2<38 On Technical Education . [May, 
becomes,” he says, “ manifest that, in common with the 
public, those in authority assume that the goodness of edu- 
cation is to be tested by the quantity of knowledge acquired. 
Whereas it is to be much more truly tested by the capacity 
for using knowledge, — by the extent to which the knowledge 
gained has been turned into faculty , so as to be available 
both for the purposes of life and for the purposes of inde- 
pendent investigation. Though there is a growing con- 
sciousness that a mass of unorganised information is, after 
all, of little value, and that there is more value in less 
information well-organised, yet the significant truth is that 
this consciousness has not got itself officially embodied, and 
that our educational administration is working, and will long 
continue to work, in pursuance of a crude and out-worn 
belief.” 
(To be continued.) 
