Olf THE INFLUENCE OF E-tAMINATlONS. 453 



ih the less formal and abstract way which has lately been freely advo- 

 cated. 



The university entrance or previous examinations would require 

 readjustment to form a fitting conclusion to such a school course ; and 

 it is probable that this readjustment would be the most eftective way 

 of gradually bringing about some changes in school education. Whether 

 it would be possible to carry the reforms indicated through the govern- 

 ing bodies of the universities it is difficult to say. I believe there is 

 more chance of doing so now than there has been at any previous time. 



U 10. University entrance examinations, such as the 'Previous' at 

 Cambridge, are far too narrow in scope. 



English subjects (including history and geography), mathematics, one 

 ancient language, one modern language, and one natural science subject 

 should be compulsory. Considerable freedom of choice in the matter of 

 the modern language and of the science subject should be permitted ; 

 and while a fair average mark should be required for a pass the standard 

 in any given subject ought not to be fixed too high. At present the 

 narrow range of subjects required for entrance is unfavourable to the 

 acquisition of a good all-round education. 



U 18. The question as to optional subjects is not simple or easy. The 

 three human faculties that education must at least deal with are speech, 

 reason, and observation. The subjects which on an average will best deal 

 with any one of these can hardly be reckoned optional. A correct use of 

 languages seems to demand the study of some one language, at least, 

 other than that which the student speaks instinctively. 



For the second object I do not think anything has been found, or is 

 likely to be found, better than elementary mathematics. How far it is 

 possible to make some elementary study of physics a compulsory part of 

 a university first examination I do not feel competent to form an opinion. 

 I would only say that it seems a subject no less important than the other 

 two, and that the now almost universal teaching of it in schools might be 

 greatly improved and made more real if the universities could see their 

 way to make it as compulsory as languages or mathematics. 



U 16. I regard all examinations of a fixed character as objec- 

 tionable unless necessary for testing professional knowledge or for 

 selecting men from a number of candidates for posts in the Civil Ser- 

 vice, &c. In the latter case they are still objectionable, but I fear 

 unavoidable. 



For universities and schools, however, fixed examinations are not 

 necessary, and are as objectionable as religious tests. They stunt the 

 minds of all those (the majority) who are not able to excel in the par 

 ticular subjects selected ; they have a narrowing efiect on the teacher, 

 and they stop progress in educational matters. The taught ought to be 

 examined in the subjects which they have studied. Some of these sub- 

 jects must be compulsory, such as reading, writing, arithmetic, &c. ; but 

 in the higher walks of education there should be no compulsion, but 

 freedom as complete as possible in the choice of subjects, so that each 

 mind should have a chance of developing its own qualities to the highest 

 extent. 



Curricula ought to be abolished whenever possible ; so ought entrance 

 examinations at the great natural seats of learning. These places ought 

 to be free to all who are willing to study ; and this willingness and 

 capacity to study ought to be tested by examinations at stated periods in 

 subjects or subject selected for study. 



