ON THE INFLUENCE OF EXAMINATIONS. 451 



and we should uot shut out a student desiring special knowledge and fit 

 to advance on that special study because he has not got general culture. 



S 2. Oxford and Cambridge entrance examinations exercise little 

 influence on education as a whole. The London Matriculation has lent 

 itself to cram. 



S 4, A most depressing circumstance that the Oxford Local exami^ 

 nations make arithmetic optional j our absurd system of spelling com- 

 pulsory. The London Matriculation unsatisfactory ; ought to have a 

 wider basis. 



S 30. As to subjects necessary or optional. This is where the greatest 

 mistakes have been made in the past : subjects have been propounded 

 with the greatest minuteness. What is wanted is that the subjects 

 should be grouped, and the selection of subjects within the groups left 

 entirely to the head master ; for instance, the following groups suggest 

 themselves : Ancient Languages, Modern Languages, Science, Mathematics, 

 English, Art. Within any one of these groups the students would select 

 as much or as little as they liked. For instance, in Languages some would 

 select three languages, others one ; in English some would take Scripture, 

 history, geography, history of language, «fec., others only one of these sub- 

 jects. Certificates would be given accordingly, and there would be no 

 competition. The great point to be aimed at is to give absolute freedom 

 of choice, and the standard reached by each person stated on his certi- 

 ficate. 



S 21. The Universities handicap schools, inasmuch as the entrance 

 examinations encourage premature specialisation and by failing to insist 

 upon a respectable standard of general education. 



S 20. The range of subjects in entrance examinations (Oxford and 

 Cambridge and Army) is much too narrow. English and elementary 

 mathematics should alone be regarded as necessary. Other subjects 

 should be optional, and a good standard required. 



S 8. Dublin seems to encourage an all-round education. I admit with 

 regret that the conviction has grown on me that Oxford and Cambridge 

 do not. The pass-man at these two universities ought to be required to 

 know something of other subjects than classics, mathematics, and a little 

 divinity. For Honours specialisation after eighteen may not be open to the 

 same objection as at an earlier age or in the case of pass-candidates. By 

 an ' all-round education ' I should understand English (including history 

 and geography), mathematics of a practical kind in the simpler branches. 

 Classics : Latin at least, if not Greek ; but I would give Greek the prefer- 

 ence if it were feasible ; a modern language with colloquial knowledge ; 

 and some general elementaiy science. The London Matriculation aims at 

 this course, and would be a good test of school work if the papers were 

 not apt to be tricky. 



S 13. On many schools University entrance examinations produce no 

 effect ; so few boys go on. The particular difliculty in connection with 

 them seems to be, tliey must not be too hard or the moderate candidate 

 would be barred out altogether. Hence tbey may not be (and are not in 

 fact) hard enough to draw out the better boys ; c.r/., if a boy in the Vth 

 form can pass the university entrance he may either {W go to tlie univer- 

 sity too early, or (2) feel that he has no stimulus when he is in tlie VTth. 



This can probably only be met by relying, not on examinations at all, 

 but on the school itself for stimulus. 



U 5. Dwells on the neglect of modern languages in the Cambridge 



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