It should be explained that the Volunteer force was of at least equal importance to the regular service. Officers had precedence interchangeably according to seniority. Long since the absurdity had been recognised of placing the Volunteer force on a lower footing than the paid forces. Regular officers eagerly sought to be elected to commands in Volunteer regiments, and the colonel of a Volunteer regiment enjoyed fully as much consideration in every respect as the colonel of any of the paid regiments. The duty of defending all parts of the Empire from invasion was specially assigned to volunteers. The Volunteer force throughout the Empire numbered at least two million, besides which there was a Volunteer reserve force of three quarters of a million, which comprised the best men selected from the volunteers. The vacancies were filled up each year by fresh selections to make up the full number. The Volunteer reserve force could be mobilised at short notice, and was available for service anywhere. Its members enjoyed many prized social distinctions. The regular force of the Empire was comparatively small. In order to understand the availability of the Volunteer reserve force, regard must be had to the immense improvement in education. No child attained man or woman's estate without a large theoretical and practical knowledge of scientific laws and their ordinary application. For example, few adults were so ignorant as not to understand the modes by which motive power of various descriptions was obtained and the principles on which the working depended--each person was more or less an engineer. A hundred years since, education was deemed to be the mastering of a little knowledge about a great variety of subjects. Thoroughness was scarcely regarded, and the superficial apology for preferring quantity to quality was "Education does not so much mean imparting knowledge as training the faculties to acquire it." This plausible plea afforded the excuse for wasting the first twenty years of life of both sexes in desultory efforts to acquire a mastery over the dead languages. "It is a good training to the mind and a useful means of learning the living languages" was in brief the defence for the shocking waste of time. Early in the last century it fell to the lot of the then Prince of Wales, great-grandfather to the present Emperor, to prick this educational bladder. He stoutly declared that his sons should learn neither Latin nor Greek. "Why," he said, "should we learn ancient Italian any more than the Italians should learn the dialects of the ancient Britons?" "There is a Greek and Latin literature," was the reply, "but no literature of ancient Britain."