2 76 POPULAR SCIENCE MONTHLY. 



boys in good homes at Clifton College. There they enjoyed all the 

 advantages of the cultivated home, which I need not here enumerate, 

 and at the same time, through the arrangements we made for them, all 

 the best elements in the life of a great boarding school. In the upper 

 school of 500 boys, we had about 160 day boys living at easy distances 

 from the school. These boys were divided into two houses — North 

 Town and South Town — about eighty boys in each house, and they were 

 treated for school purposes just as if they were living together in a 

 boarding house. They were under the same rules as boarders in regard 

 to hours of locking up, or the bounds beyond which they might not go 

 without a note from their parents giving express leave. Their names 

 were printed in a house list, a master was appointed as their tutor, 

 whose duty it was to look to their educational needs and progress, to 

 their reports and conduct, just as if they had been boarders and he 

 their house master. Each house had its own room or library on the 

 college premises, with books of reference, and so forth, for spare 

 hours, and took its part with the boarding houses, and held its own 

 in all school affairs, games and other competitions. And my expe- 

 rience of this system compared with others has led me to the conclu- 

 sion that the form of education which may on the whole claim to be the 

 best is that of a well-organized day school, in which it is clearly under- 

 stood to be the duty of the masters to give their life to the boys in 

 school and out of school, just as if they were at a boarding school, and 

 in which the boys are distributed into houses for school purposes, just 

 as if they were living in a boarding house. Under such a system they 

 get the best of both worlds, home and school. 



From the public school we pass naturally to the universities, and the 

 first question that meets us is the influence they exercise on school edu- 

 cation, through their requirements on admission or matriculation and 

 the bestowal of their endowments and other prizes. On this part of 

 my subject I have seen no reason to alter or modify what I said at 

 Glasgow three years ago, and therefore I merely enumerate and em- 

 phasize the suggestions which I put forward on that occasion for the 

 improvement of education both at school and college. I hold that it 

 would be equivalent to pouring a new stream of intellectual influence 

 through our secondary education if Oxford and Cambridge were to 

 agree on some such requirements as the following: 



1. In the matriculation examination (a) candidates to be free to 

 offer some adequate equivalent in place of Greek. (&) An elementary 

 knowledge of some branch of natural science, and of one modern lan- 

 guage to be required of all candidates, (c) A knowledge of some 

 period of English history and literature also to be required of every 

 candidate, and ability to write English to be tested, (d) The exami- 

 nation in Latin and any other foreign language to include questions on 



