Foster: Integration in Science. at? 
been effective, has led to the present complicated system of 
formal examinations. These, instituted in the first instance at 
all events as mere aids and servants of teaching, have, by the 
mere force of circumstances, become its masters. The growth 
of the empire of examinations in these modern times is indeed 
a striking example of the sain of machinery, of the triumph 
of the letter over- the spir 
Acknowledging that ae object of teaching any ‘branth of 
knowledge is to nurse the young mind in that branch so that it 
may not only learn the results already gained by inquiry, but be 
imbued with the spirit ruling that branch, the spirit which has 
only. The test, however, is in nearly all cases so loaded ; it is 
come about that the examination system, with its increasingly — 
tremendous power, has placed a high premium on knowledge 
gained in what may be called a mechanical manner, and has 
tended to drive out of the schools all knowledge which does not 
fit the examination machine. 
Hence in biology it has come about that the student is 
encouraged not only to study anatomy apart from physiology, but 
to devote himself to the study of the one to the exclusion of that 
of the other. For not only does the machine provide, or even 
insist upon, an examination in each, of such a kind that the other 
is wholly ignored, but also the rewards which attend success in 
the test, tempt or even compel the student to narrow his efforts 
to one alone;. lest by attempting both he should fail in each. 
— 1899. 
