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TRANSACTIONS OF SECTION L. (ALY 
scholarship examinations for modern side boys and those on the classical side, 
But such things as examinations in classics or mathematics, or history, or science 
alone ought to be unnecessary; so long as they exist there is little reason why 
scholarships should not be given also for geography, or divinity, or modern lan- 
guages and each of the other subjects which form part of the ordinary school 
curriculum. 
But if scholarships in special subjects should be discouraged for schoolboys, 
they should be encouraged for another class who are at present almost entirely 
overlooked by our university system—namely, the class of advanced students. 
A few of them from favoured countries are now provided for by the Rhodes 
scholarships at Oxford, but it is remarkable that while we are establishing all sorts 
of advanced courses, diplomas, and research degrees, we have established no 
scholarships to enable the poorer student to enter upon these courses. ‘ 
A kindred need, which is also very often overlooked, is that for some pro- 
vision whereby a scholarship may be prolonged for post-graduate study. Nothing 
is more valuable, both for a university and for its better students, than the 
maintenance of a considerable body of young men employed in research or teach- 
ing work, or in advanced study, under the direction of the university teachers. 
Too many men drift away into professions or occupations for which they are 
not best fitted merely because they cannot afford to stay on at the university at 
the exact time when a year or two of advanced work would supply just the intel- 
lectual stimulus that they require, and would enable those who possess some origin- 
ality to show their capabilities. 
Another matter of supreme importance is the influence of the scholarship 
system upon school teaching. The present harmful overtraining of certain boys 
in special directions, and the consequent neglect of others, can only be prevented 
by examining on the normal curriculum and by refusing to allow the exami- 
nations to increase in difficulty as they do now; in other words to ensure that the 
scholarship examinations shall set the normal standard of curriculum for the abler 
boys at schools, and not a standard which is only attainable by a few highly 
trained boys of quite special ability, just as the ordinary entrance examinations to 
the universities, if they are to he maintained, should set the normal standard of 
curriculum for the ordinary boys. 
Considering the enormous expenditure of time and money throughout the 
country upon examinations, it might be profitable to consider how far the present 
examination system, with its feverish writing against time, might be partly 
replaced by the more rapid, more economical, and more personal viva voce exami- 
nation. 
At present many a teacher lives almost as much by examination work as by 
remuneration for legitimate teaching work ; if some of the money now spent upon 
the payment of examiners were saved for the better payment of the teacher very 
considerable advantages would be gained. This is, however, a matter that con- 
cerns examinations in general rather than scholarships in particular. 
To conclude: the suggestions made amount to this, that school scholarships 
should be by examination of a less special character, should be in general of less 
value, and should be administered by the university; that exhibitions given 
otherwise than by examination should be administered by the colleges; that a 
certain number of scholarships should be awarded for advanced or post-graduate 
work ; and that there should be more provision for prolonging ordinary scholarships 
for these purposes. 
8. The Scholarship System. By Rev. A. A. Davin, WA. 
The scholarship system is at present based on two general principles. The 
first and original principle is the assistance of those who can prove their fitness 
for higher education, but without monetary aid would be unable to avail them- 
selves of it. It is somewhat remarkable that in a country not specially inclined 
to respect intellectual distinction as such, the position of the ‘ poor scholar’ has 
developed into one of honour. This leads to the second principle, which is the 
