TRANSACTIONS OF SECTION L. 839 
moral enthusiasm. The human soul in its finer parts is a very sensitive thing, 
and I do not think the barrack life of an average boarding school is always the 
most favourable for its healthy growth. 
As I look back over the school days of my own pupils I feel that those of 
them had, on the whole, the best education who grew up as day boys in good 
homes at Clifton College. There they enjoyed all the advantages of the cultivated 
home, which I need not here enumerate, and at the same time, through the 
arrangements we made for them, all the best elements in the life of a great 
boarding school. 
In the upper school of 500 boys, we had about 160 day boys living at easy 
distances from the school. 
These boys were divided into two houses—North Town and South ‘Town—about 
eighty boys in each house, and they were treated for school purposes just as if they 
were living together in a boarding house. 
They were under the same rules as boarders in regard to hours of locking up, 
or the bounds beyond which they might not go without a note from their parents 
giving express leave. 
Their names were printed in a house list, a master was appointed as their 
tutor, whose duty it was to look to their educational needs and progress, to their 
reports and conduct, just as if they had been boarders and he their house master. 
Each house had its own room or library on the College premises, with books of 
reference, and so forth, for spare hours, and took its part with the boarding houses, 
and held its own in all school affairs, games, and other competitions. And 
my experience of this system compared with others has led me to the conclusion 
that the form of education which may on the whole claim to be the best is that of 
a well-organised day school, in which it is clearly understood to be the duty of the 
masters to give their life to the boys in school and out of school, just as 
if they were at a boarding school, and in which the boys are distributed into 
houses for school purposes, just asif they were living in a boarding house. Under 
such a system they get the best of both worlds, home and school. 
From the public school we pass naturally to the Universities, and the first 
question that meets us is the influence they exercise on school education, through 
their requirements on admission or matriculation and the bestowal of their 
endowments and other prizes. 
On this part of my subject I have seen no reason to alter or modify what I said 
at Glasgow three years ago, and therefore I merely enumerate and emphasise the 
suggestions which I put forward on that occasion for the improvement of educa- 
tion both at school and college. 
I hold that it would be equivalent to pouring a new stream of intellectual 
influence through our secondary education if Oxford and Cambridge were to agree 
on some such requirements as the following :— 
1. In the matriculation examination (a) candidates to be free to offer some 
adequate equivalent in place of Greek. 
(6) An elementary knowledge of some branch of natural science, and of one 
modern language to be required of all candidates. 
(c) A knowledge of some period of English history and literature also to be 
required of every candidate, and ability to write English to be tested. 
(d) The examination in Latin and any other foreign language to include 
questions on the subject-matter of any prepared books offered, some ques- 
tions oe history and literature, and translation of easy passages not previously 
repared. 
Y (e) Marks of distinction should be given for work of superior merit in any 
branch of this examination, as, indeed, of every pass examination conducted by 
the University. 
Candidates should not be excluded from residence before passing this examina- 
tion, nor should they be required to pass in all subjects at the same time; but the 
completion of this examination would be the necessary preliminary to entry for 
any other examination required for a degree. 
2. On the question of endowments and the minimising of waste in the adminis- 
