568 SECTIONAL TRANSACTIONS.—L. 
Miss A. B. DaLe.—Tests and entrance examinations as predictive of 
academic success among university women students (11.15). 
During the past seven years a comparison has been made between the 
intelligence test scores of students of Newnham College, Cambridge, and 
their performances in academic examinations, the total number of students 
dealt with being about 530. Students were tested during their first term 
at Cambridge and again later in their University career. Records were kept 
of their performances in entrance or scholarship examinations and in their 
tripos or other academic examinations taken at the end of each year of their 
course. 
The results appear to show that success in advanced and highly specialised 
academic work depends to a considerable extent on factors other than that 
measured by intelligence tests, although the influence of this general factor 
varies in different academic subjects. 
Performance in entrance or scholarship examination differs markedly 
' from that in the final examination taken 3} years later in about 14 per cent. 
of the cases considered. A special study of these cases shows to what extent 
a truer forecast of success would have been obtained by combining an 
intelligence test with the academic papers of the entrance examination. 
Mr. E. Farmer.— The predictive value of examinations and psychological 
tests in skilled occupations (11.30). 
DISCUSSION (11.45). 
AFTERNOON. 
Symposium on The cultural value of science in adult education :— 
Sir RrcHarD Grecory, Bart., F.R.S. (5.30). 
When the Workers’ Educational Association was founded thirty years 
ago, its deliberate intention was to arouse among the workers greater interest 
in higher education, particularly in relation to subjects of a non-utilitarian 
character. It represented the view that, in the training of citizens, oppor- 
tunities for general culture were needed as well as facilities for technical 
education. ‘There was to be a broad highway to realms of intellectual 
delight in literature, history and art, as well as in natural science, and the 
education was to touch the heart and imagination independently of its 
industrial or commercial contacts. 
The cultural value of science in adult education is thus no new subject, 
but it cannot be said that any clear principles of promoting this value have 
yet emerged from any educational organisation. 
When science is taught, not as an aid to a vocation, but as part of the 
training of a modern citizen, it may be said to have a cultural value. Atten- 
tion should, therefore, be given to the influence of scientific discovery and 
its applications upon social and economic life and thought. Science rightly 
conceived is modern humanism in the fullest sense. Even if the humanities 
are understood to mean letters, history and art, there should be no conflict 
between these studies and natural knowledge. It should be understood 
that the object of teaching science to general students in adult classes is not 
to produce specialists but to create in the rank and file appreciation for what 
is good and needful for intelligent citizenship. 
Prof. W. J. PucH.—Geography and geology (5.45). 
