4 
TRANSACTIONS OF SECTION L. 841 
(6) Secondary teachers are now called upon to undergo training, and some 
logic and psychology are required for the teachers’ training examinations. 
(c) There is a widespread movement towards bringing the standard of 
religious knowledge up to the level ordinarily required in other departments. 
(d) There are signs of a widening interest in philosophical questions. 
It is very necessary that those who take up logic and psychology as a stepping- 
stone to the profession of teaching should give to those subjects serious and 
well-directed study, and should have genuine interest in them and some grasp of 
their scope and meaning. It is likewise desirable that students of religious 
doctrine, or of the great questions of philosophy, should bring to their study an 
equipment of logical method and psychological knowledge. At the same time, 
it will not be disputed that at present these requirements are not, and perhaps 
hardly can be, adequately met. 
My aim here is briefly to draw attention to this state of things—to the facts 
that, on the one hand, from various causes, logical and psychological studies 
hold a position of great and growing importance in English thought and educa- 
tion, while, on the other hand, to some extent at least, the quality, quantity, and 
organisation of the instruction supplied leaves much to be desired ; and to point 
out that, consequently, the practical treatment of these subjects calls for special 
recognition and careful attention from educationists. 
2. Comparison of the Intellectual Power of the Two Sexes. 
by Dr. J. DE Korésy. 
The material of the following statistics is drawn from observations made 
during the last twenty-seven years in the schools of Buda Pest, where, since 1873, 
a special report on the progress of each pupil has to be sent to the author’s office. 
These individual reports (amounting latterly to 60,000 per annum) represent 
together 808,350 cases; they relate at first to the elementary schools (ages six to 
twelve years) only ; later they include the higher elementary schools (‘ citizen 
schools,’ ten to sixteen years), and in the last years the grammar schools also. 
(1) General Progress in the Elementary Schools ; twenty-seven years’ Observations. 
The test applied is the number of children who have to repeat their year’s 
work instead of passing on to the next standard. Of 412,758 boys and 350,582 
girls, 69,422 boys (16°8 per cent.) and 54,391 girls (15:8 per cent.) repeated their 
work. These figures show a slight superiority on the part of the girls. If we 
observe the divergence standard by standard, we see that the boys and girls are 
nearly level at first, but that the advantage of the latter increases with age, 
Percentage repeating the Number of Girls to 
Standard cae Work 7 100 Boys 
Boys Girls 
16 22°5 22:2 99 
II. | 16°6 15:4 . 93 
Iii. 16°3 13°8 84 
IV. 12:2 9°2 75 
v. | 9°8 56 BT 
VI. | 4-7 27 58 
(2) Special Progress in the Fourth Standard of the Elementary Schools 
(172,477 cases). 
The frequency of the best marks (‘very good’ and ‘ good’) was— 
Boys Girls 
In Mother-tongue . . 23°6 per cent. 32:3 per cent. 
In Arithmetic ; . 28:0 “ a73 gy 
In Geography 3 s 22 RP), 36:9 yy 
