nd that is
misdirected energy. After receiving the modicum required, the student
should pass on to the other sciences, and employ his strength in adding
Experimental Physics and Chemistry to his stock. Whether a candidate
succeeds or fails in the competitions, this is his best policy.

[PROPER SCIENCE VALUES.]

Without arguing the point farther, I will now come to the amended scheme
of science markings. It would be over-refining, and would not bring
conviction to the general public, to make out a case for inequality in
the five fundamental branches. It may be said that Physiology is of more
value than Chemistry, because it is farther on, and takes Chemistry with
it; the answer is, let the Physiology candidate go in and take marks in
Chemistry also, which he is sure to do. I have purposely avoided all
discussion about Mental Science; I merely assume it as a branch
coordinate with the prior sciences placed before it in the general list.
I would then simply, in conclusion, give the _primary sciences_,
Mathematics, Natural Philosophy, Chemistry, Biology (as explained),
Mental Philosophy, each 500 marks. The other sciences, Mineralogy,
Botany, Zoology, Geology, I would make equal as between themselves, but
somewhat lower than the primaries. The reasons are already apparent: the
candidate for them would always have some of the others to present; and
their importance is, on the whole, less than the importance of the
law-giving sciences. I should conceive that 250 or 300 marks apiece
would be a proper amount of consideration shewn towards them. With that
figure, I believe many science students could take up one or other in
addition to the general sciences.

* * * * *

The other topic that I am to bring forward is one of very serious
import. It concerns the Civil Service competitions only as a part of our
whole scheme of Education. I mean the position of LANGUAGES in our
examinations. While the vast field of Natural Science is comprised in
one heading, with a total of 1,000 marks (raised finally to 1,400), our
Civil Service scheme presents a row of five languages besides our
own--two ancient, and three modern--with an aggregate value of 2,625
marks, or 2,800, as finally adjusted. The India scheme has, in addition,
Sanskrit and Arabic, at 500 marks each; the reasons for this
prescription being, however, not the same as for the foregoing.

The place of Language in education is not confined to th