450 REPORT— 1903. 



U 19. Does not favour this. 



TJ 8. A clumsy attempt to do what was formerly done by getting a 

 good honest examiner to go down to a school, making him (not a board) 

 responsible, and letting him report unbowdlerised. 



U 13. The real way to prevent the evil mentioned in 4 is to be found 

 in some such method as is indicated in 5 and 6, in that the examination 

 should be suited to the teaching, and that the teachei's should thus have 

 a freer Ixand. 



XJ 10. It is very desirable for teachers to be represented on examining 

 bodies and to have opportunities of seeing the work sent in by their 

 pupils. Much conscientious labour on the part of examiners is at present 

 almost thrown away for lack of suitable opportunities of discussing weak 

 points with teachers and taught. The formal report helps but little in 

 this. 



6. The possibility of arranging so that examinations conducted on the 

 basis of papers set so as to suit individual schools with the answers 

 marked in the first instance by the Teachers, subsequently criticised and 

 standardised by outside authority, shall serve, when passed above 

 a certain standard in a given range of subjects, as equivalent to the 

 Entrance Examination for a University or for a Profession. 



S G. Would rejoice if this were carried out. 



S 3.S. Theoretically admirable, but hopeless in view of the number of 

 bodies to be catered for and their different standards. Danger that 

 standai'd would be lowered to the bottom level. 



8 18. If it were not for the multiplicity of examinations schools 

 would run in parallel groups, and it ought to be easy to standardise 

 papers. 



H 5. Such an arrangement both feasible and desirable. 



U 19. The Cambridge Higlier Certificate is accepted by a variety of 

 bodies. 



U 2. The suggestion should be carefully considered. 



7. The extent to which certain subjects are to be regarded as neces- 

 sary and othei's as optional. In particular, hoM' far do University entrance 

 examinations tend to promote a good all-round education 1 



There seems to be but one opinion with regard to the entrance 

 examinations at Oxford and Cambridge. 



S 1 1 . There should not be a very wide choice of optional subjects. 



U 15. Separate examinations at universities do harm, inasmuch as 

 they tend to encourage undue specialisation. Suggests that separate 

 examinations should be part of the university enti'ance examination, and 

 that a general knowledge on the humanistic as well as on the scientific 

 side should be demanded. 



S 19. Does not think a number of options necessary or desirable. 



S 18. Thinks that no examinations promote an all-round education 

 ixeept the Oxford and Cambridge Joint Board examinations. 



S .5. Thoroughly agrees with the general principles advocated in the 

 Bishop of Hereford's Glasgow paper, and in particular would wish to see 

 Greek no longer a compulsory subject for entrance examinations. 



S 17. Ought not the University entrance examination to be a test as 

 to whether a student is fit to take a particular university course with 

 advantage ? General culture is most desirable, but you cannot force it ) 



