Similarly, in 1851, he told Tyndall, then an applicant for the Chair of Physics at Toronto, that he had in every case refused for many years past to give any on the application of candidates. “Nevertheless,” he added, “I wish to say that when I am asked about a candidate by those who have the choice or appointment, I never refuse to answer.” [Sidenote: SCIENCE IN EDUCATION.] On general education, Faraday’s ideas were much in advance of his time. From the epoch when as a young man he lectured to the City Philosophical Society on the means of obtaining knowledge and on mental inertia, down to the close of his career, he consistently advocated the cultivation of the experimental method and the use of science as a means of training the faculties. A concise account of his views is to be found in the lecture he gave in 1854 before the Prince Consort on “Mental Education,” a lecture which prescribes the self-educating discipline of scientific study and experiment as a means of correcting deficiency of judgment. It included a powerful plea for suspense of judgment and for the cultivation of the faculty of proportionate judgment. In 1862 he was examined at some length by the Royal Commissioners upon Public Schools. With them he pleaded strongly for the introduction of science into the school curricula; and when asked at what age it might be serviceable to introduce science-teaching, replied: “I think one can hardly tell that until after experience for some few years. All I can say is this that at my juvenile lectures at Christmas time I have never found a child too young to understand intelligently what I told him; they came to me afterwards with questions which proved their capability.” One passage from the close of a lecture given in 1858 deserves to be recorded for its fine appreciation of “the kind of education which science offers to man”:--