APPENDIX 



devised for themselves no adequate way of assimilating into their 

 system of education the principles and methods of science. The 

 experience of " Modern sides " and other arrangements shows that 

 it can hardly be expected that, without external stimulus and 

 assistance, a type of public school education can be evolved which, 

 whilst retaining literary culture, will at the same time broaden 

 it by scientific interests. On the other hand, it is admitted that 

 many students trained in the recent foundations for technical 

 scientific instruction have remained ignorant of essential subjects 

 of general education. 



The bodies which can do most to promote and encourage im- 

 provement in these matters are the Universities, through the 

 influence which they are in a position to exert on Secondary 

 Education. This improvement will not, however, be brought 

 about by making the avenues to degrees in scientific or other 

 subjects easier than at present. Rather, the test of preliminary 

 general education is too slight already, with the result that a 

 wide gap is often established between scientific students care- 

 less of literary form and other students ignorant of scientific 

 method. 



It may be suggested that the Universities might expand and 

 improve their general tests, so as to make them correspond with 

 the education, both literary and scientific, which a student, matri- 

 culating at the age of nineteen years, should be expected to have 

 acquired ; and that they should themselves make provision, in 

 cases where this test is not satisfied, for ensuring the completion 

 of the general preliminary education of their students before 

 close specialisation is allowed. 



In particular, it appears desirable that some means should 

 be found for giving a wider range of attainment to students pre- 

 paring for the profession of teaching. The result of the existing 

 system is usually to place the supreme control of a public school 

 in the hands of a headmaster who has little knowledge of the 

 scientific side of education ; while the instructors in many colleges 



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