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Cardwell infers that there was a curious vagueness surrounding the ideas of the leaders of the technical educationists, “which makes it difficult to specify with any precision the objectives they had in mind or to assess the ultimate effects of their movement.”54 Despite all these problems, the surplus funds generated by the Great Exhibition allowed the vocal minority who supported the development of scientific and technical education to act in a forceful way.55 Prince Albert, on behalf of his colleagues, applied for a substantial grant from parliament in order to supplement what he already had acquired in profit from the exhibition. He received a further £150,000 and, with the combined total, set about offering practical aid. At his request, the Royal Commission purchased two estates and part of a third property, which consisted of little more than fields intersected by narrow lanes in what is now called South Kensington.56 The Prince Consort wanted to bring all the great institutions that existed in London at the time, including the National Gallery and the Museum of Art, to this location. The proposal to move the gallery to the site was resisted, but a Natural History Museum and a new Museum of Art were established in the area. A more significant part of Prince Albert’s plan was to create a practical institution for the application of science and art to productive industry.57 He thought deeply about the nature of this institution and how to organize it. He recommended that it should reflect the four major categories into which the Great Exhibition was arranged and be dedicated to encouraging the growth of industry (internationally) in these divisions.58 This was the origin of what later became known as the Royal College of Science. As a direct result of the exhibition in 1851, the Prince Consort, with Lyon Playfair and Henry Cole, also established the Science and Art Department. It was formed in 1853 and was designed to be the vanguard of the technical education movement in England. The Department’s main function was the instruction of students and the education of teachers in applied science and art subjects. It was unique because it enjoyed a high degree of autonomy, unlike other parts of the government. Senior personnel were chosen without reference to external agencies, and policy was developed independently. Playfair was appointed with Cole to run the fledgling organization.