Reviews 403 be manipulated like any other tool—cannot be ignored without im periling our interpretations. Lissa Roberts Dr. Roberts is associate professor of history at San Diego State University. She has written a number of articles on the language and instruments of 18th-century chemis try and is currently completing a book entitled The Instrumental Space: A History of Eighteenth-Century Chemistry. Education, Technology and Industrial Peformance in Europe, 1850—1939. Edited by Robert Fox and Anna Guagnini. New York: Cambridge University Press, 1993. Pp. xiii + 302; tables, notes, bibliography, index. $59.95. The question posed by this volume is important: Why, if technical education was a driving factor in European industrialization, did na tions making similar efforts in such training have widely variable rates of development? This issue was discussed by the authors at two workshops in London (1985) and Paris (1987), and the conclusions appear here under four headings. The first section analyzes technical education and its results in England, France, and Germany. The sec ond explains how Belgium, Sweden, Spain, and Italy sought to com pete with “the giants.” The third examines the underutilization of technical knowledge even in successful France and England. And the fourth compares European with U.S. experience in education-forindustrialization . The authors and editors are historians and social scientists from all the nations studied. The burden of the argument, as stated by Robert Fox and Anna Guagnini in the introduction, is that comparative technological histo ries can show how variations in development result from “the complex interweaving of multiple circumstances” instead of “a single root-cause” such as inadequate technical education or restricted in vestment (p. 2). Both industrialization and education were “products of the same multi-faceted social and economic background” favoring or inhibiting change in each nation, making “easy generalizations” impossible, even the generalization that “decentralization” (laissezfaire , etc.) was always favorable and centralized bureaucratic planning unfavorable (p. 5). This similarities-with-differences approach really has opened new avenues for investigation by these specialists. Identified similarities in clude campaigns for technical training in all the nations studied, along with an antiutilitarianbias and resistanceby educational establishments devoted mainly to high literary culture. Moreover, all governments still leaned toward military and civil engineering long after the need for more industrial (which is to say, mechanical and electrical) engineer ing was obvious. Hence the differing degrees to which scientific- 404 Book Reviews TECHNOLOGY AND CULTURE technological elites, especially in the newer fields, could face down liter ary and governmental elites determined progress in technical training. In some nations (notably, Spain and Italy and, later, England), literary culture maintained greater influence, while in others (Germany and France) strong military and administrative traditions skewed the edu cational enterprise. Differences in industrialization patterns clearly emerged in no small part from these variations in technical education. Even more striking observations are presented when the authors consider the contexts (or, perhaps better, the constraints) affecting the use of technically trained personnel for industrialization. Some times problems arose because of accommodations to general culture, as in the case of the overintellectualized German Technische Hochschulen turning out scientists rather than usable production talent for industry. Sometimes the problems came from economic or political circumstances, as when the first French electrical engineers emerged in a period of economic depression and approaching war. But most often problems occurred because of unresponsive governmental and cultural elites, as class fears or, more often, indifference and disdain stood in the way ofindustrial progress. The classic case ofthis last form ofconstraint might well be Spain, where Catalan and Basque entrepre neurs took the initiative, only to have their progress exacerbate rela tions with Madrid traditionalists and retard overall advance. In con trast, a similar situation in France, where Grenoble leapt ahead of a dilatory Paris government, apparently spurred progress. And there was often outright encouragement ofregional experimentation among the decentralized English, Italians, Americans, and Belgians. The rapid acceleration ofindustry in such disparate systems as the German and the American, along with the above examples, would seem proof positive of this book’s thesis that there can be no easy explanations. Education, Technology and IndustrialPerformance in Europe contributes significantly to the increasingly frequent...