Turning to another point, I notice (p. 120) that Mr. Harris states that coloured men are practically debarred from entering the medical service in the West African Colonies, and absolutely in the Gold Coast. If so, I can only say that this regulation contrasts unfavourably with the procedure adopted in other British possessions of which the inhabitants are coloured, and adopted, moreover, without, so far as I am aware, the production of any inconvenience. Possibly there are some special reasons, with which I am unacquainted, which apply to West Africa, but they must be very strong to justify a course so little in harmony with the general practice and policy of the British Government elsewhere. Mr. Harris deals fully with the subject of education, and in his fifth chapter chivalrously defends the cause of that much-abused individual the “educated native,” whose merits and demerits seem to present a striking identity of character whether his residence be on the banks of the Ganges, the Nile, or the Congo. The old complaint with which Indian administrators are so familiar, that the education afforded is too purely literary, re-appears in West Africa. Mr. Harris, however, dwells with justifiable pride (p. 109) on the number of carpenters, bricklayers and other mechanics turned out of the Mission Schools, and (p. 112) he most rightly insists on the importance of extending “that largely neglected branch of education—practical agriculture.” He suggests that a Commission should be appointed “to study the whole question of the education of the African peoples in British Equatorial possessions, with the object of ascertaining how far the Government may be able to secure a more even balance between the literary and technical training of natives, and how far it may be possible to so re-adjust existing systems as to avoid denationalization.” My confidence in the results obtained by appointing Royal Commissions is limited, but they afford a useful machinery for classifying facts and sifting evidence, and thus provide some safeguard against the risk, which is nowhere more conspicuous than in dealing with educational subjects, of generalizing from imperfect or incorrect data. Mr. Harris’ suggestion on this point will, I trust, receive due consideration. Mr. Harris also dwells (pp. 113, 114) on the results which ensue when young Africans are sent to England to obtain legal or medical education. “No strong and friendly hand is outstretched to help them, no responsible person comes forward to take them by the hand and bring them in touch with the better elements of our national life.... Who can be surprised if the only seeds they carry back to the Colonies are those evil ones which produce a crop of tares to the embarrassment of Governments?”