840 REPORT—1904, 
tration of them there is much to be said, and I would suggest for considera- 
tion: 
(1) That, as a rule, open scholarships and exhibitions might be reduced to 
free tuition, free rooms, and free dinners in hall, or thereabouts. 
(2) That every holder of an open scholarship or exhibition, whose cireumstances 
were such that he needed augmentation, should, on application, receive such 
augmentation as the College authorities considered sufficient. 
(3) That care should be taken to discourage premature specialisation at school. 
For this end it should be required that no scholar should enjoy the emoluments 
of his scholarship until he had passed the matriculation examination described 
above; and a fair proportion of scholarships should be awarded for excellence in 
a combination of subjects. 
The Universities might also do good service in the way of stimulating secondary 
education, if some small proportion of their entrance scholarships were distributed 
over the country as county scholarships, on condition that the county contributed 
an equal amount in every case. 
In this way some equivalent for the endowments, so cynically confiscated by 
the Education Act of 1902, might be recovered and used for the benefit of poor 
and meritorious students. 
Other reforms, which would, as I believe, be productive of valuable results, are 
the requiring from every candidate for a degree a knowledge of some portion of 
our own literature and history, and the encouragement of intellectual interests 
and ambitions by abolishing all purely pass examinations. A pass examination, 
in which the candidates are invited simply to aim at a minimum of knowledge or 
attainment, is hardly worthy of a university. The opportunity of winning some 
mark of distinction in this or that portion of what is now a pass examination 
would frequently rouse some latent ambition in an idle man, and transform the 
whole spirit of his work. 
Thus a modest reform of this kind might be of great practical benefit to the 
nation by helping in its degree to intellectualise the life of a great many of our 
young men, and draw out unsuspected interests, faculties, and tastes. 
My observations have run to such a length that I must, perforce, conclude, 
leaving untouched other aspects of University education and training, whether in 
the old or the new universities, as also the whole subject of the higher education 
of women, and its proper relationship to traditional systems of instruction and 
study, framed and intended for men. 
And my last word is a word of practical inquiry. How is this Section to be 
made of most value as an instrument of educational progress ? 
I leave the answer to this question to those more competent to give it, merely 
putting on record my own feeling that it may do a valuable service and supply one 
of our special educational needs, if the working committee of the Section, enlarged 
by the addition of various representative persons, makes it a duty to collect and 
publish year by year in succession a series of papers, the best that can be written 
by recognised authorities, on the chief branches of our English education, dwelling 
on its immediate and pressing needs, and how best to supply them. To do this the 
Committee should set to work systematically, commencing in October with monthly 
meetings, and formulating, without delay, the scheme or series of papers to be 
prepared and presented to the next meeting of the Association. 
The following Papers were read :— 
1. The Present Hducational Position of Logic and Psychology. 
By Miss E, E. C. Jonus. 
_ There are several reasons for paying special attention at present to the teach- 
ing of logic and psychology : 
(a) Some knowledge of these subjects is part of the qualification for getting 
on to the new Teachers’ Register, 
