SCIENTIFIC TEACHING. 
255 
animations, and have been struck over and over again with the relative 
abstruseness of the questions, their inappropriateness or their unfitness as 
tests of a Candidate’s actual knowledge. And I feel sure that most com- 
petent and unbiassed persons, who will take the same trouble that I have 
done, will acquiesce in the justice of my criticism. The question as to 
whether the examiners, generally, set up too high a standard of merit is one 
of great importance, yet one which I can scarcely venture to answer 
decisively. There are several considerations, however, which convince me 
that my opinion on the matter is in the main correct. They are, the 
gradually increasing ratio of rejections to passes ; the general character of 
the questions proposed ; and the fact, to which I can myself testify, that 
(apart from the personal qualities of the examiners) the traditions of the 
University favour excessive strictness of examination, and the maintenance 
of a very high standard of merit. I may remark in reference to this subject, 
that young and inexperienced examiners tend to be needlessly and unjustly 
severe; and that examiners in subjects of relatively little importance are 
apt to assert by undue strictness of examination the importance of their 
specialities. 
‘ Finally, there are two other points in relation to the examinations which 
might, I think, be reconsidered with advantage both to the Candidates and 
to the University. First, I have never yet been able to understand why, 
Avhen a Candidate rejected at any examination has taken a first class in one 
or more of the subjects of that examination, these successes should not be 
counted to his credit when he offers himself a second time for examination. 
It would be a great relief to the examiners, and not only a great relief but a 
simple matter of justice to the Candidates if such a practice were adopted. 
Of the extreme hardship, if not unfairness, of the present rule I can quote 
conspicuous examples. Second, I have also never yet been able to understand 
why the Senate should forbid absolutely that men who, at a comparatively 
late period of their studentship, or even at some subsequent period of life, 
desire to become graduates of the University, and who are able to adduce 
satisfactory evidence that they have complied strictly with all its essential 
requirements, should be allowed to present themselves for the successive 
examinations at the shortest possible intervals. Surely, under such circum- 
stances, the only proof of fitness for its Degree the University can reasonably 
require is competence to pass its examinations. I have no wish for the 
University to relax its regulations so far as they affect the generality of 
students ; but I am sure it would be well for it to reserve to itself the liberty 
of dispensing with some of its merely formal requirements in exceptional 
cases. The want of such a power, or the refusal to exercise it, has lost to 
the University many graduates who would have done it honour. 
1 It has not been under the guidance of such a spirit as this, that, with all 
their faults, the Universities of Oxford, Cambridge, and Dublin, and the 
great Continental Universities, have gained reputation and success : it is not 
thus that the University of Edinburgh has acquired and deserved its world- 
wide fame as a Medical University; nor is it thus that the University of 
London will ever attain that position in relation to its affiliated Medical 
Schools which the University of Edinburgh holds to the Medical Schools of 
Edinburgh.’ 
