456 SECTIONAL TRANSACTIONS.—L. 
8. Dr. Cranace (Cambridge), Sir Hannay Croom (Edinburgh), Sir 
Henry Miers, F.R.S. (Manchester).—Hatra-mural University 
Education. 
Dr. Cranace stated there was a great and increasing demand for higher 
education outside the Universities. Evidence showed that extra-mural activities 
had a reflex benefit on intra-mural work. 
Sir Hatripay Croom showed that extra-mural teaching had played a very 
large and far-reaching part in the development of the Edinburgh School of 
Medicine. 
Sir Henry Miers claimed that tutorial classes for working people had 
helped Universities to develop methods for teaching adults. Extra-mural work 
would need a resident tutor or organising representative in each populous 
centre, 
9, Mr. D. Kennepy-FrAser.—The Need for Objective Measurements 
in Hxpertmental Education ; followed by an exhibition of Recent 
Test Material (in the Experimental Education Laboratory, 
Moray House). 
In order to form a scientific basis for our conclusions on such educational 
questions as the relative value of different teaching methods, the nature of 
learning process, the innate capacity of the children and their resultant per- 
formance, we must have some reliable means of obtaining quantitative estimates 
which shall be free from the subjective differences of examiners. Objective 
scales of this nature are being worked out for the various elements of the 
school curriculum, and also for the different capacities, general and specific, 
of the children. Some of these were discussed by the lecturer, and others 
were shown in the exhibit which had been prepared in the experimental 
educational laboratory of Moray House. 
Tuesday, September 13. 
10, Dr. E. H. Grirrirus, F.R.S.—Science and Ethics. See p. 479. 
11, Mr. James McLaren.—A Simple Method of Spelling English 
Phonetically. 
12, Mr. D. M. Cowan, M.P.—The Cost of Education. 
The necessity of determining the margin of safety in respect of (1) health 
and education, and general social welfare of the people; (2) the Navy, Army, 
and other means of defence against possible attacks from without. The margin 
of safety in education should be such as to ensure the internal stability of the 
State and the maintenance of its trade and commerce in competition with 
other nations. The Acts of 1918 showed that we had not reached that standard, 
and the exigencies of the moment had postponed their full operation. The 
source of the funds required for its establishment was essentially national and 
not local, so that the burden should be distributed more evenly. 
13. Dr. Arex. Morcan.—University Reform. 
The increased demand for higher education resulting from the 1918 Education 
Act makes necessary a considerable amount of reform in our Universities— 
administrative, educational, and financial—not to a uniform type, but possessing 
the same ideals, to have individuality of function, and together provide a 
comprehensive means of higher learning for the whole nation. The chief 
governing body to be representative of all interests. The need of a small joint 
Committee of the four Scottish Universities to deal with the system as a 
whole—to co-ordinate their activities, to develop specialisation of function, and 
to mediate in cases of dispute and to pass ordinances with power of appeal to 
the Privy Council. 
