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.
[COMMISSIONER' SCHEME OF SCIENCE.]
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.