Statement: Indian children are very talented but are nevertheless weak in Science and Mathematics. Courses of Action: I. Teaching and textbooks should be made available in the mother language. II. Education based on hands-on experiments in both subjects should be introduced/expanded.

Introduction / Context:
The statement contrasts innate talent with underperformance in STEM subjects. Valid actions should address pedagogical quality and learning processes rather than make unsupported assumptions about language availability everywhere.

Given Data / Assumptions:

• Observed weakness in Science and Mathematics outcomes.
• No evidence that lack of mother-tongue textbooks is the general cause.

Concept / Approach:
Course I presumes language availability is the binding constraint nationwide—an assumption not given. Course II directly targets conceptual understanding via experiments, lab work, manipulatives, and discovery learning, which is widely supported as improving STEM mastery.

Step-by-Step Solution:
1) I may help in some regions, but it does not logically follow from the statement alone; it requires additional evidence.2) II is a pedagogically sound, generally applicable response to weak conceptual learning.3) Hence, only II follows.

Verification / Alternative check:
Hands-on, activity-based science & maths increase retention and problem-solving; this is consistent with addressing the weakness regardless of language medium.

Why Other Options Are Wrong:
“Either” and “Both” wrongly elevate I without basis; “Neither” ignores a clear remedial path.

Common Pitfalls:
Attributing nationwide learning gaps to a single factor without evidence.

Final Answer:
Only II follows.