366 EEPORT— 1894. 



(b) The Position of Economics with regard to Professional and other 

 Curricida. — In most Continental countries Economics occupies a place 

 more or less prominent in the courses of training and in the examinations 

 through which candidates for the legal profession or the civil service 

 have to pass. In Austria, Hungary, and the three southern states of 

 Germany this connection is very real, and the nature of the study involved 

 very thorough. The same cannot be said with regard to the Northern 

 States of the latter empire, where the importance attached to this sub- 

 ject is so slight as to make its inclusion almost nominal. To some extent 

 or in some form it is regarded as a subject obligatory on those preparing for 

 those callings, or, to speak more accurately, for the legal calling and for cer- 

 tain branches of the civil service in Italy, Spain, Sweden, Norway, Denmark, 

 and Switzerland. In Holland and Belgium, while a certain general know- 

 ledge only is required for a few posts or branches of the civil service, a very 

 thorough study is incumbent on those qualifying for the higher branch of 

 the legal profession. In both France and Russia it is an integral and 

 necessary portion of the legal curriculum. 



The two studies are cognate, and according to the view of your Com- 

 mittee not only would the institution of an examination in Economics at 

 some stage of legal degrees and qualifications be advantageous professionally, 

 but the work of those who had enjoyed a legal training would react favour- 

 ably on the advance of the science. In addition, Economics should receive 

 a much more important place in the Civil Service Examinations, and should, 

 if possible, be made compulsory on those entering the higher Ijranches. 



APPENDIX I. 



On the Methods of Economic Training adopted in Forehjn Countries. 



By E. C. K. Conner. 



The comparative study of the Continental and other foreign systems 

 of Economic Education brings out in clear i-elief certain featui'es of either 

 difference or coincidence which relate respectively to the impulses or 

 circumstances giving this particular study its importance, to the method 

 of study, and, lastly, to its organisation and the degree of success attained 

 in the various countries. 



(1) Putting on one side the purely scientific impulse to learn for 

 learning's sake, which can, after all, affect comparatively few, the induce- 

 ment to a large or considerable number of students to interest themselves 

 in any particular study must consist in its recognition, either positive or 

 tacit, as a necessary preliminary to some professions or to certain 

 positions. This may, as has been suggested, be either direct and positive, 

 or indirect and tacit ; direct and positive, that is, in the case of Economics 

 when in either one or more branches they are made part of the examina- 

 tions admitting to the legal profession and the higher civil service ; 

 indirect and tacit when public opinion demands economic knowledge as 

 necessary in those holding prominent positions as citizens or anxious to 

 direct and control their fellows, either by the pen as joui-nalists, or by 

 act or word as statesmen or politicians. The importance of both these 

 motives is, of course, largely increased when they exist in close connection 

 with the purely scientific impulse. By itself this is not sufficient. The 

 exclusion of one study, as Economics, from professional or technical curri- 



