There remains the question of _C_, the amount of Information that is to take a place in schooling. Now there is one “subject” that it would be convenient to include, were it only for the sake of the mass of exercise and illustration it supplies to the mathematical course, and that is the science of Physics. In addition, the science of physics, since it culminates in a clear understanding and use of the terminology of the aspects of energy and a clear sense of adequate causation, is fundamentally necessary to modern thought. Practical work is, no doubt, required for the proper understanding of physical science, and so far it must enter into schooling, but it may be pointed out here that in many cases the educational faddist is overdoing the manual side of science study to a ridiculous extent. Things have altered very much at the Royal College of Science, no doubt, since my student days, but fifteen years ago the courses in elementary physics and in elementary geology were quite childishly silly in this respect. Both these courses seemed to have been inspired by that eminent educationist, Mr. Squeers, and the sequel to spelling “window” was always to “go and clean one.” The science in each course in those days could have been acquired just as well in a fortnight as in half a year. One muddled away three or four days etching a millimetre scale with hydrofluoric acid on glass--to no earthly end that I could discover--and a week or so in making a needless barometer. In the course in geology, days and days were spent in drawing ideal crystalline forms and colouring them in water-colours, apparently in order to get a totally false idea of a crystal, and weeks in the patient copying of microscopic rock sections in water-colours. Effectual measures of police were taken to prevent the flight of the intelligent student from these tiresome duties. The mischief done in this way is very great. It deadens the average students and exasperates and maddens the eager ones. I am inclined to think that a very considerable proportion of what passes as “practical” science work, for which costly laboratories are built and expensive benches fitted, consists of very similar solemnities, and it cannot be too strongly urged that “practical” work that does not illuminate is mere waste of the student’s time.