So far as the action of the "Education Department" was concerned, this policy was abandoned--in large measure, if not wholly--in 1895; but its consequences are with us still. What conception of the meaning and purpose of education could have induced "My Lords" to adopt such a policy, and, having adopted it, to adhere to it for more than thirty years? Had one asked "My Lords" at any time during those thirty years what they regarded as the true function of education, and had one suggested to them (as they had probably never turned their minds to the question) that the function of education was to foster the growth of the child, they might possibly have given an indolent assent to that proposition. But their educational policy must have been dictated by some widely different conception. They must have believed that the mental progress of the child--the only aspect of progress which concerned educationalists in those days--would best be tested by a formal examination on a prescribed syllabus, and would best be secured by preparation for such a test; and they must have accepted, perhaps without the consent of their consciousness, whatever theory of education may be implicit in that belief. In acting as they did, "My Lords" fell into line with the Universities, the Public Schools, the Preparatory Schools, the Civil Service Commissioners, the Professional Societies, and (to make a general statement) with all the "Boards" and "Bodies" that controlled, directly or indirectly, the education of the youth of England. We must, therefore, widen the scope of our inquiry, and carry our search for cause a step farther back. How did the belief that a formal examination is a worthy end for teacher and child to aim at, and an adequate test of success in teaching and in learning, come to establish itself in this country? And not in this country only, but in the whole Western world? In every Western country that is progressive and "up to date," and in every Western country in exact proportion as it is progressive and "up to date," the examination system controls education, and in doing so arrests the self-development of the child, and therefore strangles his inward growth. What is the explanation of this significant fact? In my attempt to account for the failure of elementary education in England to foster the growth of the educated child, I have travelled far. But I must travel farther yet. The Western belief in the efficacy of examinations is a symptom of a widespread and deep-seated tendency,--the tendency to judge according to the appearance of things, to attach supreme importance to visible "results," to measure inward worth by outward standards, to estimate progress in terms of what the "world" reveres as "success." It is the Western standard of values, the Western way of looking at things, which is in question, and which I must now attempt to determine.