452 REPORT— 1903. 



entrance examinations. Only four of the colleges allow these as a subject 

 of their entrance separate examinations. They are entirely excluded 

 from the general examination for students proposing to take an ordinary 

 degree. 



U 2. The standard required in any university entrance examination 

 is not high enough to affect any but the weakest candidates. 



U 8. A good training in elementary mathematics is one of the 

 greatest of boons. The endeavour to shirk this is a grave evil in modern 

 education. It has done harm even in Cambridge. As to university 

 entrance examinations Cambridge has not got one. 



U 1 2. A paper or papers in natural science should be set in university 

 entrance examinations. 



U 21. As to those for scholarships other than university examina- 

 tions, and their effect on schools, it is evident that an opinion on this 

 subject must depend on the views held by the observer as to the best 

 subjects of university study for the average man whose abilities are not 

 up to the standard of scholarships. Leaving out of account the more or 

 less professional subjects, such as law, medicine, and engineering, I per- 

 sonally think that the habits of observation and induction which may be 

 acquired under favourable circumstances by the experimental study of 

 some branch of natural science, and the power of weighing evidence, "and 

 the knowledge of the present social and political condition of the world 

 given by the study of historical and economic subjects, are the best pre- 

 paration for the life of the average man and most likely to make him 

 useful to the State. As a possible future change I think there is much 

 to be said for a course of university study which involves both these 

 subjects, or some one branch of each, as an ideal training for those who 

 have no intention of taking as their life's work the study of any branch of 

 knowledge. 



It is a matter of experience tliat a subject which has not formed the 

 main part of his school course comes with greater freshness to the average 

 English public-school boy, and is more likely to awaken a real and effec- 

 tive interest than branches of learning at which he has, often unwillingly, 

 spent many hours a week for several years. 



If we accept these contentions it follows that the general school 

 course, besides providing a satisfactory means of mental training, should 

 be especially adapted to serve as an introduction to historical and scien- 

 tific studies, free opportunities being given for boys who show definite 

 tastes c>r exceptional ability to diverge from the general course. Some 

 such general scheme as the following might be suggested : — 



As preliminary to both history and natural science : English language 

 and literature, physiography. 



As preliminary to historical subjects : classics, modex-n languages, and 

 general history. 



As preliminary to natural science : mathematics, natural history, 

 elementary physics, and (perhaps) chemistry. 



Such a course comprises practically the same subjects as tho,se which 

 are already usually taught, but very different relative importance would 

 be assigned to them, and the method of treating them would undergo 

 considerable modifications. Classics and mathematics would assume a 

 less prominent position than they now occupy, except for those boys who 

 showed special aptitude for either, and mathematics would be treated 



