454 ftEPoUt— 1903. 



U 1. A good all-rotlncl education seems to me very difficult to define) 

 but whatever definition we adopt I doubt whether the university 

 ' Previous ' examination can be fairly said to promote anything of the 

 kind. 



8. The suitability of the training at present given in schools as pre- 

 paration for highel' studies, (a) at the Universities and (b) in Technical 

 Bchools; 



U 4i Boys under hineteen g&in scholarships at Cambridge for 

 cliemistt-y and physics without having a real grounding in mathematics, for 

 history without possessing a working knowledge of French, to say nothing 

 of German ; and for Hebrew without first acquiring a real training in 

 classics. Head masters ask and expect that scholarships should be given 

 in these special subjects; 



U 1 5. Lack of training of the mind ge nerally noticeable in students 

 coming to the university. 



U 2. The candidates from many schools may not be accepted as 

 efficiently trained in scientific theory and set to more advanced work. 



U 8. It would be better if boys were not put on the strain to gain 

 open scholarships. There is too much special preparation for these. 



U 9. The results obtained in the technical schools are meagre owing 

 to the want of preparation in the students at the time of entry. 



U 20. I have observed two special defects which would appear to 

 result from the training at present given in schools. One is the inability 

 to write lucid and correct English. The other is the incapacity for 

 independent work and thought. The second has, as far as my observation 

 goes, increased perceptibly during the last fifteen or twenty years. The 

 majority of undergraduates aeem to have no idea of working on their own 

 lines ; they are dependent on their school tutor for the choice of a college 

 and on their college tutor for the choice of a profession ; they are even 

 unable to read a book intelligently for themselves. 



9. The suitability of the training given in universities and elsewhere 

 as a preparation for the teaching profession. 



S 3. Universities seem to me to tend too much to specialisation for 

 their cleverer men to be the ideal training-ground for teachers ; they rate 

 ability by success in one subject, and a teacher should be cultured all 

 round. It is, I think, in spite of their curricula that they supply good 

 teachers. 



S 10. 'In science, schools are too ready to consider that because a 

 man has a science degree he can therefore teach science. I find a great 

 difficulty in making the science teaching as thorough as that in other 

 subjects. The number of science teachers has increased enormously 

 during the last few years. The ordinary science master plans out a 

 course of lectures, and goes through them on the dates he has previously 

 arranged, so as to get through his course in a given time. He doesn't 

 7'ab it in, and he doesn't revise enough. We want trained science 

 teachers' 



S 12. My conviction is that (except for brilliant men who will have 

 to teach brilliant boys) nothing could be much worse than the Degree 

 examinations, as at present arranged, for men who are to become 

 teachers. 



S 8. The universities do no^ prepare men for the teaching profession, 



