This has an effect also upon the training of naval officers. Under the old plan which is now being superseded, the theoretical education given them was by no means high. The cadets destined for executive naval officers entered "The Britannia" at the age of about fifteen, and spent there a little less than a year and a half. They then had a service of about three years at sea, where besides learning the practical side of their profession, they were expected to study elementary mathematics, mechanics, physics, navigation, surveying, etc. Then followed a couple of months at Greenwich preparing for the final examination in those subjects; and, lastly, before receiving their commissions as sub-lieutenants, five or six months at Portsmouth studying pilotage, gunnery, and torpedo practice. Thus the average age for obtaining the commission was not far from twenty years. The theoretical study pursued was certainly not of an advanced character. In mathematics, for example, it did not include the calculus, or even conic sections. In fact, according to the syllabus as revised in 1899, one of the optional subjects which men who desired to go farther than the rest might pursue, if they desired, was projectiles, "treated so as not to require a knowledge of conic sections."[103:1] The principal changes made by the new plan, which began to go into effect in 1903, were, first, making the executive, engineer and marine, officers more nearly into a single corps, and therefore giving them a common training until they reach the grade of sub-lieutenant; and, second, reducing the age for entering "The Britannia" to between twelve and thirteen. This last change enables the cadets to remain at the school four years, and will, it is hoped, insure a sounder education. They are then to get a training at sea for three years, followed by three months at Greenwich and six at Portsmouth. At that point they are to receive their commissions as sub-lieutenants, and those who join the executive branch of the service will go to sea again, while the engineer and marine officers attend their respective colleges for some time longer.[104:1] Whatever good effects the new plan may have in other directions, it can hardly increase materially the scientific education of the cadet. But if the education in the theory of naval science has not been carried far, the junior naval officer has much greater opportunities for learning the practice of his profession than the officer in the army. In fact, if not a master of naval science he becomes an excellent seaman, and this, in the opinion of many officers, is much the more important of the two. [Sidenote: The Defence Committee.]