and local effort, and since it was manifest that it was individual and local effort that were in default, it was reluctantly agreed to stimulate them by money payments. The State set up a machinery of examination both in Science and Art and for the elementary schools; and payments, known technically as grants, were made in accordance with the examination results attained, to such schools as Providence might see fit to send into the world. In this way it was felt the Demand would be established that would, according to the beliefs of that time, inevitably ensure the Supply. An industry of “Grant earning” was created, and this would give education as a necessary by-product. In the end this belief was found to need qualification, but Grant-earning was still in full activity when I was a small boy. So far as the Science and Art Department and my father are concerned, the task of examination was entrusted to eminent scientific men, for the most part quite unaccustomed to teaching. You see, if they also were teaching similar classes to those they examined, it was feared that injustice might be done. Year after year these eminent persons set questions and employed subordinates to read and mark the increasing thousands of answers that ensued, and having no doubt the national ideal of fairness well developed in their minds, they were careful each year to re-read the preceding papers before composing the current one, in order to see what it was usual to ask. As a result of this, in the course of a few years the recurrence and permutation of questions became almost calculable, and since the practical object of the teaching was to teach people not science, but how to write answers to these questions, the industry of Grant-earning assumed a form easily distinguished from any kind of genuine education whatever.