Part 17

GENERAL SCIENCES:--

Mathematics 500 Natural Philosophy 500 Chemistry 500 Biology, as physiology 500 Mental Science 500

SPECIAL OR CONCRETE SCIENCES:-- Mineralogy } Botany } each 250 Zoology } or 300 Geology }

As a substitute for language, literature, and philosophy of Greece, Rome, France, Germany, and Italy:-- Greece--Institutions and History 500 Literature 250 Rome--Institutions and History 500 Literature 250 France--Literature 250 Germany--Literature 250 Italy--Literature 250 Modern History 1,000

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II. THE SCHEME CONSIDERED.

The system of competitive examinations for the public service, of which I have laid before the Section a brief history compiled from the Reports, is one of those radical innovations that may ultimately lead to great consequences. For the present, however, it leads to many debates. Not merely does the working out of the scheme involve conflicting views, but there is still, in many quarters, great hesitation as to whether the innovation is to be productive of good or of evil. The Report of the Playfair Commission, and the more recent Report relative to the changes in the India Civil Service Regulations, indicate pretty broadly the doubts that still cleave to many minds on the whole question. It is enough to refer to the views of Sir Arthur Helps, W.R. Greg, and Dr. Farr, expressed to the Playfair Commission, as decidedly adverse to the competitive system. The authorities cited in the Report on the India Examinations scarcely go the length of total condemnation; but many acquiesce only because there is no hope of a reversal.

The question of the expediency of the system as a whole is not well suited to a sectional discussion. We shall be much better employed in adverting to some of those details in the conduct of the examinations that have a bearing on the general education of the country, as well as on the Civil Service itself. It was very well for the Commissioners, at first starting, to be guided, in their choice of subjects and in their assigning of values to those subjects, by the received branches of education in the schools and colleges. But, sooner or later, these subjects must be discussed on their intrinsic merits for the ends in view. Indeed, the scheme of Lord Salisbury has already made the venture that Macaulay declined to make; it has absolutely excluded some of the best recognised subjects of our school and college teaching, instead of leaving them to the option of the candidates.

I will occupy the present paper with the consideration of two departments in the examination programme--the one relating to the PHYSICAL or NATURAL SCIENCES, the other relating to LANGUAGES.

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The Commissioners' scheme of Mathematics and Natural Science is not, in my opinion, accordant either with the best views of the relations of the sciences, or with the best teaching usages.

In the classification of the Sciences, the first and most important distinction is between the fundamental sciences, sometimes called the Abstract sciences, and the derivative or Concrete branches. My purpose does not require any nice clearing of the meanings of those technical terms. It is sufficient to say that the fundamental sciences are those that embrace distinct departments of the natural forces or phenomena; and the derivative or concrete departments assume all the laws laid down in the others, and apply them in certain spheres of natural objects. For example, Chemistry is a primary, fundamental, or abstract science; and Mineralogy is a derivative and concrete science. In Chemistry the stress lies in explaining a peculiar kind of force, called chemical force; in Mineralogy the stress is laid on the description and classification of a select group of natural objects.

The fundamental, or departmental sciences, as most commonly accepted, are these:--1. Mathematics; 2. Natural Philosophy, or Physics; 3. Chemistry; 4. Biology; 5. Psychology. They may be, therefore, expressed as Formal, Inanimate, Animate, and Mental. In these sciences, the idea is to view exhaustively some department of natural phenomena, and to assume the order best suited for the elucidation of the phenomena. Mathematics, the Formal Science, exhausts the relations of Quantity and Number; measure being a universal property of things. Natural Philosophy, in its two divisions (molar and molecular), deals with one kind of force; Chemistry with another: and the two together conspire to exhaust the phenomena of inanimate nature; being indispensably aided by the laws and formulae of quantity, as given in Mathematics. Biology turns over a new leaf; it takes up the phenomenon--Life, or the animated world. Finally, Psychology makes another stride, and embraces the sphere of mind.

Now, there is no fact or phenomenon of the world that is not comprised under the doctrines expounded in some one or other of these sciences. We may have fifty "ologies" besides, but they will merely repeat for special ends, or in special connections, the principles already comprised in these five fundamental subjects. The regular, systematic, exhaustive account of the laws of nature is to be found within their compass.

Again, these sciences have a fixed order or sequence, the order of dependence. Mathematics precedes them all, as being not dependent upon any, while all are more or less dependent upon it. The physical forces have to be viewed prior to the chemical; and both physical and chemical forces are preparatory to vital. So there are reasons for placing Mental Science last of all. Hence a student cannot comprehend chemistry without natural philosophy, nor biology without both. You cannot stand a thorough examination in chemistry without indirectly showing your knowledge of physics; and a testing examination in biology would guarantee, with some slight qualifications, both physics and chemistry.

Let us now turn to the other sciences--those that are not fundamental, but derivative. The chief examples are the three commonly called Natural History sciences--Mineralogy, Botany, Zoology. In these sciences no law or principle is at work that has not been already brought forward in the primary sciences. The properties of a Mineral are mathematical, physical, and chemical: the testing of minerals is by measurement, by physical tests, by chemical tests. The aim of this science is not to teach forces unknown to the student of physics and chemistry; it is to embrace, under the best classification, all the bodies called minerals, and to describe the species in detail under mathematical, physical, and chemical characters. It is the first in order of the classificatory sciences. Its purpose in the economy of education is distinct and peculiar; it imparts knowledge, not respecting laws, forces, or principles of operating, but respecting the concrete constituents of the world. It gives us a commanding view of one whole department of the material universe; supplying information useful in practice, and interesting to the feelings. It also brings into exercise the great logical process, wanted on many occasions, the process of CLASSIFICATION.

So much for an instance from the Inorganic world, as showing the distinction between the two kinds of sciences. Another example may be cited from the field of Biology; it is a little more perplexing. For "biology" is sometimes given as the name for the two concrete classificatory sciences--botany and zoology. In point of fact, however, there is a science that precedes those two branches, although blending with them; the science commonly expressed by the older term, 'Physiology,' which is not a classificatory and a dependent science, but a mother science, like chemistry. It expounds the peculiarities of living bodies, as such, and the laws of living processes--such processes as assimilation, nutrition, respiration, innervation, reproduction, and so on. One division is Vegetable Physiology, which is generally fused with the classificatory science of botany. Animal Physiology is allied with zoology, but more commonly stands alone. Lastly, the Physiology of the Human animal has been from time immemorial a distinct branch of knowledge, and is, of course, the chief of them all. Man being the most complicated of all organised beings, not only are the laws of his vitality the most numerous, and the most practically interesting, but they go far to include all that is to be said of the workings of animal life in general. Thus, then, the mother science of Biology, as a general or fundamental science, comprises Vegetable, Animal, and Human physiology. The classificatory adjunct sciences are Botany and Zoology. It is in the various aspects of the mother science that we look for the account of all vital phenomena, and all practical applications to the preservation of life. Even if we stop at these, we shall have a full command of the laws of the animate world. But we may go farther, and embrace the sciences that arrange, classify, and describe the innumerable host of living beings. These have their own independent interest and value, but they are not the sciences that of themselves teach us the living processes.

Thus, then, a proper scheme of scientific instruction starts from the essential, fundamental, and law-giving sciences--Mathematics, Physics, Chemistry, Biology, and Mind. It then proceeds to the adjunct branches --such as Mineralogy, Botany, Zoology: and I might add others, as Geology, Meteorology, Geography, no one of which is primary; for they all repeat in new connections, and for special purposes, the laws systematically set forth in the primary sciences.

In the foregoing remarks, I do not advance any new or debatable views. I believe the scientific world to be substantially in accord upon all that I have here stated; any differences that there are in the manner of expressing the points do not affect my present purpose--namely, to discuss the scheme of the mathematical and physical sciences as set forth in the Civil Service Examinations.

Under Mathematics (pure and mixed) the Commissioners (in their Scheme of 1875), include mathematics, properly so called, and those departments of natural philosophy that are mathematically handled--statics, dynamics, and optics. But the next branch, entitled "Natural Science," is what I am chiefly to remark upon. Under it there is a fivefold enumeration: --(1) Chemistry, including Heat; (2) Electricity and Magnetism; (3) Geology and Mineralogy; (4) Zoology; (5) Botany. I cannot pretend to say where the Commissioners obtained this arrangement of natural knowledge. It is not supported by any authority that I am acquainted with. If the scheme just set forth is the correct one, it has three defects. First, it does not embrace in one group the remaining parts of natural philosophy, the experimental branches which, with the mathematical treatment, complete the department; one of these, Heat, is attached to chemistry, to which undoubtedly it has important relations, but not such as to withdraw it from physics and embody it in chemistry. Then, again, the physical branches, Electricity and Magnetism, are coupled in a department and made of co-equal value with chemistry together with heat. I need not say that the united couple--electricity and magnetism--is in point of extent of study not a half or a third of what is included in the other coupling. Lastly, the three remaining members of the enumeration are three natural history sciences; geology being coupled with mineralogy--which is a secondary consideration. Now I think it is quite right that these three sciences should have a place in the competition. What is objectionable is, that Biology is represented solely by its two classificatory components or adjuncts, botany and zoology; there is no mother science of Physiology: and consequently the knowledge of the vast region of the Laws of Life goes for nothing. Nor can it be said that physiology is given with the others. The subject of vegetable physiology could easily enough be taken with Botany: I would not make a quarrel upon this part. It is zoology and animal physiology that cannot be so coupled. If we look to the questions actually set under zoology, we shall see that there is no pretence to take in physiology. I contend, therefore, that there is a radical omission in the scheme of natural science; an omission that seems without any justification. I am not here to sing the praises of Physiology: its place is fixed and determined by the concurrence of all competent judges: I merely point out that Zoology does not include it, but presupposes it.

The Science scheme of the London University, to which the first Civil Service Commissioners, Sir Edward Ryan and Sir John Lefevre, were parties, is very nearly what I contend for. It gives the order--Mathematics, Natural Philosophy, Chemistry, Biology, Mental Science (including Logic). In the working of that scheme, however, Biology is made to comprehend both the mother science, Physiology, and the two classificatory sciences, Botany and Zoology. Of course the presence of two such enormous adjuncts cramps and confines the purely physiological examination, which in my opinion should have full justice done to it in the first instance: still, the physiology is not suppressed nor reduced to a mere formality. Now, in any science scheme, I would provide for the general sciences first, and take the others, so far as expedient, in a new grouping, where those of a kind shall appear together, and stand in their proper character, not as law-giving, but as arranging and describing sciences. There is no more reason for coupling Zoology with Physiology, than for tacking on Mineralogy to Chemistry. In point of outward form, Mineralogy and Zoology are kindred subjects.

When the subjects are placed in the order that I have suggested, there is an end of that promiscuous and random choosing that the arrangement of the Commissioners suggests and encourages. To the specification of the five heads of natural science, it is added, that the whole of the 1,000 marks may be gained by high eminence in any two; as if the choice were a matter of indifference. Now, I cannot think that this suggestion is in conformity with a just view of the continuity of science. When the sciences are rightly arranged, there is but one order in the mother sciences; if we are to choose a single science, it must be (with some qualifications) the first; if two, the first and second, and so on. To choose one of the higher sciences, Chemistry or Physiology, without the others that precede, is irrational. Indeed, it would scarcely ever be done, and for this reason. A man cannot have mastered Physiology without having gone through Physics and Chemistry; and, although it is not necessary that he should retain a hold of everything in these previous sciences, yet he is sure to have done enough in both one and the other to make it worth his while to take these up in the examination. So a good chemist must have so much familiarity with Physics, as to make it bad economy on his part not to give in Physics as well. The only case where an earlier science might be dropped is Mathematics; for although that finds its application extensively in Physics and indirectly in Chemistry, yet there is a very large body of physical and chemical doctrine that is not dependent upon any of the more difficult branches, so that these may admit of being partially neglected. But, as an examination in Physics ought to include (as in the London University) all the mathematical applications, short of the higher calculus, it is not likely that Mathematics would be often dropped. So that, as regards the mother sciences, the variation of choice would be reduced to the different lengths that the candidate would go in the order as laid down. As regards the other sciences--those of classification and description--the selection might certainly be arbitrary to this extent, that Mineralogy, Botany, and Zoology might each be prescribed alone. But then, whoever presented one of these would also present the related mother science. He that took up Mineralogy, would infallibly also take up the three first as far as Chemistry. He that gave in Botany would probably take up Physiology, although not so necessarily, because the area of plant Physiology is very limited, and has little bearing on descriptive Botany, so that anything like a familiarity with Physiology might be evaded. But he that took up Zoology, would to a certainty take up Physiology; and very probably also the antecedent members of the fundamental group. As to Geology, it is usually coupled with Mineralogy, although involving also a slight knowledge of Botany and Zoology. A competent mineralogist would be pretty sure to add Geology to his professional subjects.

Before considering the re-arrangement of marks entailed by the proposed distribution of the sciences, I must advert to the position of Mathematics in the Commissioners' scheme. This position was first assigned in the original draft of 1854, and on the motives therein set forth with such ostentatious candour; namely, the wish to reward the existing subjects of teaching, whatever they might be. Now, I contend that it is wholly beside the ends either of the Indian Civil Service, or of the Home Service, with known exceptions, to stimulate the very high mathematical knowledge that has hitherto entered into the examination scheme. A certain amount of Mathematics, the amount required in a pass examination in the London University, is essential as a basis of rational culture; but, for a good general education, all beyond that is misdirected energy. After receiving the modicum required, the student should pass on to the other sciences, and employ his strength in adding Experimental Physics and Chemistry to his stock. Whether a candidate succeeds or fails in the competitions, this is his best policy.

Without arguing the point farther, I will now come to the amended scheme of science markings. It would be over-refining, and would not bring conviction to the general public, to make out a case for inequality in the five fundamental branches. It may be said that Physiology is of more value than Chemistry, because it is farther on, and takes Chemistry with it; the answer is, let the Physiology candidate go in and take marks in Chemistry also, which he is sure to do. I have purposely avoided all discussion about Mental Science; I merely assume it as a branch coordinate with the prior sciences placed before it in the general list. I would then simply, in conclusion, give the primary sciences, Mathematics, Natural Philosophy, Chemistry, Biology (as explained), Mental Philosophy, each 500 marks. The other sciences, Mineralogy, Botany, Zoology, Geology, I would make equal as between themselves, but somewhat lower than the primaries. The reasons are already apparent: the candidate for them would always have some of the others to present; and their importance is, on the whole, less than the importance of the law-giving sciences. I should conceive that 250 or 300 marks apiece would be a proper amount of consideration shewn towards them. With that figure, I believe many science students could take up one or other in addition to the general sciences.

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The other topic that I am to bring forward is one of very serious import. It concerns the Civil Service competitions only as a part of our whole scheme of Education. I mean the position of LANGUAGES in our examinations. While the vast field of Natural Science is comprised in one heading, with a total of 1,000 marks (raised finally to 1,400), our Civil Service scheme presents a row of five languages besides our own--two ancient, and three modern--with an aggregate value of 2,625 marks, or 2,800, as finally adjusted. The India scheme has, in addition, Sanskrit and Arabic, at 500 marks each; the reasons for this prescription being, however, not the same as for the foregoing.

The place of Language in education is not confined to the question as between the ancient and the modern languages. There is a wider enquiry as to the place of languages as a whole. In pursuing this enquiry, we may begin with certain things that are obvious and incontestable.

In the first place, it is apparent that if a man is sent to hold intercourse with the people of a foreign nation, he must be able to understand and to speak the language of that nation. Our India civil servants are on that ground required to master the Hindoo spoken dialects.