There were many achievements of engineering in the ancient past, and the manufacture and subsequent movement of obelisks is selected as an example. The development of engineering in the UK, based on practice, is traced through the Industrial Revolution, together with the rise of technological education. The pattern of education and training was set in the early 20th century and based firmly on the twin pillars of engineering - practice and theory. Against this pattern, the present situation is examined. Starting in the schools, it is concluded that much effort is required to increase the awareness of engineering to influence brighter pupils towards technology. The education of engineers who followed the Higher National Certificate route was strongly based on practice, and the elimination of this route to chartered status makes it advisable to give yet more attention to practical experience for graduates. Education for technician engineers should have some association with the planning for education of chartered engineers so that the whole forms a balanced programme. Postgraduate education is considered against a background of some critism in the past, and reference is made to a number of schemes specially designed to meet industrial needs. A strong plea is made for further development of post-experience education and the need for greater responsibility by a single authority is suggested.
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