The next objection of importance that I have heard commonly repeated is that the teaching is too theoretical, that there is insufficient practical teaching. I venture to say that there is no one who has taken more pains to insist upon the comparative uselessness of scientific teaching without practical work than I have; I venture to say that there are no persons who are more cognisant of these defects in the work of the Science and Art Department than those who administer it. But those who talk in this way should acquaint themselves with the fact that proper practical instruction is a matter of no small difficulty in the present scarcity of properly taught teachers, that it is very costly, and that, in some branches of science, there are other difficulties which I won't allude to. But it is a matter of fact that, wherever it has been possible, practical teaching has been introduced, and has been made an essential element in examination; and no doubt if the House of Commons would grant unlimited means, and if proper teachers were to hand, as thick as blackberries, there would not be much difficulty in organising a complete system of practical instruction and examination ancillary to the present science classes. Those who quarrel with the present state of affairs would be better advised if, instead of groaning over the shortcomings of the present system, they would put before themselves these two questions--Is it possible under the conditions to invent any better system? Is it possible under the conditions to enlarge the work of practical teaching and practical examination which is the one desire of those who administer the department? That is all I have to say upon that subject.