LB 3051 H53 Lb CORNELL UNIVERSITY LIBRARY Cornell University Library The original of tliis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924030602217 THE SACRIFICE OF EDUCATION TO EXAMINATION. Letters from " all sorts and conditions of men." EDITED BY AUBERON HERBERT. WILLIAMS & NORGATE, 14, HENRIETTA STREET, COVENT GARDEN, LONDON; 20, SOUTH FREDERICK STREET, EDINBURGH. 1889. LB V53 A 2f^y^ / /^' > PRINTED AT THE MEKOUEY PRBSS^ BEDFORD. INDEX OF CONTRIBUTORS. Page Adam, Mr. J 153 Aldridge, J. H., M.D 130 AUinaon, Mr. A. , \ 145 Argyll, Duke of 120 Aechrott, Dr 108 Ashbumham, Earl of .26 Assist. Mast., Public Schl 134 Aveling, J. H., M.D 150 B.A. Cantab 139 Bain, Prof 116 Barker, Mr. J i Baxter, Sub-Lieut. ' 148 Beach, Dr. G 140 Beale, Prof. L., M.D 141 Beale, Miss 44 Blackie, Prof 152 Blandford, G. F., M.D 163 Blumhardt, Eev. E. K 17 Brodriok, Hon. G 62 Brown, Miss E. Boyer 140 Brown, Mr. J 140 Bryce, Prof. J., M.P 21 Buckland, Miss A 52 Budden, Mr. E 121 Bullar, Mrs 65 Burton, Miss S 128 Butler, Mr. \V 39 Campbell, Sir G., M P 136 Candler, Mr. H 53 Canner, Mr. T 45 Carnarvon, Earl of 90 Caulfeild, Mr. F. 8 Chambers, E. K., M.D 64 Chamberlain, Rt. Hon. J., M.P. 23 Chaplin, Mrs. Allan 160 Cheadle, W., M.D 72 Oheetham, Archdeacon 48 Clericus 138 Clifton, Prof. R. B 15 Cooper, Miss A. J 96 Cooke, Rev. A. H 65 Crookes, Prof. W 19 Crosbie, Mr. S. M. 49 Cunningham, Prof .103 Daman, Rev. H 150 Darwin, Prof. . , ; 14 Dasent, Mr. B. H 69 Dawnay, late Hon. G 99 Derby, Earl of 21 Page Dill, Mr. S 125 Diocesan Examinations 138 Dukes, C, M.D 143 Dyer, Mr. H 135 EUiot, Sir G., K.C.B 136 Extract from " Fors Clavigera" 161 Extract from " Handbook of Psychology " 162 Farrer, Sir T. H., Bart 1 Farrington, Mr. T 141 Fawuett, Mrs. 55 Fisher,. Mr. H. 57 Fletcher, Mr. L 142 Flower, Prof 162 Fordham, Mr. E 56 Foster, Prof. M , 45 Foxwell, Mr. H. S 147 France, Examinations in 112 Freeman, Prof. B 166 Gardiner, Prol S. R 77 Gardner, Prof P 17 Gallett, Miss 55 ■ Gore, Dr. G. 1 Gostling, Mrs 142 Gow, Dr. ... 69 Gregory, Sir W. H 28 Guyot, Yves 112 H. (Hampstead) 145 Hall, Mr.W.E 114 Harrison, Mr. F 170 Hay, Admiral Sir J., Bart 142 Headlam, Mr. A 159 Heaton, Mr. Henniker, M.P. . , 61 Henderson, Rev. J. B 130 Herbert, Auberon 174 Herford, Prof. C. H. 144 Hilliard, H. C.,,M.D 71 Hind, Mr. R, D- Archer 53 Holland, Prof. T. B 95 Jennings, Rev. A 60 Jones, Principal 80 Jones, Mr, B 56 Kaufmann, Eev. M 107 Knox,.Mr, E. J". Y. 12 Landon, Mr. J 60. Latham, Rev. H 56 THE SACRIFICE OF EDUCATION TO EXAMINATION Page Laveleye, M. Emile 115 Lawson, Mr. H., M.P 62 Lee, Mr. T 75 Leighton, Sir F., Bart 18 liBvander, Mr. F 42 Loch, Mr. C. S 131 Lytton, Earl of ... , , 6 M.D MacBean, Miss Macdonald, R. N., M.D. . Machan, Mr. Gr Macleod, Mr. H. D Manager of Sunday Schl. Manson, R. Taylor, M.D. Mapother, Prof., M.D... . Martineau, Rev. Dr MathesoD, Mr. F MiaU, Prof Moir, Mr. J «Moor8om, Mr. W , Morse, Rev. T. D. C. . . . , Myers, Mr. E Nettleship, Prof. H Newman, Prof. P. W. . . . , -NiohoU, Prof. G. F Norfolk, Duke of Notes, Some Medical , . . , Oakeley, Sir C, Bart " One who has failed " , . . , Paget, Canon F Paul, Mr. C. Kegan Paulson, Mr. R Paper signed by 16 Elem. Tohrs. Pease, Mr. A Pearson, Prof. K Pembroke, Earl of ., Penn, Mr. W Penny, Rev. C. W Phelps, Rev. L. R Phillips, Mr. W Playfair, Sir L., M.P Porter, Miss , . Price,Mr.E.C Price, Mr. C.J. C Principal of College. , . . , . rrovost of Queen's, Oxford, . . . Ramsay, Prof. W. M Jiansome, Prof.-C Rathhone, Mr. W., M.P. Rawlinson, Prof. 0- Bawnsley, Rev. H. D. , , Bedmayne, Mr. J.S. ..,,.... 55 146 97 148 59 139 143 3 54 124 11 10 143 S 134 91 54 38 163 4 142 53 163 9 10 40 142 81 54 149 34 70 88 22 19 20 132 16 137 71 101 37 163 164 66 Rendall, Mr. E. . . Richmond, Mrs Robinson, Mr. A. Robinson, Mr. J. , Rosebery, Earl of Ross, Rev. H Russell, Mr. J. . . Sanday, Rev. W Sanford, Mr. P. G. ... Sayce, Prof Schaffle, Dr Senior, Dr. A Sherlock, Rev. T. T. . Sieveking, Sir E., M.D. Sim. Miss Slade, Mr. T Sonneschein, Mr. A. . . , Stone, Rev. E Strong, Prof. H Stuart, Mrs Student Sturge, Mrs , Symes, Prof Taylor, Lady ' Teacher in Prov. Medical School Thorbum, Rev. T. .1 Thring, Lord Tuke, D. H.,M.D Turner, J. S., M.R.C.S Tyrwhitt, Rev. R. St. J Ullyett,Mr.H 18 Page 65 43 24 96 54 8 89 73 61 72 HI 109 67 154 161 18 105 126 51 17 163 97 128 56 57 3 123 84 142 69 Venables, late Mr. G. S. Voysey, Rev. C Walker, Mr. T. A. . . . Walter, Mr. J Warden of Wadham . , . Warner, F., M.D Warre, Rev. Dr Waterfield, Mr. O. C. . Waterlow, Sir S., Bart. Westlalce, Prof. J Westlake, Mrs. . . Wheeler, Mr. A. ...',, White, Mr. A. S Wickham, Rev. E. C.' . Willmore, Mr. C. .,., Wood, Mr. G Woods, Miss Alice . . .' Woods, Miss M. A. ... x.y. Notes from America, page 198. 82 141 151 24 23 87 37 148 25 34 36 146 43 33 68 8 155 167 76 PREFACE. I ought to say that the letters in this volume — received in connection with the Protest — should be looked upon as an expression, not only of educational opinion but also of general opinion. Many of them were not written in the first instance for publication, but, perhaps, are not the less interesting on that account. My friend, Mr. Knowles, has kindly handed me over such letters as he himself received, and of these — with permission of the writers — I have' added many to the collection. I have tried to hold the balance fairly by printing all the adverse letters I received, and I do not think I have kept back any criticism that seemed of value. I have also added — acting on the courteous suggestion of the Editor, Mr. Barr Ferree — some extracts from an interesting pamphlet that has lately been published in America, " Examination and Education," (Leonard Scott Publication Co., New York). It is a record of the opinions of well-known men engaged in American education, and contains, as I venture to think, an even stronger indictment than that made in England against examination, considering that in America the special cause of mischief, that has grown to such proportions with us, seems hardly to exist, — I mean, the separation of the teacher and the examiner into two distinct persons.* This distinction should be clearly borne in mind, since it is only where A. is appointed to examine the work of B. that the real powers for mischief, which are latent in examination, become fully developed. The American letters are very interesting, just because some of them shew the bad side of examination, even when * "The conditions here are very different from those in England, as we have no special examiners in our Colleges and Universities, with reference to degrees and prizes, but the Professors examine the pupils in the departments, in which they have given them instruction." — President Carter, WilliamB' College. See also other passages. Vi. THE SACEIFICE OF EDTJCATION TO EXAMINATION. left in the hands of the teachers themselves ; but the evils from vrhich our American friends suffer, though well worthy of careful attention, and very instructive as regards this controversy, seem light by the side of our own. On two criticisms of a rather popular kind I should like to touch. It has been said that we, who have protested, desire to protect education from the competition that prevails everywhere in the world. If we did, we should undoubtedly fail in our effort, and deserve to fail. Competition is the path by which all improvement comes to us. But the natural and healthy competition of method against method, each seeking for the approval of the public, and a highly artificial competition, that assimilates all methods to one pattern, and draws its principal inspirations from the race-course, are two very different things, that must not be confused together. It is, I think, from a failure to make this distinction that one writer, slashing at us in rather desperate fashion, speaks of some of the proposals of the Protest as " reactionary and anti-democratic." Again, it has been urged that we should have advanced against each great branch of education in detail, and not have delivered our attack along the whole line. To have done so would have been to have given up the advantage of our position, and to have missed the opportunity of impressing upon the public mind the common lesson, which is presented, everywhere alike, by the condition of the different parts of education to-day. Everywhere alike there is pain and feverish action instead of healthy action, because everywhere alike we are depending on stimulants, are subordinating teachers to system, and treating those who learn only too much after the fashion in which we treat sheep or oxen, that are to be fatted for the market, and are expected to realize so much by the score. It is because general principles, which underlie the successful treatment of human nature, have been disregarded, that the resulting evils are in common, and that the protest should be in common. It now only remains for me to add some expression of my sense of my own unfitness to take any prominent part in this great controversy. I have felt this many times, whilst fighting side THE SACKIFICE OF EDTICATION TO EXAMINATION. VU. by side with those whose knowledge as regards many parts of the ■sub]'ect was of so thorough a character, and so different from mine. At the same time I see that in our world, such as it is, very imworthy instruments are used for great causes ; and it is best on the whole that such iastruments should not waste time in discussing their own unworthiness, but rather give themselves up, in such fashion as they can, to the work that lies in front of them. I am afraid in one respect I may seem an idle editor. I have not tried to arrange the letters in any special order, but with a few ■exceptions as regards foreign countries, &c., have decided to print them pretty nearly as they lay in their packets. I should also per- haps take this opportunity of saying that the canvass for signatures was necessarily made in a very insufficient manner. Had it been, conducted with more expensive machiaery, and on a wider and more systematic plan, the signatures would in all probability have been much more numerous. Those who did not receive the Protest, and yet had every right to expect that it should have been sent to them, wUl, I hope, under the circumstances make excuses for the very imperfect circulation of it. I have inserted in the volume a few extracts sent to me. These might have been indefinitely multiplied. AUBERON HERBERT. Old House, Ringwood. July, 1889. ABSTRACT OF PROTEST. The following is a free summary of the Protest which was signed by those whose names follow, and which was kindly published by Mr. Knowles in the Nineteenth Century, Nov., 1888. I have simply attempted to give the general drift of the Protest. The Protest began by attacking the prevaOing spirit of place- getting and prize-winning in education, and, in the words used in another part of the Protest, the dominant position assigned to exami- nation, as the master instead of the servant of the teacher. Whether in the case of elementary schools, of scholarships, or of the class list at the Universities, it affirmed that evils of the same type tended to follow in every case the subjection of teaching to examination. It went on to notice some of the evils that result from the intellectual racing of boys against each other, warning parents that the physical ill-effects were often not disclosed at the moment ; it described the centralising influence which great prizes had on education, leading all schools to adopt the same methods and thus cutting one deep rut in which all those engaged in education travelled; and it then laid special stress on the narrowing and depressing effect which reading with a view to satisfy the examiner's mind necessarily has on the student. As regards this last point, it was impossible to discuss all the hurtful consequences that arose, such as " the temporary strengthening of the rote-faculties to the " neglect of the rational faculties, the rapid forgetfulness of know- " ledge acquii-ed, the cultivation of a quick superficiality and power " of cleverly skimming a subject, the consequent incapacity for " undertaking original work, the desire to appear to know rather THE SACEirrCE OF EDUCATION TO EXAMINATION. ix. " than to know, the forming of judgment on great matters where " judgment should come later, the conventional treatment of a sub- " ject and loss of spontaneity, the dependence upon highly skilled " guidance, the belief in artifices and formulated answers, the beat- " ing out of small quantities of gold-leaf to cover great expanses, " the diffusion of energies over many subjects for the sake of marks, " and the mental disinclination that supervenes to undertake work, " which is not of a directly remunerative character, after the excite- " ment and strain of the race " ; it was suificient to affirm that in its broad features the system was hopelessly evil and to be mercilessly condemned. It was a system from which the soul had been taken, leaving but an earthy remainder ; it put lower motives in the place of higher motives, and denied and discouraged the generous interest that the young feel in the great subjects of knowledge. The Protest then mildly suggested that those young men who could only be trusted to work industriously under some such system as the present, should be specially provided with prizes by their own parents and friends ; whilst those with higher tastes and keener interests, to whom knowledge in itself was a sufficient inducement and reward, were left free to do their work without the shackles and encumbrances of a system that depended on bribes and stimulants. It went on to assert that just as it was wrong to sacrifice the higher intellectual interests of the student, so it was wrong to sacrifice the independence of the teacher. It was no sufficient defence for the limitation and crippling of all teaching to plead that it enabled you to sit in judgment on the comparative merits of various schools or colleges. The true way of judging the methods of any school or college was to devise means for allowing the public to become acquainted, as much in detail as possible, with what was being done ; and, whilst refusing to express any opinion upon the special means proposed, the Protest urged (though not, I venture to think, in sufficiently distinct terms) that parents should seek to understand what their sons were doing, instead of being lulled by the results of examinations into a state of almost complete ignorance on the subject. X. THE SACKIPICE OF EDUCATION TO EXAMINATION. Then the Protest attacked the enormous waste of money in- volved in the prize system. Meeting with some disagreement amongst its supporters, it urged that the thousands spent in scholar- ships and fellowships were wrongly spent ; that they should be spent directly on teaching, on lowering certain expenses at the Universities, on carrying University teaching into different parts of the country ; and it urged those, who were anxious to endow education, not to swell the already swollen prize-system by founding new scholarships but rather to foimd chairs or courses of teaching. It next attacked the system of Government appointment by competitive examination, insisting that Government should not injure the whole educational temper of the country by persisting in this rough and ready way of supplying its own wants, and that whatever difficulties might sur- round the case of official appointments, the injury done to education was so grave that it was imperative that another method should be discovered. Lastly, it was insisted upon that, mischievous as the system of external examinations was in the case of boys and men, the evil was aggravated in the case of girls and women. Both the physique and the mental qualities of women were more easily injured, and every effort should be made to dissuade women from repeating the stale mistakes that had been made in the case of men. No mere copy was ever successful, and women's education should be conducted on truer, safer, and more original lines. It should be added that the signature expressed general agreement in the principles of the Protest, not in the details. A good number of persons reserved their opinion on special points ; some signed only to express their sense of present abuses connected with exami- nation ; but, as far as I could judge, a large number felt that the evil of examination consisted in its having become the teacher's master instead of his servant, or in other words, in its having been separated from teaching, and having thus got control of the whole educational position. — A. H. SIGNATURES TO PROTEST. HOUSE Lord Aemstkong. Earl of Ashbitbnham:. Lord BBABOTTEISrE. Lord Beamweli. Earl of Caelisle. Lord Geimthoepe. Lord Lamington. :Earl of Lytxon. OF LORDS. Earl Manvees. Earl of Meath. Lord NoETON. Lord Stanley of Aldeelet. Lord Wantage, K.C.B. Earl of Wemtss. Gen. Viscount Wolselet, G.C.B., &c., &c. HOUSE OF COMMONS. John Addison, Q.C, M.P. Right Hon. J. B. Balfoue, M.P. Hon. W. CocHEANE - Baillie, M.P. W. B. Baeboue, M.P. T. C. Basing, M.P. A. H. Smith-Baeey, M.P. ■G. C. T. Baetlet, M.P., formerly Examiner in Science, in Science and Art Department, South Kensington. W. W. B. Beach, M.P. ^enest W. Beckett, M.P. Sir Algeenon Boethwick, Bart., M.P. -Geoege H. Bond, M.P. Chaeles Beadiatjgh, M.P. -Jacob Beight, M.P. Lord Henet Beuce, M.P. James Betce, M.P. Thomas Buet, M.P. p. A. Chance, M.P. ■G. B. Claeke, M.D., M.P. Sir Edwaed Claeke, Q.C, M.P. C. A. V. CONYBEAEE, M.P. John Coebett, M.P. .Joseph Ceaven, M.P. Sir Savile Ceossiet, Bart., M.P. Rt. Hon. G. CuBiTT, M.P. Lt.-Col. Hon. Lewis P. Dawnat, M.P. John Dillon, M.P. Geoege Dixon, M.P. F. D. Dixon Haetland, M.P. Viscount Ebeington, M.P. Sir J. Whittakee Ellis, Bart., M.P. T. Ellis, M.P. Sir T. H. G. Esmonde, Bart., M.P. C. Fenwick, M.P. Cteil Flowee, M.P. Sir B. Waltee Fostee, M.D., M.P., Senior Professor of Medi- cine at Queen's College, Bir- mingham. H. Gaednee, M.P. Xll. THE SACRIFICE OF EDUCATION TO EXAMINATION. Charles Mixnes-Gaskell, M.P. Sydney Gedge, M.P. R. Gent-Davis, M.P. R. CUNINGHAME GbAHAM, M.P. Sir Edward Green, Bart., M.P. Sir E. Grey, Bart., M.P. Sir T. F. Grove, Bart., M.P. W. C. Gtjlly, Q.C., M.P. Col. R. Gxjnter, M.P. R. B. Haldane, M.P. Edward Hardcastle, M.P. C. Seale Hayne, M.P. J. Henniker Heaton, M.P. Rt. Hon. E. Heneage, M.P. R. T. Hermon-Hodge, M.P. W. H. Hornby, M.P. George Howell, M.P. Henry H. Howorth, M.P. F. Seager Hunt, M.P. Hon. Walter H. James, M.P. J. E. Kenny, M.P. H. Kimber, M.P. H. T. Knatchbull-Hugessen, M.P. Thomas Lea, M.P. Sir Edmund Lechmere, Bart., M.P. Stanley Leighton, M.P. A. McArthur, M.P. Justin McCarthy, M.P. R. Macdonald, M.D., M.P. Walter M'Laren, M.P. J. M. Maclean, M.P. Colonel W. T. Makins, M.P. Sir Frederick T. Mappin, Bart.,. M.P. Rt. Hon. Sir W. Marriott, M.P. Sir Henry Eustace Maxweli,. Bart., M.P., F.S.A. of Scotland. Francis B. Mildmay, M.P. Walter Morrison, M.P. P. A. MuNTZ, M,P. T. P. O'Connor, M.P. Sir W. Pearce, Bart., M.P. Alfred E. Pease, M.P. J. Allanson Picton, M.P. Sir George Baden - Poweli,. M.P. Sir J. H. Puleston, M.P. W. R. H. Powell, M.P. T. W. Russell, M.P. D. J. Sheehan, M.P. Lt.-Col. T. Myles-Sandys, M.P. F. S. Stevenson, M.P. Samuel Storey, M.P. Edmund Swetenham, M.P.,Q.C. C. K. Talbot, M.P., F.R.S. Walter Thorburn, M.P. W. E. M. Tomlinson, M.P. H. J. Trotter, M.P. Hon. G. R. Vernon, M.P. Sir H. HussEY Vivian, Bart.,. M.P. Col. Thomas Waring, M.P. H. Smith Wright, M.P. C. E. Baring Young, M.P. EDUCATIONAL LIST. Rev. C. AcLAND, M.A., Hd. Mast., R. Gram. Sehl., Colchester. Miss Annie Adamson, High ScU. Teacher. S. Alexander, Fell, and Lect. in Philosophy, Lincoln Coll., Oxford. MIss^Mary Alger, High Schl. Teacher. »" THE SACBIFICE OP EDUCATION TO EXAMINATION. XUl. Gbant Allen, late Assist. Mast., Brighton Coll., Cheltenham Coll., and Govt. Coll., Jamaica. A. Allinson, M.A., Assist. Mast., Liverpool Coll. H. Hutchinson Almand, LL.D., Hd. Mast., Loretto Schl. John T. Anderson, Hon. Sec, Manchester Indnstl. Schls. F. W. Angell, Granton Rd. Bd. Schl., Liverpool. G. F. Aemstkong, M.A., Prof, of Hist, and Eng. Lit., Queen's CoU., Cork. Miss M. G. Arnold, Principal of Ladies' Schl , Donhead Lodge, Wimbledon. Miss A. Aknold, High Schl. Teacher. John Attfield, F.R.S., Prof, of Prac. Chem. to the Pharm. Soc. of Gt. Britain. Miss E. L. Atkinson, High Schl. Teacher. J. P. Bacon, Hd. Mast., Schl. of Art, Stoke-upon-Trent. Miss Kate Bakeb, High Schl. Teacher. Miss Adelaide Bakbt, High Schl. Teacher. Miss Ada P. Baknett, High Schl. Teacher. W. F. Babsett, Prof, of Physics, R. Coll. of Science, Dublin. H. Chaelton Bastian, M.A., M.D., Prof, of Medicine, University Coll., London. G. Beach, LL.D., Hd. Mast., Christ Church Schls , Macclesfield. Miss D. Beale, Ladies' Coll., Cheltenham. Rev. F. M. Beaumont, late Assist. Mast., Rossall Schl. Professor E. S. Beeslt. Eev. H. W. Bellaibs, late H.M. Insp. of Schls. Cecil Bendall, M.A., late Fell. Gonville and Caius Coll., Camb., Examr. in Indian Lang. Tripos, Prof, of Sanskrit, University Coll., London. Rev. R. M. Benson, M.A., Student of Ch. Ch., Oxford. L. A. Selby-Bigge, M.A., Fell, and Lect., University Coll., Oxford. Miss K. Billings, High Schl. Teacher. Miss Gebaldine Black, High Schl. Teacher. J. Stuaet Blackie, Emeritus Prof, of Greek, Univer. of Edinburgh. (Mrs.) E. E. Blackshaw, Hd. Mist., Girls' High Schl., Burslem. G. E. Blanch, B.A., Science Lect., London Schl. Bd. Edwakd Bliss, Chairman, Walsall Schl. Bd. Miss A. Bolton, B.A. E. J. Bolton, King Edward's School, Aston. Miss Louise Bbassinne. xiv. THE SACRIFICE GT EDITCATION TO EXAMINATION. Miss E. BoYER Brown, Principal, Ladies' Schl., Old Southgate, N, Alex. Crum Brown, D.Sc, Prof, of Chem., Univer. of Edinburgh. John Brown, Belfast Tech. Schl. T. Brown, Sec. Liverpool District Wesleyan Day Schl. Teachers' Association, on behalf of the Committee. Kev. R. W. Browne, Ph.D., Archdeacon of Bath, late Prof, of Classical Lit., King's Coll., London. Oscar Browning, M. A., Lect. in. Hist, and Sen. Fell., King's Coll.,. Camb., late Assist. Mast., Eton Coll. Edwin Budden, M.A., Gram. Schl., Bury. Miss LorisE Budden, Teacher of Music. Miss Beatrice Budden, Private Governess. Miss Anna Buckland, Principal, West Heath Ladies' Schl., Ham Common. C. A. Bueghardt, Ph.D., Lect. in Mineralogy, Victoria University^ Manchester. Miss S. S. Burton, Prin., Blackheath and Greenwich Ladies' Coll. Miss C. Busz, High Schl. Teacher. A. J. Butler, M.A., Fell. Brasenose Coll., Oxford, late Assist. Mast.,. Winchester. William Butler, B.A., Oxford. Ingram By water, M.A., Reader in Greek, Exeter Coll., Oxford. Thomas Canner, Schl. Bd., Leicester. Miss E. Cannings, High Schl. Teacher. P. H. Carpenter, D.Sc, F.R.S., Assist. Mast., Eton ColL (Mrs.) Sarah W. Case, Late Principal, Heath Brow Schl., Hampstead; Miss Esther Case, High Schl. Teacher. Miss Emma Cawthorne, High Schl. Teacher. W. Chester, Ashfield St. Bd. Schl., Liverpool. Rev. Canon T. K. Cheyne, Prof, of Interpretation, Fell, of Oriel Coll., Oxford. Miss D. C. E. Clark, High Schl. Teacher. Miss Florence Clark, High Schl. Teacher. Miss T. E. Clark, High Schl. Teacher. J. E. Clarke, King Edward's Schl., Aston, Birmingham. R. B. Clieton, Prof, of Experimental Philosophy, Fell, of Mertott' and Wadham, Oxford. Paul A. Cobbold, M.A., Clifton. Rowland F. Cobbold, M.A., XJrammar Schl., Macclesfield. William Cochran, C.E., Blantyre Schl. Bd. THE SACEIFICE OF EDUCATION TO EXAMINATION. XT, Miss E. A. Cocks, Hd. Mist., Kedland High Sctl., Bristol. Miss GEHTErDE CocKEHELL, High Schl. Teacher. Rev. H. T. CoGGiN, M.A., Math, and Science Mast., University Coll. Schl., London. Miss May Cohen, High Schl. Teacher. Miss Emily Collyns, High Schl. Teacher. Rev. J. S. CoNMEE, Rector, Clongowes "Wood Coll., Ireland. Edward B. Cook, B.A., Clifton CoU. Chahles L. Cook, Hd. Teacher, Brunswick Day Schl., Bury. Eknest H. Cook, D.Sc, Physical Science Mast., Merchant Venturers^ Schl., Bristol. Miss M. Emily Cooke, High Schl. Teacher. Rev. W. A. B. CooLiDGE, Fell, and late Mod. Hist. Tutor, Magd. Coll., Oxford. Miss Agnes G. Cooper, late Sec. Mist., Bedford Girls' Modem Schl., and Devonport Girls' High Schl. J. F. Cornish, M.A., Assist. Mast., Christ's Hospital. Miss C. M. Cornwall, High Schl. Teacher. C. F. CosciA, M.A., Oxford. W. L. Courtney, LL.D., Tutor, New Coll., Oxford. (Mrs.) Ann Cowen, Nottingham Schl. Bd. Miss Amy Cowpeh, High Schl. Teacher. Rev. Canon M. Ckeighton, Prof, of Ecclesiast. Hist., Camb. Rev. J. G. Cromwell, M.A., Hon. Canon, Durham ; late Principal, St. Mark's Coll., Chelsea. Hastings Crossley, M.A., Prof, of Greek, Queen's Coll., Belfast, Examr., R. Univer. of Ireland. Miss Jean Currie, Hendon Prepar. Schl., Middlesex. Rev. F. S. CusiNS, Didc. Inspect., late Hd. Mast., Nottingham Gram. Schl. W. B. S. Dalbt, i,i.A., late Hd. Mast., Weybridge Schl. William Dalby, Pres. of Liverp'l and Dist. Wes. Teachers' Assocn. T. W. Rhys Davids, LL.D., Prof, of Pali and Buddhist Lit., University Coll., London. Rev. E. T. Davies, M.A., Assist. Mast., City of London Schl. W. Boyd Dawkins, F.R.S., Prof, of Geology,Owens Coll., Manchester. F. G. Royal-Dawson, R. Engineer Coll., Cooper's Hill. Rev. H. Deane, B.D., Fell. St. John's Coll., Oxford. Miss S. L. Dendy, High Schl. Teacher. E. C. Dermer, B.D., Fell. St. John's CoU., Oxford. yvi. THE SACBIFICE OF EDUCATION TO EXAMINATION. James Dewah, F.R.S., Prof of Nat. Experimental Philosophy, Peterhouse, Carab. S. Dill, M.A., late Hd. Mast., Manchester Gram. Schl. W. DiTTMAK, F.R.S., Glasgow and W. of Scot. Tech. Coll. Rev. C. L. DoDGSoN, M.A., Student of Ch. Ch., Oxford. Miss Edith Dolby, High Schl. Teacher. RoBEBT K. Douglas, Prof, of Chinese, King's Coll., London. Rev. E. W. DowELL, Chairman of Schl. Bd. John A. Doyle, M.A., Fell. All Souls Coll., Oxford. Rev. J. T. Du BoULAY, M.A., Assist. Mast., Winchester. Henby Dyeb, one of the Govrs. of Glasgow and W. of Scot. Tech. Coll. Miss Olivia Dymond, High Schl. Teacher. Miss Maey J. Ellis, „ „ „ Miss Emilia Evans, „ „ „ Miss Flobence Eves, „ „ „ Miss Kate Eveeshed, Private Teacher, Kenley. Miss Maegabet Evebshed, „ „ „ W. H. Faibbroiheb, M.A., Lect. in Philosophy, Keble Coll., Oxford. Miss Ellen Fabnell, Lecturer on Art, and visiting Teacher. Lewis R. Fabnell,M. A., Sub-Rector and Tutor, Exeter Coll., Oxford. .Chables J. Faulknee, M.A., University Coll., Oxford. Thomas Fabbington, M.A., late Lect. in Chem., Munster Agri. and Dairy Schls. and Cork Schl. of Science. :Sir Joseph Fayeer, K.C.S.I., M.D., &c., Pres. of Med. Bd., India Oifice ; Examr. for Army, Navy and Indian Med. Service. A. FisHEB, Hd. Mast., Schl. of Art, Gosport. Rev. T. A. Finlay, M,A., R. Univer. of Ireland. JMiss Maey A. Foster, High Schl. Teacher. Rev. T. Fowler, President of Corpus Christi Coll., and Prof, of Logic, Oxford. W. W. Fowler, M.A., Sub-Rector and Tutor, Lincoln Coll., Oxford. Edwaed a. Fbeeman, Regius Prof, of Mod. Hist., Oxford. Rev. W. M. FuBNEAUx, Hd. Mast., Repton Schl. L. R. FuRNEAUx, M.A., Assist. Mast., Rossall Schl. Miss Ludovika Gaffeon, High Schl. Teacher. Eeasmus Galton, J.P., Chairman, Loxton and Christen Schl. Bd. ;Samuel R. Gardiner, late Prof. Mod. Hist., King's Coll., London. Miss Alice Gardner, Hist. Lect., Newnham Coll., Camb.' Philip Lyttelton Gell, M.A., Balliol Coll. and Clarendon Press Oxford. THE SACRIFICE OF EDUCATION TO EXAMINATION. Xvii. H. de B. GiBBiNS, B.A., Assist. Mast., Bradford Gram. Sclil. Miss DoKA GiiLETT, Thame. G. Girling, Hd. Mast., Burghley Rd. Bd. Schl., Kentish Town. Rev. Canon R. B. Girdlestone, Principal of Wyclifie Hall, Oxford. Mis8 E. F. GooDCHiLD, High Schl. Teacher. EDMrND GossE, M.A., Clark Lect. in English Lit., Trinity CoU., Camb. W. C. Green, M.A., late Assist. Mast., Rugby Schl. Miss Janet Greener, High Schl. Teacher. R. J. Griffith, Dolgelly Schl. Bd. Miss Joan F. Gritner, High Schl. Teacher. Miss A. M. Grunwade, High Schl. Teacher. Rev. W. Guest, F.G.S. Miss J. M. Guzther, High Schl. Teacher. Miss Charlotte M. Hall, Hd. Mist., Gosfield Hall Village Schl. Rev. C. Hargrove, M.A., late University Exten. Lect., Leeds. Levtis Harris, F.R.G.S., Hd. Mast., Dartford Gram. Schl. Frederic Harrison, Prof, of Jurisprudence, Council of Legal Educ. Miss E. B. Harrison, Hd. Mist., Endowed Schl. for Girls, Ipswich. Miss F. W. Harrison, High Schl. Teacher. Miss Rose Hatfield, High Schl. Teacher. G. J. Hawkes, M.A., University CoU. Schl., London. T. E. Heller, Clapham. Miss Charlotte Herklots, High Schl. Teacher. C. H. Herford, Prof, of Eng. Lang, and Lit., University Coll. of Wales. G. W. Herrick, Hd. Mast., Bliss's Endowed Schls., Weedon. Rev. J. F. Heyes, M.A., Magdalen Coll., Oxford ; Science Tutor of Non-Coil. Students. Miss Clara L. Hiatt, High Schl. Teacher. W. M. Hicks, F.R.S., Prof, of Math, and Physics, Principal, Firth Coll., Sheffield. Alexander Hill, M.A., Master of Downing Coll., Camb. Miss E. G. Hill, High Schl. Teacher. Miss Margaret Hills, High Schl. Teacher. W. HiLLHOTJSE, M.A., Prof, of Botany, Mason Coll., Birmingham. Louis Hobges, St. Martin's Schl., Leicester. (Mrs.) Jane Hodges, Syston St. Bd. Schl., Leicester. Miss Bessie Hodgkinson, High Schl. Teacher. Miss Mart Hodgkinson, High Schl. Teacher. Xviii. THE SACRIFICE OF EDUCATION TO EXAMINATION. Miss Annie Holmes, High Schl. Teaclier. Miss M. HoMPES. Miss A. HoKTON, High Schl. Teacher. Miss Floeence Hokton, High Schl. Teacher. Miss A. Huddlestone, High Schl. Teacher. Baron A. ton Hugel, Museum of Archaeology, Cambridge. Miss Ada HrsBELL, High Schl. Teacher. Kev. W. H. Htttton, M.A., Fell, and Mod. Hist. Lect., St. John's Coll., Oxford. Miss B. Iago, High Schl. Teacher. Miss EiizA Inball, High Schl. Teacher. Charles Ingham, Principal, Moira House Ladies' Schl., Eastbourne. Alfred Isaac, St. Clement's Schl., Liverpool. Henry Jackson, Litt.D., Fell. Trin. Coll., Camb. Rev. Blomfield Jackson, Assist. Mast. King's Coll. Schl., London. Miss Marion James, High Schl. Teacher. Miss M. Pauline Janau, High Schl. Teacher. Rev. A. C. Jennings. Miss Jane S. Jones, High Schl. Teacher. Rev. M. Kaufmann, M.A., late Tutor, St. Aidan's Theological Coll., Birkenhead. Miss E. M. Kent, High Schl. Teacher. Miss M. W. Kett, High Schl. Teacher. F. R. Kitto, Principal, Modem School, Carlisle. Miss Dora Knight, High Schl. Teacher. Rev. H. Ktnaston, D.D., late Principal, Cheltenham Coll. J. Landon, F.G.S., Sen. Lect., Saltley Training CoU. Miss M. E. Lang, High Schl. Teacher. Miss Thtea Lange, High Schl. Teacher. Miss Esther Lavtrence, High Schl. Teacher. Miss Annie Lawton, High Schl. Teacher. Thomas Lee, Manag. Com., Queen's Rd. Bd. Schls., Liverpool. H. D. Leigh, Fell, and Assist. Tutor, Corpus Christi Coll., Oxford. F. W. Levander, Assist. Mast., University Coll. Schl., London. J. H. Levy, late Lect. Logic and Pol. Econ., Birkbeck Inst, and City of London Coll. Rev. S. S. Lewis, M.A., Fell, and Prselector, Corpus Christi Coll., Camb. J. H. Lewis, St. Barnabas' Nat. Schl., Liverpool. W. M. Lindsay, M.A., Fell, and Assist. Tutor, Jesus Coll., Oxford. THE SACB.IFICE Or EDUCATION TO EXAMINATION. xix. Rev. L. W. Lloyd, Hd. Mast., Gram. Schl., Astby-de-la-Zouch. (Mrs.) LiLLiAs LoBENHOFEEK, Principal, Sunny Bank Ladies' Coll., Wilmslow. Professor C. Lobenhoffer, Wilmslow. R. Locke, Charnwood St. Bd. Schl., Leicester. W. E. LoxG, M.A., Fell, and Lect., Queen's Coll., Oxford. J. LoNSDAiE, late Fell, and Tutor, Ball. Coll., Oxford, and Prof, of Classical Lit., King's Coll., London. Miss Elizabeth Lotell, High ScM. Teacher. (Mrs.) LotrisA R. Lowe, Manager of Private Schl. under Govt., Gosfield Hall, Essex. W. H. Lowe, M.A., Hebrew Lect., Christ's CoU., Camb. C. LowRT, B.A., Assist. Mast., Eton Coll. Henry Lynn, London Schl. Bd. Miss M. Lyschinka, Kindergart. Instructress, London Sch. Bd. Miss Mary MacBean. Miss G. MacBean, King Edward's Schl., Aston. H. J. MacKinder, M.A., Reader in Geography, Univer. of Oxford. Miss Emilie McMillan, High Schl. Teacher. Miss F. MacRae, Hd. Mist., Ch. of Eng. High Schl., Upper Baker St. F. W. Maitland, Downing Prof, of Law, Downing Coll., Camb. J. T. Mallett, late of Nottingham Schl. Bd. A. J. Makchant, King Edward's Schl., Aston. H. W. G. Markheim, M.A., Fell. Queen's Coll., Oxford. Sir W. H. Marling, Bart., J. P., Chairman, Stroud Schl. Bd. J. E. Marr, M.A., Lect. in Nat. Sciences, St. John's Coll., Camb. Eev. James Martineau, LL.D. J. S. Masterman, M.A., Assist. Mast., University CoU. Schl., London. Rev. J. H. Mattde, M.A., Dean and Lect., Hertford CoU., Oxford. James Mavor, Univ. Exten. Lect. on Pol. Economy, Glasgow. Rev. R. D. Maxwell, Principal, Spring Gdns. Schl., Teignmouth. Miss Julia Mears. J. T. Medhubst, A.K.C, Lect. in Book-keeping and Commer. Knowledge, City of London Coll. Rev. A. St. J. Mildmay, late FeU. Merton CoU. William Miller, Lli.D., Principal, Christian Coll., Madras. Rev. W. S. Milne, M.A., Lect. Denyer and Johnson Scholar, Oxford. J. Vine Milne, B.A., Henley House Schl., Mortimer Rd., S.W. JE. J. Mills, D.Sc, Prof. Tech. Chem., Glasgow and W. of Scot. Tech. CoU. XX. THE SACKIMCE OF EDUCATION TO EXAMINATION. Miss Mary A. Mimasi, High ScU. Teacher. James Moib, M.A., Rector, Aberdeen Gram. Sehl. W. M. MooBSOM, M.A., Insp. Loc. Govt. Bd. Miss Helen M. Mobant, High Schl. Teacher. Rev. T. R. MoRicE, M.A., Fell. Jesus Coll., Oxford. Rev. R. Leslie Moebis, M.A., Sen. Assist. Mast., Highgate Schl., N. Rev. T. D. C. MoBSE, LL.D., R. Commiss. on Educ. Rev. W. Stainton Moses, M.A., University Coll., London. Miss M. G. MoscAEDi, High Schl. Teacher. F. Max Muller, Prof, of Comparative Philology, Oxford. Miss A. B. Mubeay, High Schl. Teacher. Abthuk S. Napieb, Prof, of Eng. Lang, and Lit., Fell. Merton Coll., Oxford. Henky Nettleship, Prof, of Latin, Oxford. (Mrs.) H. W. Nevinson, late Assist. Mist., S. Hampstead High Schl. J. A. Nevstbold, B.A., Manchester Schl. Bd. Fbancis W. Newman, M.R.A.S., Emeritus Prof., University Coll., London. Rev. T. B. Nichols, M.A., Hd. Mast., St. Oswald's Coll., Tynemouth. Miss Annie Noetheop, High Schl. Teacher. Miss Ann Noeton, Principal, Ladies' Schl., Holly Hill, Hampstead, J. H. Onions, M.A., Tutor of Ch. Ch., Oxford. Miss M. Helen Onions, High Schl. Teacher. Temple Oeme, M.A., University Coll., London. S. G. Owen, M.A., Lect. in Classics, Victoria University, and Owens- Coll., Manchester. W. Newton Pabkeb. Prof, of Biology, University Coll. of S. Wale* and Mon. Miss Elizabeth Pabnall, High Schl. Teacher. Miss L. M. Passavant, High Schl. Teacher. J. Pabk, M.A., Prof, of Logic and Metaphysics, Queen's Coll., Belfast, C. Kegan Paul, late Assist. Mast., Eton Coll. R. Paulson, Pract. Schls., Homerton Coll., E. KAELPEABSON,Prof. of Applied Mathematics,UniversityColl.,London. W. Penn, The Limes Schl., Stamford Hill, N. Miss Saeah R. Pebkins, High Schl. Teacher. W. C. Peeby, M.A., Assist. Mast., Uppingham. F. H. Petees, M. A., Fell, and Lect. in Classics,University Coll.,Oxf ord. Miss Hannah Pipe, Principal, Ladies' Schl., Laleham,Clapham Park* J. T. Plaits, M.A., Ball. Coll., Teacher of Persian, Oxford. THE SACBIFICE OF EDUCATION TO EXAMINATION. XXI. (Mrs.) Alice Pollard, late Science Mist., Manchester High Schl. Sir Fkedeeick Pollock, Bart., Professor, Oxford, and Inns of Court. W. Pope, Pres. X.U.E.T., Bd. Schl., Lewisham. Miss Maet Pobteh, Hd. Mist., Girls' Mod. Schl., Bedford. Rev. T. C. PoKTEK, M.A., Assist. Mast., Eton Coll. E. B. PoDLTON, M.A., Tutor of Keble CoU., Oxford. F. YoEK Powell, M.A., Tutor of Ch. Ch., Oxford. Miss Emily Pbejttham, High Schl. Teacher. Rev. T. A. Preston, late Assist. Mast., Marlbro' Coll. C. J. C. Price, M.A., Fell, and Math. Lect., Exeter Coll., Oxford. C. P. Pritchard, Savilian Prof, of Astron., Oxford. E. Pritchard, Walton Lane Bd. Schl., Liverpool. Miss A. Pritchard, High Schl. Teacher. Miss Edith Pritchett, High Schl. Teacher. T. Raleigh, Fell. All Souls Coll., and Univer. Reader in Eng. Law, Oxford. Miss Katherine Raleigh, High Schl. Teacher. W. M. Ramsat, Prof, of Humanity, Univer. of Aberdeen. Cyril Ransome, Prof, of Eng. Lit., Yorkshire Coll. Miss M. de Ratomska, High Schl. Teacher. Cecil Reddie, B.Sc, late Science Mast, Clifton C9U, Miss Thybza Reed, High Schl. Teacher. H. R. Reichel, M.A., Principal, University, Coll. of N. Wales. G. A. Reinicke, Commercial Mast., King's Coll. Schl., London. E. D. Rendall, Assist. Mast., Dulwich Coll. Miss Gertrdde Rendall, High Schl. Teacher. Miss Lizzie Roberts, High Schl. Teacher. Miss Jenny Rolland, High Schl. Teacher. G. J. Romanes, F.R.S., Lect. in Philosophy of Nat. Hist., Univer. of Edinbui-gh. Miss M. Rome, High Schl. Teacher. Rev. H. Ross, LL.D., late Assist. -Mast., Royal CoU., Mauritius. J. Rowley, Prof, of Mod. Hist, and Eng. Lit., University Coll., Bristol. John Russell, F.E.I.S., Editor of The Schoolmaster and School Newspaper. F. A. Russell, WiUesden High Schl. John Ryan, M.A., Prof, of Physics, University Coll., Bristol. Miss K. L. Sallitt, High Schl. Teacher. J. A. Sallitt, King Edward's Schl., Aston. Xxii. THE SACKIPICE OP EDrCATION TO EXAMINATION. Miss Edith A. Sandeks, High Schl. Teacher. P. Gesald Saneokd, F.C.S., late of R. Schl. of Mines. A. H. Satce, Dep. Prof. Comp. Philology, Oxford, Sen. Tutor Queen's Coll. up to 1879. A. Schtjsteh, Prof, of Physics, Owen's Coll., Manchester. J. Lingen Seagek, Head Mast., Prepar. Schl., Stevenage. Miss G. D. Seaton, High Schl. Teacher. Alfred Seniek, Ph.D., late Dem. of Chemistry, Pharm. Soc. Waltek Seyekn, late Examr., Educ. Dept. W. S. Shaw, Brunswick Wes. Schls., Liverpool. Mrs. r. Shawckoss, Schl. for Girls, Brentwood. Ctjthbeet Shields, M.A., Fell. Corpus Christi Coll., Oxford. G. W. SiBLY, M.A., Principal, Wycliffe Coll., Stonehouse. T. SiBLY, B.A., late Hd. Mast., Wes. Coll., Taunton. Miss Agnes Sibly, Hd. Mist., Schl. for Girls, Taunton. Miss C. Agnes Simons, High Schl. Teacher. Miss E. Simpson, High Schl. Teacher. Miss M. F. Sim, Hd. Mist., Kindergart. Training Coll., Bedford. Miss Latjha Slatee, High Schl. Teacher. R. K. Smith, Prof. Civil and Mech. Engineering, Mason's CoU., Birmingham. Miss M. L. Smith, High Schl. Teacher. Miss Annie Smith, High Schl. Teacher. E. A. SoNNESCHEiN, M.A., Prof. Greek and Latin, Mason's Coll., Birmingham. Miss Mame SorvESTEE. H. G. Speaeing, M.A., late Assist. Mast., Cheltenham Coll. Rev. B. De Splentee, J. CD., Prof, of Classics and Theology. Miss Hannah Stallard, Private Teacher, Croydon. F. G. Stephens, University Coll., London. Rev. E. Stone, M.A., late Sen. Assist. Mast., Eton Coll. Miss Ellen Stone, High Schl. Teacher. H. A. Steong, LL.D., Prof, of Latin, IJniversity Coll., Victoria University, Liverpool. (Mrs.) A. Sttjaet, Schl. Bd., Beds. Miss Emily Stuege, Schl. Bd., Bristol. G. Gleadhall Swann, B.A., Hd. Mast., AtterclifPe Bd. Schls., Sheffield. Miss Maby Swindells, High Schl. Teacher. M. SwiNDLEHTJEST, A.C.P., Ordsall Bd. Schl., Salford. THE SACEIFICE OF EDUCATION TO EXAMINATION. xxiii. BxiBNEiT Tabbtjm, J.P., Chairman, Leyton Schl. Bd. H. W. Llotd Tannee, M.A., Prof, of Math., University Coll. of S. Wales and Mon. Miss Ethel Tatios, High Schl. Teacher. Miss A. L. Tatloe, High Schl. Teacher. Miss M. A. Tatloe, High Schl. Teacher. Edwaed Tatioe, Butler St. Bd. Schl., Liverpool. Miss A. M. Thomas, High Schl. Teacher. J. Baeclat Thompson, M.A., Sen. Student, Ch. Ch., and Dr. Lees' Reader in Anatomy, Oxford. James Thom;pson, LL.D., D.Sc, Prof. Civ. Engin. and Mechanics, Univer. of Glasgow. T. Thompson, Nat. Schl., Alnwick. H. ToMiiNSON, B.A., Science Mast., King's CoU. Schl., London. Edmtixd Tonks, D.C.L., Birmingham Schl. Committee. Miss Elizabeth Toons, B.Sc, High Schl. Teacher. Miss Alice Totet, Hd. Mist., Streatham Hill High Schl. E«v. H. F. Tozee, M.A., Fell, and Tutor, Exeter CoU., Oxford. S. T. Teampleasitse, Vine St. Wes. Schl., Liverpool. Miss DoEA. C Tubes, High Schl. Teacher. Miss Lilian Tttbbs, High Schl. Teacher. E.. TucKEE, M.A., Hd. Math. Mast., University Coll. Schl., London. Miss Helen C. Tuenbtjll, High Schl. Teacher. Lleweltnn Tyack, Lect. in Physics, Umversity Coll., Bristol. E. B. Ttloe, F.E.S., Hon. D.C.L., BaU. Coll., Oxford. Rev. H. J. TuEEELL, M.A., Master of Turrell's Hall, Oxford. Henet Ulltett, B.Sc, St. Mary's Schl., Folkestone. Rev. C. VoTSET, B.A. T. A. Walkee, LL.B., Fell, and Dean, Peterhouse, Camb. W. Walkee, late V.P. Leicester Schl. Bd. Miss Celine Walsh, High Schl. Teacher. Rev. J. R. Waltees, B.A., University CoU. Schl., London. Miss L. Waed, High Schl. Teacher. O. C. Watesfield, M.A., late FeU., King's Coll., Camb., and Assist. Mast., Eton CoU. Miss A. E. Watkin, Hd. Mist., Girl's High Schl., Berth, Aberystwith. A. G. Watson, D.C.L., Assist. Mast., Harrow. H. Weisse, Assist. Mast., Sherborne Schl. Miss Amt Welch, High Schl. Teacher. Miss Susanna Wells, B.A., High Schl. Teacher. Xxiv. THE SACKIFICE OF EDUCATION TO EXAMINATION. Eev. B. F. Westcott, Eegius Prof, of Divinity, King's Coll., Camb. Miss M. C. Wetton, High ScM. Teacher. D. Whitehead, St. Paul's Schls., Liverpool. Miss Emma Whitley, High Schl. Teacher. Miss S. WiiDMAN, High Schl. Teacher. H. W. WiLLiTS, Brit. Schls., Berwick-on-Tweed. C. Willmobe, Principal, Queenwood Coll., Stockbridge. J. WiLLOTT, B.A., Hd. Mast., Public Day Schl., Macclesfield. (Mrs.) H. M. WoDEHOusE, Kindergart. Teacher, Bedford. Miss Maky E. Wood, High Schl. Teacher. J. H. Wood, Harrington Bd. Schl., Liverpool. Miss Alice Woods, Hd. Mist., Chiswick High Schl., Bedford Park. Miss J. E. Woods, High Schl. Teacher. Miss E. WoKDSwoKTH, Principal, Lady Margaret Hall, Oxford. Mask K. Weight, Hd. Mast., Higher Grade Schl., Gateshead. R. P. Whight. Math. Mast. University Coll. Schl., London. J. Weight, Amot St. Bd. Schl., Liverpool. Rev. E. M. Young, M.A., Hd. Mast., Sherborne Schl. Miss E. C. Young, High Schl. Teacher. E. Zachaby, Ashfield St. Bd. Schl., Liverpool. MEDICAL LIST. G. D'Aecy Adams, M.D. J. H. Aldeidge, M.D., J. P., Chairman, Southampton Schl. Bd. T. Cliefoed Allbutt, M.D., F.R.S., Late Prof, of Medicine, Yorkshire Coll. W. H. Allchin, M.B. J. H. Ateling, M.D., M.R.C.S. H. F. Bailey, M.R.C.S. Hebbeet Baines, M.R.C.S. J. F. Banks, M.D., D.Sc, LL.D., Regius Prof, of Medicine, Univ. of Dublin. Lionel Beale, M.B., F.R.S., F.R.C.P., late Examr. in Med., CoU. of Physns. and Surgns., Prof, of the Principles and Practice of Medicine, King's Coll. W. H. Beveeley, F.R.C.S., L.R.C.P. R. Heathee Bigg. Sir Geoege Biedwood, M.D., K.C.I.E., LL.D., India Office. THE SACEIFICE OF EDUCATION TO EXAMINATION. XXV. J. GiBBs Blake, B.A., M.D., Pres. of Council, Mason Science Coll. Birmingliani. Edgak S. Blakek, M.R.C.S. G. Fielding Bxandfoed, M.D. J. H. Bkidges, M.B. Feancis J. BucKEiL, M.B., B.S. Edwaed Buedoe, M.R.C.S., L.R.C.P. James Caemichael, M.D., F.R.C.P., Lect. on Diseases of Children, University of Edinburgh. Andeew Chillixgwoeth, M.R.C.S. W. H. COEFIEID, M.D. Sir James Crichton-Beowne, M.D. R. O. Cunningham, M.D., Prof, of Nat. Hist., Queen's CoU., Belfast. A. Davidson, M.D., F.R.C.P., late Prof, of Path., University CoU., Dublin. Clement Dukes, M.D., B.Sc. P. H. Emeeson, B.A., M.B. ■Geoege T. Fincham, M.D., Fell, and late Sen. Censor of R. Coll. of Physns. RoBEET W. Feasee, M.D., Staff Surgeon, Army. W. H. Gaskell, M.D., F.R.S. W. T. Geeen, M.D., M.A. •G. P. Goldsmith, M.D., Physician to Bedford Infirmary. Eenest Haet. R. N. Haetlet, M.B., M.R.C.S., Lect. on Pub. Health, Yorkshire CoU. of Victoria Univ. Mitchell Henet, F.R.C.S. Henet Hilliaed, M.D. W. G. Johnson, M.R.C.S. •G. JoHxsoN, M.D., F.R.S. Peecy Kidd, M.D. G. C. KiNGSBUET, M.A., M.D. M. O'Malley Knott, Surgeon to Mayo Co. Infirmary. J. R. Leeson, M.D., F.G.S. R. N. Macdonald, M.D. Sir MoEELL Mackenzie, M.D. Professor Rawdon Macnamaea. N. C. Macnamaea, F.R.C.S., Surgeon Westminster Hospital. R. Tatloe Manson, M.D., Medical OflScer, Darlington. E. D. Mapothee, M.D., Prof, of Physiology, R.C.S.I. XXVi. THE SACKiriCE OF EDUCATION TO EXAMINATIOX , W. E. C. NoTTESE, F.K.C.S., late Surgeon to the Brighton Hospital for Children. G. Steel Perkins, M.B., CM. Professor J. R. Pte, M.D., D.Sc, Queen's Coll., Galway. Andkea Rabagliati, M.D., M.A., Sen. Hon. Surgeon, Bradford Infirmary. J. J. Ridge, M.D., B.A. AiEX. W. Stirling, M.D. PsiDGiN Teale, M.A., M.R.C.S., late Lect. on Surgery and Anatomy,. Leeds Schl. of Medicine, Mem. of Gen. Med. Council. Sir Henby Thompson, Emer. Prof. Clinical Surgery, Univ. CoU., London. D. Hack Tuke, M.D., LL.D. J. Sidney TtritNEK, M.R.C.S. H. S. Webb, M.R.C.S. Sir T. Spencek Wells, Bart., F.R.C.S. C. G. Wheelhouse, F.R.C.S. Charles Williams, F.R.C.S. G. Wyld, M.D. GENERAL LIST. W. J. AlTCHISON. (Mrs.) C. Aleord. Miss Margaret Aleord. Sir J. Heathcoat Amort, Bart. Miss Mary Anderson. John Anderson. Rev. Rich. A. Armstrong, B.A. Sir Edwin Arnold, K.C.I.E. Hon. Evelyn Ashley. W. E. A. Axon. John Badcock, jun. Mrs. Walter Bagehot. H. H. Bagnall. F. E. Baines. Lieut.-Gen. W. C. Bancroft. W. M. Banks. Rev. W. B. Banting, M.A. Rev. W. Barter. Sub-Lieut. C. E. Baxter, R.N, A. Beamish. Arthur G. Bell. Mrs. Arthur G. Bell. W. C. Benett, Acting Ch. Sec. N.W.P., &c., Lucknow. Rev. F. G. Bennett, Preb. of Chichester. (Mrs.) Annie Besant. Capt. E. B. LoRAiNB Bevan. Miss Efeie Bishop. F. W. Blackstone, B.C.L., late- Fell. New Coll., Oxford. F. A. Blaydes. William J. Blew. W. H. Bliss, B.C.L. THE SACKIPICE OF EDUCATION TO EXAMINATION. XXVU. WiLPBID S. BlITNT. James H. Bovill. T. G. Bowies. John Boyle. Rev. E. BmcE. Eev. Stopeoed A. Bkooke. Eev. Maemadttke E. Beowne. G. BoWDLEE-BirCKTON. Mrs. Btjilae. G. BuLLEN, Keeper, Dept. of Printed Books, Brit. Museum. C. H. BrNDY. Sir Feancis Bttedbtt, Bart. UlilCK R. BUEKE, M.A. Very Rev. W. J. Butlee, Dean ol Lincoln. James Caeden. Rev. Canon Cazenove. Mrs. Allan Chaplin. Miss Evelyn Chapman, Hon. Sec. Sloyd Training Instit. Peecival Chtjbb. Lord A. S. Chttechill, J.P. Miss Minnie A. Cohen. Eugene Collins. r. HowAED Collins. Sir Chas. Cookson, K.C.M.G., H.M.'s Consul and Judge, Alexandria. (Mrs.) May K. Cotjchman. Rev. J. Covi^DEN-CoLE, B.A. Joseph Cowen. MontagtteC.Cbackanthoepe, Q.C. G. Ceawshay. W. CEOOKES,r.R.S.,Pres.C. S. Miss Maey Cuetis. Lionel Citst, M.A. Hon. Guy Dawnay. Rev. Maecus Dods. Woedswosth Donisthoepe. Miss Louisa Deewey. James M. East. RiOHAED EdGECUMBE. Sir Geoege W. Edwaeds. Adml. Sir Geo. Elliot, K.C.B. Miss G. Ellis. John Evans, Treasurer, R. See. Feank Eveeshed, Anal. Chem. John Eveeshed, Indust. Chem. Sydney Eveeshed. (Mrs.) Sophia Eveeshed. J. A. Faielight. H. W. Fawcus. J. F. B. FiNLiNG, B.A. C. C. Peneose Fitzgeeald, late Capt. R.N. Coll., Greenwich. Wm. S. Fitzpateick. Lavington E. Fletchee, Ch. Engr.,M' Chester Steam Users' Association. Miss Emily Foed. Eenest O. Foedham. G.K.Foetescue, Supt. Reading Room, Brit. Museum. Miss Jessie Fotheegill. Miss Maey Fostee. (Mrs.) S. M. Feeeman. J. A. Feoude. Lt.-Col. R. E. W. Gaenham. Agnes Gibeene. E. D. GlEDLESTONE. William H. Gladstone. William Godby. WilfeidGodden,M.A.,F.L.S. Geoege Goee, LL.D., F.R.S. Viscount GoET. Very Rev. John Gott, Dean of Worcester. Haeey Goodwin. XXviii. THE SACRIFICE OF EDITCAXION TO EXAMINATION. (Mrs.) Kate M. Goodwin. (Mrs.) GaBEIELLA CrNINGHAME Gbaham. (Mrs.) W. R. Gkeg. Rev. Robert Gkegoby, Canon of St. Paul's. Rev. H. Griffith, B.A. F. C. Grove. Sir W. B. GiTBDOx, K.C.B. Lady Camilla Gukdon. Yves Guyot, Chambres des Deputes, France. Rev. Canon J. W. Haddock. W. E. Hal£. Sir Charles Halle. Major J. C. Harris, R.E. Alfred Harris. Miss Mary Hart. G. W. Hartley. W. M. Harvey, Barrister. Rev. H. R. Haweis. Admiral Sir J. D. Hay, Bart. Rev. J. Bell Hexderson. (Mrs.) Marie Herford. F. H. Hill. G. BiRKBECK Hill, D.C.L. RovTLAND Hill. Lewin Hill. Lt.-Col. Alfred Hill. (Mrs.) Anne Hill. Robert Hill. Frederic Hill. Rev. T.Hindsley. Hamilton Hoare. W. Holding. George Jacob Holyoake. Rev. J. Page Hopps. ToPHAM H. Hough, B.A. His Honour J udge Hughes, late Principal, Working Men's Coll. James Hunter. Miss C. Rose Ingleby. Miss Paulina Irby. Capt. C. Keats Jackson, R.N. John Jaques. Henry Jennings, Edit. Daily Mail, Birmingham. (Mrs.) Mary Jeune. Capt. J. T. Johnston, R.E. Col. Sir James Johnstone, K.C.S.I. E. BURNE-JONES, A.R.A. Miss C. Jones. Herbert Joyce. Lt. Col. E. Kennard. (Mrs.) Kendall. Miss O. D. Kendall. Gen. Lord Mark Kerr, K.C.B. P. S. King. T. B. KiRKHAM, Govt. Educ. Insp., India. E. Kyllmann. Morton Latham, J. P., Mus. B. Sir J. B. Lawes, Bart. Sir H. Austen La yard, G.C.B. Very Rev. J. Cameron Lees, D.D. Hon. E. Chandos Leigh, Q.C. (Mrs.) E. Lynn Linton. C. S. Loch, Sec. Ch. Org. Soc. W. B. Lofthouse. Rev. H. X. LoRiNG, M.A. Francis Lovell. Miss Irene Luckock. T. W. May Lund, M.A. His Honour Judge Lushington. W. H. Macaulay, M.A. Rev. Donald McClean, B.A. Chas. Mackay, LL.D., F.S.A. George Machan. THE SACRIFICE OF EDUCATION TO EXAMINATION. Xxix.. Rev. A. Mackennal, D.D. Eeitben Macklix. Donald Macieod, Edit. Good Words. H. DlTNNING MaCLEOD, M.A. Rev. Alex. Macleod, D.D. C. C. Mackae. Rt. Hon. Sir Louis Mallet, C.B. C. C. Massey. L. J. Maxse. Akthuk K. Miller, M.A. Lt. Col. Edward Moltneux. Stuart H. Moore, F.S.A. (Mrs.) Sophia E. De Morgan. Rev. F. H. Morgan. Miss Margaret S. Morrison. J. MOSER. F. MosER. W. Campell Muir. R. JSIXON. Ernest Noel. Rev. W. Norman, M.A. T. J. NuNN, M.A. Sir C. Oakelet, Bart., J.P. Robert Oxland, F.C.S. Major Flood Page. Arthur Pease. W. Pengellt. Harold Picton, B.Sc. Edward Plummer. Alfred W. Pollard, M.A. Major R. Poore, J.P. Rev. George Portal. Beatrice Potter. E. C. Price. (Mrs.) E. Priestley. Rev. John Quarry, D.D. T. Stamford Raffles, Police Magistrate, Liverpool. W. R. S. Ralston, Correspond- ing Memb. Russian Acad, of Sciences. Arthur Ransom, Editor Beds. Times. Rev. H. B. Rawnsley. W. F. Rawnsley. Rev. H. Rawlings, M.A. J. S. Redmayne, B.A.,Sec.Pop. Mus. Union. Rt. Rev. C. P. Reichel, Bishop of Meath. T. Wemyss Reid. Rev. J. E. Reid. Mrs. Richmond. (Mrs.) E.Thackeray Ritchie. Lieut.-Gen. A. Pitt-Rivers, F.R.S. Herbert Rix, B.A., Assistant Sec, R. Society. J. Robinson. Rev. John, M. Rodwell, M.A. (Madame) Jane Ronniger. J. F. Rowbotham. Vice-Admiral Fitz-Herbert Ruxton. Rev. Arch. Scott, D.D. Miss Elizabeth M. Sewell. Sir Percy Florence Shelley. Lady Shelley. Rev. T. Travers Sherlock, B.A. F. Arthur Sibly, M.A. James Sime, M.A. William Simpson. Miss Edith C. Smith. W. Barclay Squire, F.S.A. Maj. Gen. J. Shaw-Stewart,. F.R.G.S. Rev. C. W. Stubbs. XXX. THE SACKiriCE OF EDUCATIOK TO EXAMINATION. (Mrs.) Chaklotte Stitege. Sir Akthuk Sullivan. Abthub Stitch. Lady Alice Taylor. R. M. Teil, A.K.G. J. H. Thomas, Sculptor. Sydney S. Thomas. James Thompson. (Mrs.) AnTHirB Teaheene. W. F. Traill. R. C. Tombs. Rev. R. St. John Tyewhitt. Harold Ubmson. (Madame) E. Ventubi. Sir Stephen de Vere, Bart. Aubrey de Vebe. Capt. E. H. Verney. (Mrs.) M. Vittie. Miss Louise Warren. Miss GuNDRED Warben. Marchioness of Watereord. (Mrs.) E. Watkin. George F. Watts, R.A. Ernest Westlake. Col. Robert Wetherell. A. SiLVA White, F.R.S.E., Sec. R. Scot. Geographl. Soc. Mark Whyley, Coroner, Beds. Rev. Philip Wicksteed, M.A. Jas. Wild, ex- Chairman, Fails- worth Local Board. W. J. K. Wilde. Rev. G. A. WiLLAN, M.A. Sydney Williams (Williams & Norgate). Rev. Herbert Williams. Miss Lucy Wilson. Rev. John Wylde. Hon. Percy Wyndham. Edward Yeld. (Mrs.) Mabian L. Yeoman. Miss Charlotte M. Yonge. Miss Lucy V. Yonge. The following signed ivith. reservations : — J. Adam, B.A., Lect. Classics, Emmanuel Coll., Camb. Arthur C. Ainger, M.A., Assist. Mast., Eton. Sir William Aitken, M.A., F.R.S., Army Med. Schl., Netley. Mrs. Annie Allison, Principal, Elmswood Coll., Stretford. G. Paddock Bate, M.D. Thomas Caenelly, D.Sc, Prof, of Chem., University Coll., Dundee. Rev. D. P. Chase, ]J.D., Fell. Oriel Coll., Principal of St. Mary HaU, Oxford. W. B. Cheadle, M.A., M.D., Examr. in Medicine, R. Coll. of Physns., late Examr. in Medicine, Univer. of Camb. H. W. Chandlee, Prof, of Moral and Metaphysical Philosophy, Oxford. Ellen M. Claeke, High Schl. Teacher. J. J. Colman, M.P. THE SACaiFICE OF EDUCATION TO EXAMINATION. XXXI Miss A. J. CooPEK, Edgbaston High Schl. for Girls. H. Ceossket, LL.D., Cliairinan of Schl. Manag. Com. of Birmingham Schl. Board. E. Hastings Dasent, B.A., Assist. Mast., Bedford Gram. Schl. Rev. R. W. Daxe, D.D. J. Donaldson, LL.D., Sen. Principal, Univer. of St. Andrews. Sir Dtce Duckavokth, M.D., Examr. in Medicine, R. Coll. of Physns., Memb. Gen. Med. Council of Educ. A. Campbell Feasee, D.C.L., Prof, of Logic and Metaphysics, Univer. of Edinburgh. H. S. FoxwELL, M.A., Lect. in Moral Sciences, St. John's Coll., Camb., Prof, of Political Econ., Univer. Coll., London. Rt. Hon. Sir William Geove, F.R.S. A. H. Geeen, M.A., F.R.S., Prof, of Geology, Univer. of Oxford. T. W. Haddon, B.A., Assist. Mast., City of London Schl. John W. Hales, M.A., Prof. English Lit., King's Coll., London. Rev. H. Henslet Henson, Fell. All Souls' Coll., Oxford, and Head of Oxford House, Bethnal Green, E. Miss Elizabeth Hills, B.A., Principal, E. Anglian Coll., Bishops Stortford. T. HoDGKiN, Hon. D.C.L., Oxford. H. J. Hodgson, late Fell. Trinity Coll., Camb. Joseph Kidd, M.D. Very Rev. W. C. Lake, Dean of Durham. Miss Edith Lttpton. H. E. Luxmooee, M.A., Assist. Mast., Eton CoU. Rev. P. G. Medd. Professor L. C. Miall, Yorkshire CoU. Lord Montagxt. W. WiTHEEs Mooee, M.D., F.R.C.P. Rt. Hon. OSBOENE MOEGAN, Q.C., M.P. John Nichol, Prof. English Lang, and Lit., Univer. of Glasgow. ■ Miss Eliza Oeme, LL.B. Rev. R. B. Poole, D.D., Hd. Mast. Mod. Schl., Bedford. C. H. RoBAETS, M.A., FeU. All Souls, Oxford. Sir Albeet K. Rollit, M.P., M.A., D.C.L., Memb. of Council, King's Coll., London. Lord Aethite Russell. Miss M. E. Scott, High Schl. Teacher. E. Singleton Smith, F.R. Hist. S. xxxii. the sacrifice of education to examination. Samuel Smith, M.P. Francis Stoek. J. E. Thohley, Warden of Wadham Coll.. Oxford. H. D. Tbistbam, D.D., LL.D., F.R.S., Durham Coll. Sidney H. Vines, D.Sc, F.R.S., late Fell, of Christ's Coll., Camb.,. Sherardian Prof, of Botany, Oxford. Francis Warner, M.D., Lect., London Hospital. Joseph Welis, M.A., Fellow and Tutor, Wadham Coll., Examiner Final and Classical Honour Sch., Oxford. Sir MoNiER MoNiER- Williams, M.A., Hon. D.C.L., Boden Prof. of Sanskrit, Oxford. Bishop of Winchester. George Wood, M.A., Fellow and Classical Lect., Pembroke Coll.,. Oxford. Miss Mary A. Woods, Head Mistress Girls' High Schl., Clifton. Caleb Wright, M.P. Sixteen Teachers in Elementary Schools at Salisbury have also signed. As their names have been given on p. 41, their signatures are not printed in this list. I have left the names of those who have died since their signature still standing in the list. — A. H. THE SACRIFICE OF EDUCATION TO EXAMINATION. All Names with an Asterisk have signed the Frotest. *DR. G. GORE. The misctief into which the System of Competitive Examina- tion is running in this country appears to me to arise essentially from the practice of valuing knowledge solely (or primarily) as a means of obtaining money, instead of for its total good eflfects ; pupils will not learn, nor students pursue original research, unless they can perceive definite, and sufficiently immediate, pecuniary reward. Money, however, is of much less importance to mankind than happiness ; and knowledge (far more than wealth) is the great source of purest happiness. The largest amount of happiness is secured, not by possessing the biggest income, but by intelligently, with the aid of suitable knowledge, trying to do the greatest good, Knowledge is more indispensable to our existence than money ; and ignorance is a greater evil than poverty ; working for money alone tends to make men selfish. But notwithstanding these well established truths, knowledge is usually pursued in this country, not primarily as a means of obtaining and diffusing the greatest good, but almost universally for the purpose of securing to the individual the largest income. In consequence of the erroneous notion that money is of more value than knowledge, the pursxdt of knowledge is made secondary to the search for wealth ; and in this way we continually sacrifice the nobler and greater object to the lesser one, and public weMare to individual aggrandisement ; at the same time the attainment of maximum happiness by the individual is frustrated. In consequence of this error also, knowledge is now commonly treated as a com- mercial commodity. All this is encouraged by the " System of Competitive Examinations." SIR T. H. FARRER, Baet. I have much sympathy with the general objects of the paper about competitive examination, and perhaps I shall do better by expressing how far I agree than by signing the paper. 2 THE SACRIFICE OF EDTJCAXION TO EXAMINATION. I deprecate with all my heart the substitution of a desire to gain prizes for real love of knowledge. It degrades learning and prevents the prize-earner from appreciating it. I equally deprecate prize-winning as a substitute for the healthy stimulus of seeking knowledge as a means of fighting the battle of life. Whether a lad seeks the part of Mary or of Martha, the absorption of all energy in gaining prizes is equally dangerous. To give a lad an income for years as a reward of a year or two's cramming at college, seems to me a monstrous waste of public money, and an impediment, rather than a help to the lad's success in life. I think the effect of training for prize-winning is bad for teacher as well as pupil, provided sufficient stimulus can be otherwise acquired. The choice of men for the public services and other careers by competitive examination is a very imperfect test, but it is better than none. It ought to be qualified by much more selection than exists at present, and it ought on no account to be allowed to interfere with subsequent selection and promotion bj' merit and experience. In all these points I heartily agree with the writers of the enclosed paper. My difficulty in signing it as a whole is that I do not see my way towards any complete and satisfactory substitute. I remember the time, before competitive examinations were introduced either into the colleges generally or the public service ; and I do not wish to go back to that time. The turbid but impetuous current is better than the stagnant pool. Even now I do not think that our eager competition for prizes in intellectual competition is the worst fault of our public schools or colleges. Some men may be injured by it ; but a far larger number suffer from intellectual indolence and excessive addiction to physical sports, which are cultivated by idle society to a childish and preposterous extent, and are needlessly encouraged by those who ought to throw all their weight into the intellectual scale. I am not therefore prepared to go the whole length of undoing what has been done in the way of competitive examination ; but I desire that it may be watched, limited, and controlled. Let me add that I never succeeded in a competition myself, and always found the world and life quite sufficiently interesting and stimulating without it. THE SA.CKIFICE OP EDUCATION TO EXAMINATION. 3 * REV. THOMAS D. C. MORSE. Some kind of examination must be retained, in our Elementary Schools, but much of the evidence given before the Royal Commission on Elementary Education tended to show that by connecting a money payment with the results of the examination, the teachers are tempted all the year through to work with an eye to the inspection rather than to consider the amount of education that they could give to their scholars. Accordingly the educational Tesidts produced are mostly of a mechanical character. * REV. T. J. THORBURN. I have had nearly eight years' experience in school work, and although my " results," as judged by the per centage-of-passes-test, have been satisfactory, I must join with those who condemn the entire present system. It is fast becoming impossible to educate boys, because they have to be prepared for a rapid succession of examinations, which encourage " cram " in every waj'. And, consequently, not only are boys not taught to thiiik, but even what they do learn (which is to a great extent worthless) is forgotten almost as rapidly as it is acquired. * PROFESSOR MAPOTHER, M.D. In expressing complete accord with the Protest, I venture to offer a few suggestions touching medical education which many years' experience as Professor and Examiner in the Irish College of Surgeons has fixed in my mind. An all-important final competition chokes out the power for original thought and original work, by which alone our Science is to widen its boundaries. Knowledge heaped up for such a trial serves an opportunity, but is not assimi- lated so as to last for life or to be available just when wanted. It is quickly eliminated. On the other hand frequent test examina- tions by teachers through written questions and practical exercises train sound practitioners. In all examinations the highest marks should be attainable for practical work, which exhibits physical aptness and soundness of the spec.ial senses, sight and hearing especially. Another vital point is that early in his course the student should be relieved of the introductory subjects (physics, chemistry, anatomy, and physiology — in the case of medical educa- tion) so that all his powers shall be free for the observation of disease. 4 THE SACEIFICE OP EDUCATION TO EXAMINATION. SOME MEDICAL NOTES. A well-known medical friend kindly sends some rough notes written on the Protest, whieli, with his permission, I have put together in the following form. — A. H. PLACING A DOUBLE LOAD ON NATUEE. Very young children are constantly over-driven, in ignorance or contempt of the fact that f of the whole growth of the male child's brain, and tt of the female child's brain, has to be got through before the completion of the seventh year, leaving no surplus energy to endure mental strain before that age. THE BEST THE MOST INJUEED. It is probable that it is the finer and the more valuable organi- sations which suffer most severely from the strain. THE EALSE IDEA THAT LIES AT THE BOOT OP PKIZES. It is a pernicious idea, and one that we are constantly favouring, that the end and effort of each person's life ought to be the doing of the best by distancing all others. The truer idea is, that we are to do our best in harmony with others. THE PENALTIES ABE BEING ACCUMULATED. The great increase of nervous affections in children is partly due to the examinations, which their fathers underwent in their youth, and when, as is coming to be the case, both parents go through the fire, the result wiU be frightful. MR. J. BARKER, Head Masteb oe British School, Atheeton. (Forwarded through Mr. Caleb Wright, M.P.J For eighteen years I have been Head Master of a Public Elementary School, and am year by year more thoroughly convinced that the method of administering the grants in aid of education through examination is bad. The so-called payment by results is, as applied to education, a miserable system. The highest and best results of a teacher's work cannot be measured by an examination. The system impoverishes our .teaching and gives no scope for individuality. It assumes that all children have the same mental capacity at the same ages, and in all states of health ; that in a given time a delicate girl can learn more than her healthy brother, and that the tired haK-timer can acquire in his half-day at school THE SACEiriCE or EDUCATION TO EXAMINATION. 5 as mucli knowledge as his more fortunate companion who studies the whole day. To secure a big grant, a high per centage of passes must be obtained, but that is no measure of the true education gained by the scholars. It is, indeed, often a measure of the cruel over-strain, and worthless cramming, that the delicate and dull among those, who will form the next generation, have been subjected to for the purposes of money winning. Each child, the weak or the strong, regular or irregular, who enters an English Elementary School, is a grant earning machine. To get the highest grant all must be brought up to the same level in the allotted time. It follows therefore that children of naturally slow development must be more or less overtaxed to the permanent injury of their brain power, and that the brightly intelligent, healthy children have to " mark time " in their studies, while their less gifted fellows are crammed with the necessary amount of knowledge. What are the results? Children are passing out of the state-aided schools of to-day by thousands without having gained a love of learning, in fact with a positive dislike of acquiring knowledge. Take Atherton for example. The Local J3oard have for two Winters spared nothing to establish Continuation Evening Classes for Science and Art. Now there must be scores of youths who have passed the upper standards of the Day Schools and who should be capable of benefiting by the instruction given at such classes. But no ; the system under which they have been taught has created in them no thirst for further knowledge. The goal of their early mental training was to pass certain examinations and so win a grant. They have had enough of that. The true ends of education have been missed in their cases. They now prefer a short pipe and the street corner ; and the efforts of Mr. Daniel Schofield and the public body whom he serves are of non-effect. Better by far, to my mind, to remove all monetary considerations from the examinations, and pay the grant on the average attendance of children under proper daily instruction, and for whom suitable accommodation and efficient teachers are provided. Give teachers complete liberty to classify their scholars according to their progress and ability. Let our Inspectors, instead of making one dread visit a year to their schools to measure mere mechanical results, and estimate grant, spend their whole time in going from school to school to advise teachers as to best methods of instruction, to watch the children in their work. 6 THE SACEIFICE OF EDUCATION TO EXAMINATION. and see that they are day by day instructed in such a manner as to draw out their faculties, and train them to think for themselves, so that when schooldays are over, they will have gained something far more valuable than the rudiments of knowledge, — a desire to add to what they already know. Then the country would get the real worth of its money. As it is, grant-earning through examinations makes the termination of school-life a time of rejoicing, I fear, rather than regret. As to appointments to official positions (and I can speak only as far as this applies to Elementary Schools) I long for the time when practical men of large experience shall be selected to fill them. As it is. University men, who can know little about the work of our Schools, are almost exclusively chosen. The reason for this is that the culture of the Universities may thus be brought into our Schools and the children of the working classes benefited thereby. You, Sir, have been present at examinations of primary schools and wiU be able to judge how far this is carried out in practice. I look upon myself as the manufactured article of the Education Department, and in the process I spent five years as a pupil teacher, two years in a London school as an assistant, two years in a Training College, two years as a School Master on probation, and passed in the meantime at least ten searching personal examinations, added to which, ten years more were required of successful management of a school before being dubbed a first-class man (and there is no other means of gaining first-class rank than by this long and successful service), and yet after all the Department do not recognise me as a person eligible for appointment as Inspector of Elementary Schools. Now, indeed, my great age, 39 — ! would of itself disqualify me for even the chance of becoming an Assistant to such an official. I only mention my own case as being typical of the cases of hundreds- of other and perhaps better men. *THE EARL OF LYTTON. With the object of the Protest you have sent me for signature I sympathise unreservedly. That part of it which deals with the physical effects of the examination mania I am not competent to endorse, for none of the cases it describes have come under my own observation. But I do not feel precluded on that account from sign- ing a protest in much of which I heartily concur. For even if the physical effects of the system denounced could be shown to be less THE SACSiriCE OP EDUCATION TO EXAMINATION. 7 injurious thau they are represented in the protest, or even altogether innocuous, I should still hold the system itself to be vicious in prin- ciple and mischievous in its intellectual and social results. The adoption of competitive examination as the sole or the main means of admission into the Public Services I regard as objectionable. Firstly, because it weakens the sense of responsibility throughout all branches of those services. In the highest of all it deprives Statesmen of freedom (and therefore of responsibility) in the selec- tion of their subordinate agents ; and in all the lower grades it encourages those who have passed a competitive examination to assume that they have thereby acquired at the outset certain rights and claims entitling them to be promoted in due course (indepen- dently of their subsequently ascertained fitness) to every post for which their successful passage of the examination has rendered them theoretically eligible. In short, they regard promotion as a guaranteed interest upon the capital they have invested, on the faith of it, in the initial examination. If a public service is composed of men holding these views of their relation to it, and administered by politicians who are under every inducement to minimise their own responsibility, seniority is sure to replace selection as the rule of promotion, to the advantage of the stupid or unfit, and to the detri- ment of the State. It saves so much trouble and avoids so many risks of giving offence. If, on the other hand, notwithstanding the examination system, the presiding Minister retains the will and the power to make promotions by selection, the tone of the Service will also be deteriorated in a different way by an inevitable discontent and sense of injustice among the majority of its members. And, secondly, I think the system objectionable because we must practi- cally act on the assumption that it is, what it professes to be, a test of fitness, whilst for many branches of the Public Service it is nothing of the kind. I would not dispense with examinations for the Public Service. But I should like to see them made qualifying instead of competitive, and applied as tests not of fitness, but of unfitness, — simple sieves (not too fine) for the exclusion of general incapacity — not touch- stones (as which they are quite untrustworthy) for ascertaining the right sort of ability. But I don't see room for any thorough reform in the system of examination for the Public Services, without rever- sion to the old principle of nomination or patronage, and Democracy renders that both impossible and unadvisable. Impossible, because 8 THE SACBIFICB OP EDTTCATION TO EXAMINATION. tte Democracy would never allow it. Unadvisable, because the Democracy itself is incapable of selection, and in the long run the Ministers of a Democracy would be found unfit to choose fit men. I think, therefore, that it is in relation to the examination system as applied to. the intellectual professions unconnected with the Service of the State that the Protest has the best chance of achieving a practical result. *MR. F. CAULFEILD. Having had experience of Public Schools as a pupil, a teacher, a neighbour, and a parent, I can testify to the disastrous effect of the driving high pressure system which is encouraged by the prospect of examinations ; boys are crushed by it, physically and mentally. A considerable number have a pale and haggard look which cannot be considered natural, but what is most noticeable about the boys is their dulness, and want of ideas and invention. My impression is that school boys have very much deteriorated in these respects, and that a quarter of a century ago they were far more intelligent, capable, and ready to find interests of their own — in other words, better able to take a place in the world — than they are at present. *ME. G. WOOD. I thoroughly agree with the following objections to the present system. (1) The physical injury caused by overpressure. (2) The injurious effect which the system has upon the minds of the abler pupils. (3) The adamantine fetters which it imposes upon teachers. Moreover, I particularly deplore the fact that the gentler sex has rushed blindly into this net. I wish an onslaught could be made upon the plan of education which prevails in English schools, especially the so-called " Public Schools." Certainly the critic of the future will be able to say of the average English school boy of to-day * REV. H. ROSS. As Assistant Master of the " Royal College," and Master of the Cathedral School, Mauritius, my experience with regard to the system of cram versus education, has been that the process of over- straining the mind of the young while the brain is rapidly developing, is fraught with deadly evil, even to those possessed of the healthiest THT? SACEiriCE OF EDUCATION TO EXAMINATION. 9 and strongest constitutions, — how much more so to those of weakly constitutions, in whom a dangerous irritation of the great nerve centres is induced, and as a natural consequence serious disease -follows. The over-strain, too, of frequent examinations is so ener- vating to the mind and body of the undeveloped, that the student is often incapable of showing to the best advantage in examinations ; and consequently the least capable are sometimes the winners of the great prizes, simply because they are more robust and less nervous, and yet, in after life, do little to meet the great expectations re- garding them. There is also inadequate attention paid to the mental bias of the student, and classics and mathematics are often forced upon a mind more suited for the study of the natural sciences, and in con- sequence eminence in any particular branch of study is precluded, owing to this unnatural forcing. Several instances of brain disease have come under my notice in consequence of over-pressure at school, and these sufferers were from Public, National, and Denominational Schools. Though I have held no official appointment as examiner of schools, I have had many opportunities of witnessing examinations in England, Mauritius, and Australia, and have noticed the confusion and nervousness of those who had been subjected to over-pressure, and frequent examinations. * MR. C. KEGAN PAUL. I have much pleasure in signing the Protest, with the general tone of which I agree cordially. I differ on some points of detail, e.g., I am not so afraid of the effects of work as you are, and think that if a learner be able-bodied to begin with, and have a sufficiency of food and rest, the brain is on the whole as tough an organ as any other part of the human frame. The real harm of examinations is far less over-work than the subordination of true learning to what will tell in an examination. The mass of boys and girls at school, and of young men and women . at colleges, may have more poured into them than of old, but the best are not so well educated, and the average do not profit by the surfeit. A simple test examination which would show that pupils have :read what they profess to read, which should have no system of 10 THE SACRIFICE OF EDUCATION TO EX^iMIKATION. classes, coupled witli the prompt dismissal of those who do not work, seems far preferable to the present system. *MR. R. PAULSON. As far as my experience goes true education is sacrificed to aa enormous extent in order to satisfy those who continually cry,. " Examine, examine." So much is made to depend upon the examination that both teacher and pupil are compelled to concentrate their attention upon this alone. These questions are constantly haunting them, "Who is the examiner? How can I best satisfy him ? What is the style of his questions ? " So that the pupils,^ instead of lookir.g upon their work as a pleasure, regard it as a toil^ and long for the time when they will be able to escape from the school and all that is connected with it. Need we wonder why so few, comparatively, attend our Evening- Science Classes, the University Extension Lectures, &c. Even a large percentage of those, who do attend, do so because their business or other circumstances compel them to do so. School examinations are of use especially to the School Master,, to enable him to ascertain whether the children have grasped the instruction given them, but they become a great hindrance to true education, when they occupy so prominent a position in our system. Under the present conditions examinations are a source of constant worry to both teacher and pupil. By constant examination many a hard working pupil of average intelligence is discouraged by seeing his results compared with those who are more highly favoured. You ask what proposals I have to make. The most important; is. Reduce examinations to a minimum. Let Inspectors report on the methods of instruction used in the schools and classes he visits^ and not on the individual examination. Employe) s should trust the School Master, and ask him to recommend suitable scholars, and not rely upon examination alone. *MR. J. MOIR. I signed the Protest against examinations not as thinking that competition could be absolutely superseded by any better method of election, but as holding that there is far too much examination of young growing boys and girls. Examinations may be based on sound education or on cram. The former can do no harm, the latter infinite. All examination on prescribed books or parts of books- THE SACEIFICE OP EDUCATION TO EXAMINATION. 11 is dangerous, as leading to excess in study. University Local Ex- aminations and Medical Preliminaries are specimens of what ex- aminations should not be. The younger the pupil, the fewer ought the examinations to be and the more carefully set. * PROFESSOR L. MIALL. I have read attentively the Protest, and hesitate whether to sign or not. It seems to me that the evils of our present practice are not over-stated in the Protest. I could adopt in its plain mean- ing every important word. But the Protest seems (perhaps neces- sarily) incomplete. There is a great deal more to say upon the subject, and the adoption of all that is true on one side of a difficult question is not always justice. I know, from my own experience, what schools are like which are left to the uncontrolled direction of the teachers, and 1 remember how gladly public examinations were received as a means of stirring up the apathy and now almost in- credible stupidity of the old middle-class schools. Moreover we have in the Yorkshire College daily evidence of the difficulty of working a class in a subject which is not influenced by external examinations. Such classes are small and spiritless. There is hardly any zeal to be directed, and the teacher is discouraged when he compares his scanty numbers and irregular attendance with the full and stirring life of a class which is engaged in preparation for an important public examination. This does not conflict with any thing which you urge, but it seems to be worth notice by way of addition to your remarks. On the whole, I think that public examinations are useful and necessary, but that they are made too much of, and success in them is over-paid. Certificates of having attained a certain proficiency seem to me beneficial. I would have the examinations graduated, varied as to choice of subjects, never extremely difficult. I would award no money prizes, and the highest certificates ought not, I think, to be so difficult of attainment as to weigh heavily in ap- pointments. The special student might then be expected to get his examination work done early and easily, in company with a crowd of less gifted men. He would aim at distinction by means of his own useful contributions to knowledge. I have no doubt that our too elaborate examination system does much mischief, which is, I believe, separable from the good which it effects. 12 THE SACKiriCE OF EDUCATION TO EXAMINATION. MR. E. F. V. KNOX, All Souls, Oxeokd. I cannot sign the Protest. I have been trained under the examination system, and believe that I am one of many, whose reading (insufficient as it is) would have been altogether desultory and useless had it not been for the healthy stimulus of competition. Further I believe that some of the " crammers " who work only for examinations teach better than most Public Schools. As I understand, the only practical change proposed is the abolition of scholarships and of the few prize fellowships which still exist. Those money rewards are a very useful stimulus to work. Many work for a scholarship who, if there had been no immediate object in view, would have idled along for ever. But they are more than that. The English Universities are expensive, and must remain expensive so long as the general style of living in England is extravagant. The great majority of those who obtain scholarships would not be able to go to College at all without that aid. Those who are in most colleges the most active in every direction would not be able to obtain any higher education or to enter a liberal profession, if your reactionary and anti-democratic proposal were carried into effect. Nor can I think that the loss of scholarships would be atoned for by the increase of professorships. The actually existing pro- fessors at Oxford who are of any use to undergraduates are very few. The majority give lectures in a tone loftily above the under- standing of undergraduates, and then blame " the schools " for the neglect which is really a consequence of their own want of adapta- tion. It is to be hoped that the Members of Parliament who have signed this Protest will move for a return on the lines of that obtained by Professor Rogers a few years ago of the numbers who attend these professorial , lectures. It might be a good thing if specimens were annexed of the lectures, to which, I presume, undergraduates are to flock once they are freed from the burden of examination. There are, however, some faults in existing examinations which ought to be and could be removed. I gained a good deal in pocket by the Irish Intermediate Examination, but at the expense of my education. In order to insure uniformity all other considerations have been sacrificed. There is no vivd voce examination. As an example of the defects of a merely written examination I may mention that I scored well in music, though I cannot tell one tune THE SACBIFICE OF EDUCATION TO EXAMINATION. 13 fi-om another. The numher examined is so large that each examiner can only take a very small part of the examination (sometimes a fraction of one paper), and cannot therefore form any idea of the mental power of the boys. The boys are divided into three grades according to age. I should suggest that in this and other examina- tions the main fault is that too much is attempted. It is impossible to correctly determine the respective attainments of 6000 boys by any mechanical test. The number examined by any one examiner should not be too large to allow him to grasp some part at least of the mental character of each boy. In fact where schools are to be examined, they should be examined by two examiaers going down to each school or group of schools. Uniformity would be sacrificed and some complaints of imfaimess might arise, but the suggestions and criticisms of the examiner would be of real use to the teacher and the pupil. In the Civil Service Examinations the same fault is in a slight degree apparent. But more important is the boycotting of English Literature, History, and Political Eccmomy. In the Indian Civil Service Examination the number of marks given to those subjects is so small that the largest crammer advises candidates to avoid them. They are penalized further by the ridiculous provision by which 100 marks are deducted from the marks obtained in each subject without regard to the maximum. Surely the reasonable course would be to deduct a certain proportion (say 15 per cent.) of the maximum in. each subject. At present a boy who scores two-thirds in Latin 800 X 2 receives — 100 = 433 marks, while one who scores 3 300 X 2 two-thirds in English History receives — 100 =: 100 3 marks. Of the history of all other countries these candidates for the Government of India are not expected to show the slightest knowledge. I am told that these provisions were made in deference to the protests of the Public Schools which were unable to teach History or English Literature. The extraordinary ignorance of those subjects which is found in most of those who come up to the English Universities seems to bear out this statement. An alteration of these regulations would, however, be easy, and, by forcing the Public Schools to humanize their course of study, woidd show the advantages of the control which by means of competitive examina- tions the Government exercises over education. 14 THE SACKIFICE OF EDUCATION TO EXAMINATION. I fear my letter is too long and too much opposed to your \-iews to be published, but I should not like to make any protest against the faults in existing examinations without at the same time protesting against the proposals contained in the Protest. PROFESSOE DARWIN, Cambeidge. I regret that I do not find myself sufficiently in accord with you to sign the Protest. It is true that I think examinations over- done, and agree with much in the Protest, but I think that an abstrp.ct declaration is likely to be of little service, and that an attack on any individual examination which, seems to work badly, together with a definite alternative plan for such case, would be a more efficient plan of campaign. One of the strongest points in the Protest is that the existing system entails uniformity amongst the schools, and that independence in the curricula would be far more advantageous. This I should grant if we could ensure that school masters should be men of genius and enthusiasm, but unfortunately they are only ordinary men, governed by ordinary motives. A strong motive is the desire to get along easily and comfortably, and as it is easier to do little in old lines than to do much in new, I fear that, if examinations were largely abolished, it would result in a deterioration of the majority of schools — balanced by a considerable improvement in some. The effect of examinations is to keep both teachers and taught Tip to a mark (if not the best mark), and I cannot see that the Protest suggests any adequate substitute for this. I doubt whether non-competitive examination by teachers themselves would be such a substitute. I am convinced that boys and men work much harder when there is an examination in view, and although it may often interfere with the love of knowledge for itself, I do not think it is nearlv so destructive of that love as you maintain. I confess I should look with some fear to the abolition of ap- pointments to the Civil Service by examination, just at the time when democracy may be opening the door to greater corruption than prevailed under an aristocratic system. I believe, however, that in many cases in the public service the heads of departments might be trusted to appoint their own subordinates. I think that competition for an order of merit works badly amongst men who attain or try to attain to the highest culture, and THE SACEiriCE OF EDUCATION TO EXAMINATION. 15 1 am disgusted by the pot-hunting system by which a young man may accumulate one scholarship on another, until he makes learning u trade. With these opinions I am glad to see that at Cambridge there is a decided revulsion against examination. Fellowships are now largely given on the merits of essays on any subject chosen by the ^writers, and many of such essays have been afterwards published in scientific and literary journals. There are several studentships awarded on the recommendation of small committees. I thus see -the beginning of reaction against the extreme examination sys,tem, and am in hopes of more. * PROFESSOR R. B. CLIFTON, Oxfokd. For many years I have felt with constantly increasing force ■that a stand must be made against the tyranny of examinations. Useful as they no doubt are in moderation and for certain purposes, it seems to me that of late years examinations have been exalted into a position which makes them pernicious, and that they are being employed for purposes for which they are quite unsuitable. I fully believe that competitive examinations carried to their present •extent obscure the true meaning of education, destroy the best teaching, degrade and retard the advance of the subjects studied, and in some, perhaps in many, cases injure the health and impair the energies for future work of the persons brought under their influence. But examinations are only a part of the evil of the present system of education. The practical monopoly enjoyed by classics in the so-called higher education must be overthrown before any really satisfactory system can be obtained. The Protest seems to indicate that some considerable change in the subjects of studj' is necessary, but I wish more explicit statements had been made on this all important point. I do not in the least desire to injure the ■study of classics. When it is real, I fully admit its great value as a means of education. I, however, most strongly object to this study being made practically compulsory in the many cases in which it excites little interest, and never produces any appreciable result except waste of time. (From Second Letter.] In reference to the remarks in your letter of the 22nd ult., respecting greater freedom to be allowed to men in selecting their 16 THE SAOBIFICE OF EDTJCATION TO EXAMINATION. subjects for study, I must say that while I agree with you, I do not think that men who have been admitted to this University or to- Cambridge have now much reason to complain of want of freedom of choice. I do think, however, that the fact that Latin and Greek still remain necessary subjects of study in order to gain admission is much to be regretted. I feel sure that the Universities thus block the way towards an improvement in higher education, since they force the principal schools of the country to remain to a great extent on the old lines. They put obstacles — not very serious, it is true, except as involving waste of time — but still unnecessary obstacles in the paths of men who might be much benefitted by a University career, though they do not possess any knowledge of Classics. Much freedom of choice is probably not possible in any single school, but I should like to see more diversity among schools, and I regard the present action of the Universities, in requiring a smatter- ing of Classics as a condition for admission, as calculated to maintain a uniformity of type in all the more important schools. This action is, in relation to educational systems, a distinct hinderance to the survival of the fittest. *THE PEINCIPAL OF COLLEGE. Examinations have, in many ways, been useful ; but are now pushed to extremes ; and it is to be hoped they may be amended. During the whole of each school year, the girls of our 1st and 2nd classes are studying the subjects appointed for " the Cambridge " and College of Preceptors' Exams. They are usually successful in the exams., but in culture are far, far behind the pupils of 20 years ago, who read and digested the works of our best authors. For these poor girls, it is a constant struggle to " get up " the portions assigned for the exams., and to them " much study is, indeed, weariness of the flesh." Of course I am not now speaking of exceptionally clever ones, or of boys, who are not expected to spend a large portion of their days in music, singing, art work, &c., but of the "average" child who can scarcely find time to grow into the intelligent, healthy woman, fitted to brave the " battle of life." And it is difficult to see why the " screw should be tightened," year by year, unless "brain power" is on the increase, which seems very doubtful. THE SACRIFICE OF EDUCATION TO EXAMINATION. 17 * EEV. E. K. BLUMHARDT. My idea of education is to teach children to think for them- selves. This end is to a great extent defeated by the present system, of severe competitive examinations, and especially by the multiplicity of subjects which the unfortunate youth of both sexes have to take up. As regards India, I cannot help thinking that vre have been injudicious in introducing, as we have, our English system of edu- cation full fledged. The result has been to bring forward, and to place in positions of influence and authority, a race of men who seem scarcely yet to have acquired, or who have lost, the power of governing. TTie Bengalees are marvellously quick at acquiring knowledge, and easily pass examinations, but they are wanting in stamina, in courage and real moral power, as compared with the natives of the North-West and the Punjab. I look upon it as one of the bad signs of the times as regards India, that so much influence is given to the Bengalees, mainly because of their ability to take high places in examinations ; and that in considering the needs of the Indian races so much weight is attached to the opinions of Bengalees, who are indeed clever, but are often lacking in intrinsic worthi One word of an Up-Country man is worth one hundred words of a Bengalee. PROFESSOR P. GARDNER, Oxfoed. In the paper which you have been good enough to send me there is much with which I have full sympathy. I cannot however sign it, because I disapprove of some parts of it. Nor does it seem to me of much use to attack examinations unless some sufficient substitute is proposed : the proposals seem to me not practically sufficient. It is not examinations that are an evil, but the abuse of exami- nations, and it is as hard to find a remedy as in the case of the excess of competition in markets, the excess in athletic sports, and all the other excesses to which our feverish age is subject. *MRS. STUART. I am each day more convinced of the harm that is being done, especially in the Elementary Schools. I see a conscientious and intelligent master, who is ardently anxious for the moral and mental 18 THE SACHIMCE OF EDUCATION TO EXAMINATION. development and training of his scholars, obliged to turn his attention from that, and to devote his efforts to cramming their memories in order that they may be able to answer questions to satisfy the examiners. In less than a year after the children leave school, the greater part of what has been taught in this way is forgotten. It is a system which wastes the time and energy of both teachers and taught. * MR. T. SLADE. Will you permit me to add my small testimony anent the evils wrought by our " Competitive Examination " system ? Whilst living in Winchester I had a large number of pupils in Mathematics and Mathematical Drawing, who, having crammed certain stock questions, came to be pushed through their various ex- aminations, including, amongst others, the " Sandhurst," " Excise," " Engineer Students," " Oxford Smalls," and different " South Ken- sington Science " examinations. Their knowledge was brought to a keen edge and was totally wanting in solidity, which perhaps accounts for their pretty general success in " competition." * MR. H. ULLYETT. I have been going through examinations and putting others through them for over 30 years, both in my capacity as a school- / master and as private tutor, and I know well the harm they are doing to true education, and how they blight the love of knowledge wher- ever it happens to exist. SIR FREDERICK LEIGHTON, Baet., P.R.A. My dear Mr I have received your interesting letter and paper. I hate everything machine-made — probably a machine-made education is amongst the worst products of that order of operation, and I believe that the evils you speak of, the premature sterilizing of the intellect, the mischievous overstraining of the frame, the mis-direction of the energies, &c., &c., do frequently, probably very frequently, accompany the systems prevalent in our day, and that the flower of individuality must needs suffer in this numbing atmosphere; but of all these things I know nothing of my own THE SACKIPICE OP EDUCATION TO EXAMINATION. 19 linowledge and experience. I got little of my education in England and never in my life competed for anything. For my own conviction what you say and wliat I have teard of existing facts is sufficient, and I may plausibly draw my private inferences, but more I may not ; I cannot come forward to assert, by implication, that wbicb I don't know, and have only on hearsay. Nevertheless, I wish your crusade God speed. * MISS PORTER. USE OP EXAMINATIONS EOK TESTING THE WOKK OP TEACHEKS. The Heads of Schools judge of the qualifications of their assistants in various ways, by hearing them teach, by being present v-ATIO>-. 57 * A TEACHER in a laege PROVINCIAL MEDICAL SCHOOL. I am fully in agreement -witli the Protest. It is curious, but significant, that some of the points touched on are being strongly felt in many ways, independently of the general questions, — e.g., the Medical Board, of which I am a member, have had under serious consideration lately the harm done to medical students by the tendency on the part of the Royal Colleges of Physicians and Surgeons of London to split up the examinations ior their diplomas into pieces, so to speak ; thereby increasing the number of examinations, and compelling provincial students to be paying frequent visits to London, a condition of things which of course may in many ways be detrimental to continuous quiet study. They seem to be constantly in the examinational mill, having either just recovered from the last squeeze, or else thinking of the next one. A very intelligent student remarked to me lately : " I shall be ^' thankful when I get this last exam, over, for then I shall be free ^'to really learn my profession." MR. HERBERT FISHER. You will think me the most impracticable of men, but though I have railed I daresay as much as most against the tyranny of ex- aminations, I am unable to subscribe to either of the papers. I cannot, looking at the whole question, subscribe to the governing proposition that education is being sacrificed to examination. You have in the paper no doubt exhibited in a very telling manner all the weak points of the examination system, but the question is whether, conceding these, it does not on the whole work better than any system which can be substituted for it. You will no doubt find ■cases of boys who have been over-strained by preparation for scholarships, but I believe the per centage to be very small. But this is a point to be decided by evidence, which it would not be difficult to obtain. You will find, on the other hand, that in those schools which profess to aim at a scholarship standard there is a general high level of teaching, and an interest in intellectual dis- tinction which would not otherwise be found, and which permeates the whole school. It must be remembered that, comparatively speaking, but few are candidates for these prizes, that no one need be a candidate unless his parents choose, and as to the motive for 58 THE sAcmricE op education to examination. working for a scholarship, which appears to you to be so sordid,* I cannot agree, for I think that a boy who works hard in order to procure for himself the means of going to a better school than would otherwise be open to him, and to relieve his father of some of the expense of his education, is working with the highest possible motive. Moreover, if the interest which is created by competition for public distinctions of this kind is knocked on the head, athletic distinctions will positively have the whole field to themselves. I think, as regards these little boys, that the system has to be carefully watched. I have, I think, seen questions set which struck me as objectionable, and no doubt one has to trust to an alarming extent to the good sense and experience of examiners in the leading schools,, for the harm that one injudicious paper may do is very great. Still between the old system of patronage and that of unrestricted ex- aminations, I can see no via media, unless some steps are taken tO' keep out rich parents, who are too apt to intrude their boys intO' those scholarships with all the advantages which wealth has given in the preparation for them, but this would not affect the general question upon which you have started, but introduces quite another element. I cannot think that the idea of two sets of schools, one for the sordid who can only be induced to work for scholarships, and another for the elect who are to work from higher motives is practicable or desirable. The assumed evil would only be concentrated and inten- sified in a few schools, and the others, I am afraid, would have a greater number of idle boys than of votaries of Truth for its own sake. When one comes to the Universities one is confronted with examinations again, though they are not numerous unless a man chooses to make them so. And it must be remembered that after the small modicum which is required for a pass in " Smalls " and " Mods." has been satisfied, a man may choose almost any subject. Surely it is to be assumed that the University is capable of prescrib- ing the course of reading which is best calculated to lay a solid, foundation in each of the subjects, for which there are final schools ; and, if so, I don't know how proficiency in these subjects is to be tested, and to meet with its legitimate reward (if reward is desired), except by examination. * The Protest said, "motives, which, except for the desperate effort of the= moment, must be poor and unfruitful." — A. H. THE SACRIFICE OP EDUCATION TO EXAMINATION. 59 It does seem absurd that men of twenty-six, candidates, say, for a clerkship in the Treasury, should be set down to write Greek Iambics and the like, but here again we are met with the old alter- native, patronage or competition ; and if competition, a competitive examination in the work of the past life is probably more innocuous than one in fresh subjects, which would be crammed up for the occasion. I think, too, that a very considerable latitude exists in the subjects for the Civil Service examinations. * MR. H. D. MACLEOD. As you have asked me for a short statement bearing on the sacrifice of education to examination, I will simply say what is within my own knowledge. One of the subjects, and a most important one, in the Civil Service Examinations for the selected candidates for the Civil Service of India, is political economy or economies, as it is becoming more usually called. I can state from my own personal knowledge that the books recommended by the Civil Service Commissioners, whatever good they may have done in former times, are utterly unsuitable for the present state of the subject. I can also state that the strongest representations on the subject have been made to the Commissioners by several very high officials connected with the administration of India, and others, supported by the testimony of twenty-five judges. To all these representations the Commissioners reply that " they are not in any way bound to inquire into the truth " of the books they recommended as long as they are used in the " Universities." I have no hesitation in saying that the examina- tion in economies conducted by the Commissioners and in the Universities are perfectly worthless, because they are founded on books which are as utterly unsxiitable for the present state of economies, as the mathematics and physics of the seventeenth century are unfit for the mathematics and the physics of the present day. Students are compelled to read books whose errors have been over and over again pointed out, and they are debarred from the knowledge of the truth which is now adopted by all the most eminent economists on the Continent of Europe and in America. Is it possible to conceive a more striking case of the sacrifice of education to examination ? 60 THE SACBinCE OF EDUCATION TO EXAMINATION. * REV. A. JENNINGS. I comply witk your request that I should express in a few sentences my sentiments on this subject. A large experience as examinee and examiner convinces me that education is being sacrificed to a Procrustean system mainly beneficial to the widely ramified peedagogic interest. Seemingly most people are coming to the same conclusion. May I touch here on certain aspects of the ques- tion, hitherto little noticed ? (1) The moral result. 'A.iev apiareveiv Koi. vwelpoxov e'/j,f^evai, aWaiv is a poor educational principle, and Heaven lies not about an infancy limed with "entrance scholar- ships." The prize boy trained to play for his own hand develops into the man of imperfect sympathies and ungenial habits. Much of the unloveliness proverbially attaching to the University " don" is, I think, attributable to such training. (2) The result to learning. Suppose all possible prizes secured. Is the product of the examina- tion mill a man devoted to scholarship or science, or only a surfeited " pot-hunter?" It is an old complaint that our Universities turn out so little in the way of original work. The competitive system with its unnatural incentives largely accounts for their barrenness. Out competitive stars sink into mere examiners, lecturers, and school- masters. " Knowledge comes, but wisdom lingers." (3) Fairness of the test. The prevalent system is a good winnowing fan. But it is not a spring balance. It is a perfect machine for a pass, but not (except in case of exact science) for a graduated class. The "ploughed," I think, usuallj' deserve their fate; not i so the " placed." Marking " by impression " and allotting separate marks to each question will sometimes yield singularly divergent results. Equally instructive is a temporarily mislaid mark-list causing re- examination of papers and double results. So, too, interchange oi papers by examiners. * MR. J. LANDON. I should be glad to add my name as protesting against the undue influence of examinations upon education at the present time, The blame, as it appears to me, does not rest with the examiners; but with the system, which has led to mere examination result! being taken as almost the only test of success in teaching. This further puts the wrong object before the student, and in many case! what he cares for is the " pass," and not either the discipline gainec or the knowledge obtained. THE SACEIFICE OF EDUCATION TO EXAMINATION. 61 When the sole aim is the securing of a good place in the ex- amination list, both the student and the teacher naturally look to the shortest and easiest method of obtaining the desired result, and this is surely not the method of any true teacher. The work of the " coach " and of the teacher should be essentially different. True teaching involves real study — ^not mere memory work and industry, but thought and reason. The really valuable teaching processes, although productive of lasting good results, are too slow to win a high place in the race for examination places and per centages ; and it becomes year by year increasingly difificult to get students to realise the importance of the method and thoroughness of their work. *MR. HENNIKER HEATON, M.P. Since bodily harm is the outcome of all over-pressure, it seems to me that generally speaking it is to careful physical education that we must look for the remedy. There should be, I think, more regular physical tests, as gymnastic training, etc., in every school. There a register of physical measurements should be kept. This is done in every military gymnasium. But in what school do they think of testing the physical growth of children ? Where do they take the trouble to see if their muscular development, their growth and weight are up to the standard ? It is appalling to witness the multitude of children now being trained to live on their wits. The strain on the nervous system is very great. *MR. P. GERALD SANFORD. I consider examinations to be very injurious for many reasons ; among others I may particularize the following : — 1st. Because it is not always the best men who pass them, but those who are best able to acquire the knack of answering printed questions, and who have discovered the idiosyncrasies of the ex- aminers. 2nd. Because I believe the process of gaining knowledge to be the work of years of study and original research, and is not to- be gained by reading certain portions of text books. 62 THE SACKIFICE OF EDTJCATION TO EXAMINATION. 3rd. Because examinations are made by many the chief end of study, rather than the acquisition of knowledge for its own sake. 4th. Because, in my opinion, it tends to cramp the freedom •of thought of the student, and the methods of exposition of the teacher. 6th. Because I attribute the small amount of original work done by many of the professors and senior students in our larger colleges to perpetual preparation for them. MR. H. L. W. LAWSON, M.P. With a great deal of the draft Protest against our present educational system, I entirely agree, but I think that there is a wide difference between the order of examinations in our public Ele- mentary Schools, and in the Honour Schools of our Universities. To include them all in one sweeping condemnation seems to me to shoot wide of the mark at which we aim. In the highest examina- tions at Oxford and Cambridge I believe there is ample room for individuality and self-development, and in certain branches of knowledge the distinctions gained by the younger men have been followed by original research of the most valuable kind. T^Tiat applies in the one case does not in the other. On the other hand, in the Pass Schools of our Universities you have the general qualifying test of merit, such as is advocated in the Protest, for the public service, and knowing something of the results, I fail to see its advantages. As a member of the Civil Establishments Com- mission I honestly believe that by the competitive system better men have been secured both for the Higher and Lower Divisions of the Service than ever found their way there before. Under these circumstances I fear I am unable to sign the memorial, though what you say has immense force with regard to the system of examination and education at our Elementary Schools. HON. G. BRODRICK, Waeden op Mekton Cole., Oxford. Let me explain in a few words my reasons for not joining in a .sweeping protest against the examination system. Having suffered myself from the effects of over-pressure at an THE SACEIPICE OF EDUCATION TO EXAMINATION. 63 early age, I am by no means disposed to ignore the danger of it, and I think it is the duty of parents, as well as of teachers, to guard ambitious boys against premature strain of their faculties, by rigorously limiting their hours of work. But is this, after all, the chief risk to youthful constitutions, and is it certain that industrious boys would compare unfavourably with idle boys, in respect of health and strength ? I think not, and I believe very instmictive statistics might be produced to show that even competi- tions for the Navy and the foundations of our Public Schools have not on the whole injured the physique — while they have certainly improved the morale — of the selected candidates. As for the Universities, I have the strongest faith in the beneficial effect of examinations ; and if it were possible (which it is not) to eliminate the evils of competitive examinations, I should regard that effect with almost unqualified satisfaction. Have those "who denounce University examinations reflected on the state of things which preceded University examinations ? Are they aware that during the last century, when the old mediaeval disputations had become obsolete, and had not yet been replaced by the examina- tion system, Oxford — instead of being a Paradise of " original research" — became the byword of Europe for intellectual sterility ; that it was completely distanced in the educational race by Cambridge, which had wisely adopted the examination system much earlier, and that it was rescued from intellectual stagnation by the introduction of class lists at the beginning of the present century ? Granted that " cram" is an evil, and that some tutors and coaches treat a high place in the class-list as an end in itself, have not hundreds and thousands of young men been fortified against the attractions of pleasure, and allured into a genuine love of learning by the hope of academical distinction ? Is it to be assumed that youths come to college with a heaven-born inclination for some particular study, and only anxious to obtain the best possible instruction in it ? Is not the guiding and steadying influence of a good examination as valuable for directing the aims of learners, as it is for testing the efficiency of teachers ? But I will not multiply such questions. I will only add that my own experience leads me to uphold examinations as a necessary safeguard against educational imposture, and in the main, as a most salutary incentive to reading, while most of the evils incident to them appear to me quite remediable. 64 THE sACEincE or education to examination. *T. K. CHAMBERS. M.D. For more than thirty years I have been watching the influence of examinations upon, education, in the department of medicine especially, having been myself a teacher in a medical school, and also an examiner in the same department at the College of Physicians, and at the Universities of Oxford and of Durham, a great many times altogether, and also a Member of the Medical Council of Education. The conclusions at which I have arrived are as follows : 1. That the force capable of being exerted over the school- master by examinations is overwhelming and absolute. 2. That this force has been exerted with many most beneficial results, gradually increasing during the last quarter of a century, and still increasing. 3. That this mighty force requires strict control and limitation. 4. That as at present administered for the general body of men, it has the fatal flaw of being mainly a test of memory, and not of the use of the reason and the senses. It is easy to detect, and to refuse to accept, cram in such examinations as I have had to conduct, but probably impossible in lower elementary subjects. 5. That this cultivation of the memory is injurious to the powers of observation and reasoning. They become atrophied from want of use. 6. That in the examinations for medical diplomas this bad influence is in a great measure checked and limited by the wording of the " Medical Acts,'' which require that those licensed to practice should be certified to be possessed of the " requisite knowledge and SKiii " to practice safely. The Medical Council strictly enforce this, and send round independent visitors to see that the examination is fair and " practical." The last word means that the candidate is taken to sick people and desired to give his diagnosis, prognosis, and rationale of treatment in various cases under the eye of the examiner. And he is then publicly questioned vivd voce, so as to have an opportunity of showing that the knowledge exhibited in the written papers is not mere cram. 7. I feel sure that the education of skill capable of exercise in the ordinary avocations of life, and the use of the reason, might be enforced by the co-operation of the examiners in arts and abstract sciences. Reading, writing, speaking, observation, classification of abstract ideas, practical logic and ratiocination, notions of number, form, colour, &c., the foundations of law, morals, and conduct, must THE SACKiriCE OF EDUCATION TO EXAMINATION. 65 come under the cognizance of the examiners, or they will fail to further promote education, and wiU become as useless as the Chinese Boards. I confess I think the Protest is too sweeping, though with much of it I heartily agree ; and I prefer to sign " the expression of opinion." REV. A. H. COOKE, M.A., Fellow of King's Coll., Camb. So far as National and Board Schools are concerned, I feel little doubt that the over-pressure is productive of serious harm, and that the system is open to grave objection. But I have no personal knowledge of the subject ; I only hear, and read. My own experi- ence has brought me more intimately into contact with the education of the public schools and Universities, and here I have no hesitation in saying, with a frankness I hope you will pardon, that the picture drawn of the evils of the competitive system is exaggerated to an extreme extent. No one familiar with the Cambridge of the present day could possibly draw up or sign such an indictment against University teaching as the " Protest " sets forward. Com- petitive examinations no doubt have their dark side, but I do not think we shall get on by an " all-round attack," which, if you wiU let me say so, seems to lose sight of the undoubted value of rivalry and emulation in nearly all intellectual, no less than bodily, efforts. I trust that you will pardon the freedom with which I have written, for I felt if I wrote at aU the only way was to write frankly. * MR. E. KENDALL. I am very glad to have the opportunity to sign the paper which you have forwarded to me. I have long felt that it is a great draw- back to English education, that the money which is given for that purpose is used merely to iacrease the necessary evUs of competition by offering scholarships, instead of endowing institutions in such a way as to make the instruction cheaper for all, and, therefore, ac- cessible to a greater number. Although I cannot go so far as to think that it would be ever possible to dispense with the competitive stimulus in schools, which is the result of prizes, or other honours at the Universities, I think that the kind of commercial spirit, in which parents come to regard 66 THE SACKIFICE OF EDUCATION TO EXAMINATION. their sons' abilities, is an unmixed evil for boys and masters as well as parents. This is the direct result of offering scholarships 'as mere rewards for examination results, apart from any idea of boys' qualification as fit objects for charity. I have also the same feeling in the matter of the present system of competition for government employment. Experience teaches a master who has to prepare boys for examination, such as Woolwich and Sandhurst, that real intellectual awakening has to be sacrificed to obtaining what parents, perhaps necessarily, require, viz., com- mercial results. t \ 1 1 * ME.- J.=S=^iffiBM±TNE. During my four or five years experience as a teacher, I could not fail to observe that on the whole my best and most intelligent pupils were not those who did the best in examinations. As a pupil myself t found. I most rapidly forgot those subjects I " crammed" for examination./ I have a verj' vivid recollection of ototMltiB§dMMif4atta>BiifaifNiD» being first in\^^^in examination in Scotch history. The sole preparation for this examination being that I spent the two previous days in reading the index to a text- book on the subject, and hunting up the various topics according to the page given in the index. It was simply an effort of memory, and for about a week my knowledge of Scotch history was perfec t. I need hardly say I know nothing of the subject now, and have no particular wish to read it again. I do not think you could have a better example of the flagrant abuse of examination, than the system adopted by the Society of Chartered Accountants to keep down the numbers of those wishing to enter that profession. Some years ago it was seen that the business of a public accountant was gradually becoming more and more important and lucrative. Accordingly those already following that profession sought and obtained a charter of incorporation under which they obtained the right to exclude all others from the benefits of their professional status after a certain date, unless those then seeking to join the profession were able to pass a series of qualifying (?) examinations conducted by themselves. These examinations — more especially the first one, have been THE SACBIFICE OF EDUCATION TO EXAMINATION. 67 made use of simply to keep the profession " select," a number of questions and puzzles being set in subjects quite foreign to tbe business requirements of an accountant, and the questions them- selves being set by a number of persons who have never passed a similar examination themselves. *REV. T. TRAVERS SHERLOCK. The examination system is simply destructive of all the higher mental and moral elements in life. As a Congregationalist Minister I am often requested to prepare my Sunday School Teachers for Sunday School Union examinations and for the examinations in Religious (!) knowledge appointed by our own Congregational Union, but I have alway? declined to do so. Socialism, Land Nationalisation, etc., are carefully eschewed as subjects of thought by our Union, but examinations in Religious knowledge are pushed ahead. At the college at which I was educated ( ! ), New College, Hampstead, London, the examination system ruins everything. It takes away the self-respect of the students, who are, as it were, watched and examined at every turn. They live in no large atmosphere of trust and are quite unaccustomed to work from love. The professors, of course, sufier in consequence. The growth of their own minds is checked, their hearts, and hardly even their heads, are not in their work. Enthusiasm and originality cannot flourish. Is there any wonder that there are continual disturbances between professors and students ? Sometimes the students are turned out, sometimes, perhaps oftener, the professors, and they are in all probability soured and disappointed men for their whole lives in consequence. Of course there is the usual prize-giving system and plenty of scholarships. But these latter are not large enough to enable a man to go abroad and pursue independent study, but only to live more comfortably amongst his fellows, as a sort of model or object of envy. The quick, shallow men get them, men who can easily earn money if they want it, but the deeper natures that are not so pliable and so readily impressible by unworthy stimuli suffer, and have the additional indignity of seeing, even in a Theological College, super- ficiality elevated above them, and their deeper merits quite un- recognised. It takes men years to rub ofE the injury of such an infected atmosphere. In a college where only those men are F 2 68 THE SACBIFICE OF EDUCATION TO EXAMINATION. admitted who are believed to have consecrated their lives to Christ, the injury to the spirit must be far worse than in more secular institutions. There is a cry in our body for College Reform, but very few I fancy have any idea where the reform should begin. *MR. C. WILLMORE. While I arrange to meet special requirements, I conduct my school much after the fashion of the good old times, and so, with- out the fear of examination before my eyes, I am not concerned, in the main, to sow seed that shall forthwith spring up and bear examination fruit. No doubt in " those good old times " there was a very repre- hensible indifference- — ^perhaps in private schools especially. Un- doubtedly examinations have done much to alter this ; they have induced competition and rendered work imperative. I should think that possibly up to the present, the good that has been done by them is greater than the harm. But now we seem to be landed in a condition of things in which — speaking generally — the power to pass some examination is the be-all and the end-all of education ; and so a method of instruction has come into vogue which too much ignores the true object of education. But what is to be done ? We cannot now banish examinations and go back to the old laissez-aller, and examinations being there, people must work for them, and do it in the way most likely to secure the object in view — " to pass." Would it be possible to devise some system of examination which should, without any special requirements having been laid down, test the soundness and thoroughness and extent of a boy's knowledge ? With the exact scope of the examination known, and the papers of past years at hand, the special trick of coaching instead of educating comes in. Might not a scheme be devised that would obviate this ? I am speaking only of examinations for lads before they have begun to " specialize." When a boy's all-round education (so far, that is, as the schoolmaster is concerned) has been completed — the foundation laid for any future superstructure — (that is what we want to test), and a particular course has been entered on with a view to a profession, evidently special work must be prepared and examined. THE SACRIFICE OF EDUCATION TO EXAMINATION. 69 *MK. E. H. DASENT. I think mucb. of the examination mania of the present day is due to two reasons. (1) The foolish desire of parents for the prizes and honours which they hold to be the necessary accompaniment of learning ; (2) the fact that an examination is an easy way of keeping masters up to their work, and though that in itseM may be desirable, yet, I fancy that the boys often suffer for it by the frequency and unnecessariness of many of their examinations. Examination is a means, not an end, and until that is clearly perceived by all interested in learning, teachers, taught and parents, I am afraid the evil is likely to increase. * REV. ST. J. TYRWHITT. As to examinations I might add that the early ones at school seem to me particularly mischievous because they are such a temptation to desponding idleness in many young lads who have capacity and might acquire industry, but who are not good beginners. If a boy cannot make running about 10 or 11, he finds himself beaten, and soon gets to think he will always be beaten ; he grows desponding — apathetic or athletic — much the same thing, as far as learning goes. It was so with my own sons, I am sure. But it is easier to see the evil than find any remedy. Of course endow- ing chairs is all very weU for those who are to sit in them, but the competition for them would still be competition, and very grievous in its details. I don't see how you can expect zeal for learning or anything else in our generation. As a rule men and women care for nothing but money and luxury ; and so what kind of aspiration can you expect from girls and boys ? What the public wants is fair distribution of endowments to children, that parents may have more to spend in eating and drinking and the appendages. DR. J. GOW, Head Master of Nottingham School. I doubt whether I am able to give a good opinion on examina- tions, for I made my living by them for many years. I don't object to them as a whole, though I object to the form of many of those most in vogue. I don't object to prizes and scholarships, for I and many of my friends were educated on them ; but I think there are too many of them, and I could give many cases in which a small scholarship has proved a most disastrous benefice. I object chiefly 70 THE SACRIFICE OF EDrCATION TO EXAMINATION. to the publicity of the examination system. It has a very bad effect on pupils, but a far worse effect on teachers. The merits of a teacher are gauged by his successes in scholarships, etc. ; and he is. tempted continually to give unscrupulous advice to boys and parents, with an eye only to his own reputation. Of all the pestilent inven- tions of the daily press, the Pall Mall list of the successes of various- schools seems to me the most abominable. I doubt if I am able, or entitled, to give more than such limited opinions as these, and if I were drawing up such a document as the Protest, I think I should begin by sending round a series of questions. ****** I am told that in Cambridge there is a growing exasperation against the pressure of examinations, " quod Di bene vertant." EEV. L. R. PHELPS, M.A., Fellow of Okiel Coll., Oxford. I regret that, whilst agreeing with much of the memorial which you have forwarded to me on the subject of examinations, I cannot see my way to signing it. I believe that between the ages of 7 and 22 I was never examined less than twice in a year, as a rule in com- petition. Since 1878 I have been constantly at work with men, who are fresh from examinations, and preparing for them anew. Of late years I have been engaged in teaching the selected candidates for the Indian Civil Service who reside in Oxford, a class of men who are commonly supposed to suffer much from examinations. In my own case I am strongly of opinion that I owe the work I have done, and any taste which I may have for literature and science very largely to examinations. There may be people who are " to the manner born "; I certainly was not, and I should never have overcome the (to me) distasteful drudgery of early grounding, had it not been for the pressure of competition, embodied in examinations. The same is true of my Oxford course. The attractions of other forms of activity would have prevented me from doing more than a nominal amount of work, had it not been for the necessity of preparing myself to be examined. The above is my own experience. Of my pupils I would say this much. I am conscious of a very small number of very good men who have been kept back by examinations. I never knew a man who had a real taste for study discouraged, or beyond a very limited extent hindered by them. I have known men obliged to defer the reading of their choice, and in the majority of cases the THE SACRiriCE OF EDUCATION TO EXAMINATION. 71 discipline has been beneficial. On the other hand, by far the greater number of men have done more work in consequence of examinations, than they would have done without. Many men, I am confident, have acquired a taste for study by preparing them- selves to be examined. For we must remember all the dead weight of an English boy's healthy nature and Philistine home. Some stimulus is needed if he is to rise above these surroundings. Com- petitive examinations are a coarse stimulant, but at present they are the best which we have to hand. Examinations improve the mass, at the sacrifice, perhaps, of some few of the best. They raise the average at a certain cost of excellence. We must not, however, forget that the very good men gain largely by a high standard around them. These are some of the results of my experience of examina- tions. I could say more as to the different effects of different modes of conducting them, but I confine myself to the general question. *H. C. HILLIARD, M.D. Having been for a long time deeply impressed with the harmful results, both physical and mental, of the present system of com- petitive examinations, and the cramming and forcing mode of educa- tion which seems to be a natural outcome of such a system, I have hailed with much satisfaction the Protest which has appeared in the Nineteenth Century. * PROFESSOR W. M. RAMSAY. I would gladly add my name to the list of those who think that examination is at present ruinously overdone. At the same time it is true that I use examinations to a very much greater extent than any predecessor or colleague, so far as I know, in this University. I find it impossible to manage the large classes of a Scotch University, and exercise proper supervision over the work of each student without frequent examination. I try to avoid the worst dangers of examination by making the examinations in unseen work (in translations from and into Latin, in identifying the authors of quotations by style and context, etc.) and by introducing the explana- tion of difficulties that have occurred in the lectures of the pre- ceding week or two. But I am thoroughly in agreement with the principle of the memorialists that true scholarship and learning are at present sacrificed to examination 72 THE SACKIPICE Or EDUCATION TO EXAMINATION. * PROFESSOR SAYCE. My views as to the character and effects of competitive ex- aminations at Oxford have not changed since the publication of my article upon the subject in the Fortnightly Review in 1874. The article was subsequently reprinted in the volume of " Essays on the Endowment of Research," published in 1876. My text was taken from an account of the results of the competitive system upon the Civil Service of India which appeared in the Edinburgh Review ; the conclusions of the writer were confirmed by the evidence given, more especially by the younger members of the Indian Civil Service, and printed in the Blue Book. The general conclusion arrived at was that the competitive system as applied to the Indian Civil Service was a failure. I endeavoured to establish the same conclu- sion in regard to the competitive system at Oxford and Cambridge. The abolition of patronage in making official appointments is largely due to a desire on the part of the patrons to escape trouble and responsibility. No one would dream of giving away a really important post by competitive examination ; it is only the un- important and less valuable posts that are left to its decision. The advocates of competitive examination will not employ it when a post in the Cabinet, a Judgeship, or even a Professorship is in question, any more than a banker who wishes to select a confidential clerk, or a body of Governors who have to appoint the Head Master of a school. It is only where no important interests are at stake that competitive examination is resorted to ; otherwise appointments by universal consent are still made in this country by patronage. Nothing can show more clearly which is the best method of making official appointments. It is difficult to suggest what are the best means of testing the work of teachers, since there are various classes of teachers, and various objects for the sake of which teachers are appointed. In some cases Government inspection, in others public opinion, in others again private interest, would seem to be the best test. If we may judge from the enormous development of athletics in this age of competitive examination, the competitive system does not seem to have been very successful in forcing young persons to work hard with their brains. During the time that I was tutor at Queen's College, at Oxford, I was struck by the ignorance, even of their own language, displayed by the candidates for matriculation, who had been educated at the best schools. On the other hand, THE SACRIFICE OP EDUCATION TO EXAMINATION. 73 the amount of hard mental work performed by young persons in •Germany, where the competitive system scarcely exists, is greatly in excess of that done in England. Indeed the result of the system here is to confine hard study to a few clever youths, whose growing brains are often overworked, and who more often lose all interest in study for its own sake. They come to live for the excitement of an examination, and value knowledge only in so far as it will " pay." It is not a competitive examination, but an examination conducted by a teacher in order to see whether the instruction he has given has been attended to, which will " obtain hard work from young persons " generally. The examination of his pupils by a teacher in the subjects he has been teaching them is the only legitimate form •of examination, and is therefore alone likely to produce legitimate results. Competitive examination tends to hinder rather than assist the -children of poor parents. At Oxford and Cambridge scholarships and exhibitions were founded in order to enable poor scholars to enjoy the benefits of a University education. These have now been thrown open to competition. The consequence is that — so far, at all events as classical studies are concerned — only the sons of those who are rich enough to afford their children an expensive education at a public school, or the equivalent of a public school, have any -chance of obtaining them. The class which has benefited by the system of competitive examination is the richer middle class, which has by means of it obtained possession of endowments originally intended for the poor. Perhaps this is the main reason which has made the system the idol of the middle classes in England during the last thirty years. EEV. W. SANDAY, Deax Ireland's Pkofessok of Exegesis, OXFOKD. I think that I shall best comply with the wishes of those who have asked for my opinion on the subject of examinations, if I do ■not travel outside my own experience, but confine myself, in the first instance at least, to what has come -within my own observation at -the two Universities of Oxford and Durham. I may sum up my opinion briefly by saying, that I believe that the examination system has reached the extreme limits that are •desirable for it, and that future progress should lie rather in the 74 THE SACBIPICE OF EDUCATION TO EXAMINATION. direction of its curtailment than of its extension. At the same time- I should not be prepared for any fundamental change ; and I do not believe that the alterations proposed would be found workable. There is one small reform for which public opinion at Oxford seems rapidly ripening and which, so far as it went, would lighten the burden of examinations. I refer to the abolition of vivd voce as compulsory alike upon examiners and examined. The cost of labour and time, and, in the case of the candidates, of actual money, seems to me to be out of all proportion to the results obtained. It should, I think, be at the option of examiners to call up for vivd voce those candidates whose places they cannot assign without it. For myself I should be glad to see fewer scholarships and more fellowships. It is questionable whether all the present holders- of scholarships are really worth subsidising. I believe that more good would be done by empowering the College authorities to make grants of money to deserving students without examination. I do not think that this would be liable to abuse. The real difficulty in. the way is the competition between the colleges. In like manner as regards fellowships, I believe that they are often best given away without examination. I do not think that a fellowship was ever better employed than that which was given by my own college to Professor W. M. Ramsay for the prosecution of his researches in Asia Minor. The colleges, I believe, are fully alive to what may be done in this direction, but the recent severe depre- ciation of property restricts many to the providing of their own tuition. As a rule this is done without examination. In regard to the ordinary machinery of Pass and Class, I confess that I do not. wish to see any change. We have to deal not with ideal beings but with men as we find them; and most men need some pressure to keep them to work. AVe English are not by nature a reading people ; least of all are we given to systematic reading, and I think that for a man to be at one time in his life constrained or encouraged to read systematically is no evil. I know that cases of break-down occur ; but I suspect that the number of these is exaggerated, and that examinations sometimes get the credit of what is really due to- other causes, not so much to reading as to spasmodic injudicious reading. For one genuine case in my own experience, I could easily quote ten of men who have read steadily and honestly for an ex- amination, and who would not have read otherwise. So far as men are concerned there are many correctives to the- THE SACRIFICE OF EDITCATION TO EXAMINATION. 75 mischief of examinations. Both in schools and at the Universities the examination fallacy — ^if I may call it so^-is sufficiently seen through ; boys and men are really judged to a large extent by other standards ; and for the most part they do not take examinations too seriously. It is different with girls and women ; and I confess that I look upon the extension to them of the examination system with some misgiving. I only hope that the heads of their schools and colleges will have their eyes open, and that they will guard against the risks which they incur as much as possible. A healthy public opinion and wise administration will keep examinations in their proper place. * MR. THOMAS LEE. I should like to say, from an experience of several years on the Managing Committee of the oldest — and still one of the largest — Board Schools in Liverpool, that the preparation for the annual Government examinations imposes upon the children a stress and strain injurious both to their physical and mental condition. Of course in State-aided schools Government ought to be satisfied, before the grants are made, that education is efficient, while rate- payers who are taxed to support Board Schools ought to have the same assurance. But this knowledge might be obtained more simply, with less cumbrous routine, and with far less harassing both to teachers and scholars, as well as at much less cost to the country. An experienced Board School Head Master of my acquaintance thinks the Government examinations would be more successful and less arduous for all concerned, if the Inspectors, instead of coming to the schools at a fixed time, were to make visitations at any time without previous notification, and test the method and work as they actually found them. For my own part I believe there is hardly any necessity for a Government examiner for schools which are under the control of Boards such as that of Liverpool. The Board have an Inspector for themselves whose business it is to go round the schools, holding examinations, and reporting periodically to the Board. The strong and weak points of teaching, and the methods best adapted to the particular neighbourhoods and classes of children are thus more accurately ascertained than they can be during the brief visit and anxious ordeal of a Government examination. It may be objected that a local official would be liable to local 76 THE SACKIFICE OF EDUCATION TO EXAMINATION. influences or prejudices ; but of course care must be taken to select not only the most competent but the most independent for such a position. And this could be done, and his salary might be partly paid by the Government. The objection mentioned in one of last month's articles that uniform teaching is apt to repress individuality, and ignore aptitudes for special studies, may hold against higher grade schools, but it hardly applies to Elementary Schools, because scarcely anything is there taught except vrhat every boy and girl should know. French is only just being introduced, and the lessons in Science are of the simplest and most elementary character. In elementary schools we want perfect supervision of educational methods and results, but less red tapeism. Teachers are worried and perplexed by the multitude of things they have to do and to avoid — in order to keep the Code, — and managers have often to rebel against mechanical and trivial conditions being imposed by the School Boards, which make it difficult to work the schools for their real purpose, that of education. *X. Y. My disapproval of this system — of course only when carried to an excess, as is so common now-a-days — is based on my own experi- ence in various capacities. 1 . Both at school and at the University I have been remarkably successful at examinations, having acquired the knack of making the most of my (too often) scanty knowledge. Hence, I feel very deeply how hollow and deceitful the system is, for I have beaten repeatedly men whom I know (and knew then) to be far better men than myself. I happened to be able to write quickly and to get up subjects speedily — hence my success. I count my true education to have begun after the time of my competitive examinations was over. 2. For some time I acted as tutor at my College and else- where, but gave up the work on finding that one was practically bound down by a hard and fast rule not to lecture on anything that did not " pay " directly for examinations. I tried once or twice lectures on unusual subjects and got but few men. These had brains, and took an interest in the subject, but when the examination came on they invariably found themselves in a class far lower than that in which the regular competition men were placed. Hence I gave the work up in disgust. THE SACRIFICE OF EBITCATION TO EXAMINATION. 17 3. As Examiner (twice) in one of the Pass Schools, I was struck by the absurdity of the whole thing. A dull man who knew his subject, but could not readily produce his knowledge, often barely passed, when a superficial quick writer generally did, and this, though the examination was only a qualifying one, not a com- petitive one. 4. As Manager in a Voluntary School in a very poor parish,, the folly of payment by examination has been strongly borne in upon me. This, partly in the case of the children, but largely in the case of the unfortunate teachers who have to force all types of children and minds into a uniform dead level system. Qualifying examina- tions are of course more or less necessary ; competitive ones destroy- all possibility of true education, and grind down and deaden the energies of teachers and learners. For some time a re-action against, competitive examinations has been growing up in this University ; and I hope the memorial which calls attention to the evil, will aid in putting an end to it. I feel strongly on the matter, which must serve as my excuse for writing at such length. I prefer Professor Freeman's scheme among those which are sketched in this morning's paper. * PROFESSOR S. R. GARDINER. I have read the Protest, and am entirely of one mind with you about the present system of many of our examinations, especially with respect to young boys entering school and passing on from school to college. But I doubt very much whether it is desirable to suppress them in the wholesale way which you propose. I think they serve not only to enable a teacher to test his work, but to enable the learner to give that definiteness to his study which prevents it from becoming desultory. My own recollections are all in favour of examinations, at least as they were conducted forty years ago. At school they had just sufficient influence over me to teach me the advantage of rigorous training, whilst I had time enough left on my hands — which certainly would seldom be the case now — to follow my own bent by reading and thinking on a subject entirely outside the curriculum of the school. It must, however, be remembered that teaching is more specialised now than it was then. Then with respect to examinations at Universities and for the public service, I 78 THEi SACBinCE OF EDUCATION TO EXAMINATION. cannot put out of sight the advantages to the future employer of knowing who are fit to he employed, and it is evident that a good class or a fellowship is a passport to employment of one kind, and that public service examinations are a passport to employment of another kind. The question therefore arises whether this is a good thing or a bad thing. It seems to me that it is a good thing, con- ditionally on the power of examining so as to fix on the sort of qualities which are needed for the work of the world. Examinations which, like some of those at present in use for schoolboys, encourage cram, are from this point of view thoroughly bad. The real examination which is useful is meant to test two things which are useful in the work of life. 1. The possession of mental power. 2. Industry in accumulating knowledge. I have personally been connected as examiner vrith only two examinations, (1) the Modem History Schools at Oxford, (2) the All Souls' Fellowships. Of the first I should say that I should be glad if the amount of work required were diminished ; but, on the whole, I think that the examinations answer fairly to these two requirements. No one unless by some unusual error, gets a first class, who does not show mental power. On the other hand no one gets a first class who is merely a clever fellow who has not shown working power. On this head, perhaps, you would differ from me, but it seems to me to he right to encourage differentiation of subjects, though when once the subject is chosen, it should be attacked on all sides. Individuality is to be encouraged, but not fads. I may add that, whenever I have examined, I have always tried to keep in mind the golden words which Brewer once used to me, " In examinations you should always try and find out whether the candidate can do easy things well, and not whether he can do hard things." 2. With respect to our AU Souls' Fellowships, I can safely say that the examinations are conducted on the lines of my two principles. You will gather from what I have written what my view of the case is, so far as the examinations, in which I have personally taken part, are concerned. The more questionable examinations, in my opinion, are those which take place earlier in life ; but my knowledge of these is, for the most part, derived from the testimony of others, and I therefore am unable to say anything from dii-ect personal knowledge. THE SACBIFICE OF EDUCATION TO EXAMINATION. 79 «W. CHEADLE, M.D. I cordially agree with the views expressed in most points. I have, however, made a few comments in , the margin where I think the statement of the case a little too absolute and one-sided — ^these merely for your consideration. I have appended a note to my signa- ture which explains my position. I have seen a great deal of the working of the examination system from three separate standpoints, viz. : (1) As a medical man who has more than common opportunities of observing the ailments and health standards of children. (2) As a teacher in a large medical school for some 20 years. (3) As examiner at Cambridge, and for the College of Physicians in the ordinary pass examination (one or other for the last ten years). In the first capacity I am bound to say that I have met with much less evidence of physical injury than I should have antici- pated. In the higher and middle class schools it is limited to the clever boys of promise, who take keen interest in their work, and strain in competition. To these, no doubt, serious damage is often the result of the over-pressure. But the average boy seems to be singularly little afEected. He probably scamps and slurs his work, and does not work overtime, as the boys of great promise do. And he has usually ample time for recreation, and is well fed as a rule. These compensations probably account largely for the compara- tively small amount of harm done. In the Board Schools of the poorer classes the strain is much more general, the evil widespread-. The home work is too much and pressure to get paying results too severe. 2. As a teacher in a medical school — looking back over my 20 years' experience — I have to confess that the improvement in the ordinary medical student is most remarkable. Formerly few students attended any teaching which was not compulsory, and they showed the smallest interest in the subjects. The medical wards of the hospital were visited only by a few rare enthusiasts. Now the students are almost all eager for knowledge. The difficulty is not to get them to come and learn as a rule, but to answer sufficiently their earnest inquiries. This is not altogether to be credited to com- petition ; largely, I think, to more intelligent and attractive teaching. Yet the competition system has answered well in providing us with the most competent men for house physicians and house surgeons. It is slightly modified by considerations of conduct and character — 80 THE SACEIFICE OF EDUCATION TO EXAMINATIOK. but these are again comparative and competitive. Curiously enough,, too, and rather contrary to my expectations, the men who do best in examinations do best practically, as a rule ; this has been very clear. Further, nearly every student who has gained distinction in his-' profession afterwards, had previously come to the front in the hospital competitions. 3. As an Examiner, I find the candidates show great advance in knowledge, and in practical usable knowledge, as well as theo- retical knowledge and bookwork. But this again is not of course to be credited entirely to the system of competitive examinations, but largely to more intelligent and attractive teaching. The system is overdone at school and at the Universities, and your exposition of the moral and intellectual evils which have arisen out of the struggle for prizes within narrow limits of routine teaching, is admirable. I think, however, that we should not overlook the great advance — on the whole — upon the old system of laissez-faire, and all the evils and corruptions of a system of favouritism and nomination, especially in. the Public Services. In our hospitals these evUs were rife when I first knew them, and the change for the better is undeniable. PRINCIPAL J. V. JONES, M.A., Univ. Coll. of S. Wales, MONMOUTHSHIKE, CaRDIFF. Though I am not able to sign the protest, because its proposals are too drastic, I sincerely sympathise with the effort to limit the ascendancy of examination. I think we ought to make examination more of an educational episode, less of an educational end. To make it so practically, those engaged in the work of education must run a tilt against bad examinations and make them good, rather than against examinations altogether. I have been asking myself what can be done in this way in the immediate future, and am going to trouble you with some sugges- tions. We may perhaps classify examinations thus : — 1. Examinations used as instruments of education hy teachers in their own classes. To these there is no objection. They are a useful means of communication between teacher and pupil. 2. Examinations on the results of which money grants are made by the Government. (a) The examination of elementary schools under the survival of Lowe's Revised Code. There is a battle raging round " payment THE SACBIFICE OF EDUCATION TO EXAillNATION. 81 by results " in the elementary schools. I think we ought to endear- vour to modify the Code in the direction of making less depend on the individual pass. Progress has been made in this direction during the last few years, and now I believe it is only payment on the three R's that is made on the individual result. (^) Science and Art examinations, where grants are made on the individual pass absolutely. I am hardly prepared with sugges- tions as to these. (7) The examination of Intermediate schools ia Ireland under Lord Beaconsfield's Act of 1879. Here there is a system of direct payment on the individual pass as in the Science and Art examina- tions. This is pernicious in connection with intermediate education, and ought to be swept away. The evidence is that it exercises a bad effect on the Irish Schools. In all the "Welsh Intermediate Education BUls there is an attempt to impose on Wales either this system, or that of the Education Department. This we have to resist to the uttermost. The proper examinations for Intermediate Schools (High Schools and Grammar Schools) are examinations by the University mentioned under Head 4. 3. Government Examinations on the results of which appoint- ments are made to Government offices. The chief objection to trying to get rid of them at present is that no one has been able to suggest an efficient substitute. Perhaps one of the examinations for which the competition is severest is the Indian Civil Service entrance examination. But the candidates chosen whom I met at Balliol were on the whole a cheery set of men, quite imdepressed by the strain of the competition. Perhaps, however, those who failed felt it more. 4. Examinations of Schools conducted hy the Universities. These seem to me to need extension rather than restriction. They are excellent examinations, and may be arranged so as to leave quite sufficient freedom to the teachers. It is proposed in the Inter- mediate Education Bills for Wales, introduced into the House of Commons, that grants of money should be made to Welsh Inter- mediate Schools partly by the Tresisury, partly by local rates. If so, the grants must be made after inspection and examination con- ducted by some public body. The public body suggested in the Bnis has been the Education Department. This wiU make a cast iron system for our Intermediate Schools, as rigid as that abeady foimd in connection with our Elementary Schools. 82 THE SACRIFICE OF EDUCATION TO EXAMINATION. My proposal is that the work should be undertaken by a special board of the Welsh University, which ought, therefore (for this, as well as for many other reasons), to be brought into existence as soon as possible. In order to keep the teachers and the examining body in close connection, I would give the Head Masters a certain repre- sentation on the Board. In such a scheme I think we may fairly ask the support when the time comes of those who sign the Protest. 5. University Examinations. (a) Scholarship examinations. I do not share the hostility to scholarships exhibited in the Protest — which goes so far as to invite people to cease to give money for scholarship purposes. How else are poor boys to be educated at the Universities ? I admit that the recipients ought to be poor ; but I see no way of awarding the scholarships except on the result of examinations. (;3) Degree examinations. We cannot, I think, do away with these examinations. But the University ought in all cases to see that the person examined has had siifficient teaching of such a quality as to make " cram " a superfluity of naughtiness. Of course this means that a purely examining University like the University of London ought not to exist. The University of London at present provides the only way in which students in the Welsh Colleges can take their degree. But we are quite discontented with this arrangement, and I think there is a consensus of opinion in Wales that we could do much better with a leading University of our own, on the lines of the Victoria University as regards its constitution. (7) Fellowship examinations. I agree with the Protest that Prize Fellowships ought to be abolished and the endowment applied towards increasing the teaching power of the Universities. The later that work for an examination comes in life, the more intellec- tual injury does it do. Fellowship examinations of the ordinary kind ought to be utterly done away with. With some of our Professors the document has met great approval, and I think one or two of them would like to sign it. The late G. S. VENABLES, Q.C. I have read the Kemonstrance against the system of competitive examination with interest and with partial agreement ; but I think I should not be justified in signing it, partly as I dissent from some THE SACBIFICE OF EDXTCAIIOX TO EXAM:rN-ATIO>-. 83 of your conclusions and especially as I have had no experience of the effect of the practice on young men who are or are not success- ful. I well remember the introduction of the system hx a com- mittee, of which, I think. Sir Stafford Xorthcote and Sir Charles Trevelyan were the principal or sole members. I wrote on the subject frequently, and almost always in an adverse sense. The main object of the advocates of competition was rather to relieve Ministers and Members of Parliament from a troublesome kind of patronage, not either to improve the Civil Service or to promote sound education. I believe that much of the opinion in favour of the experiment was founded on the remarkable, and, at that time, exceptional fairness of the College and University examinations at Cambridge. At Oxford there were few open fellowships or scholar- ships. My own impression was and is that the Cambridge endow- ments produced in this respect a very good result. A very large proportion of those who took the highest honours afterwards dis- tinguished themselves in various branches. In my year, which I mention only because I remember the circumstances best, the four first in the Classical Tripos were afterwards known as great scholars. They were E. L. Lushington, Greek Professor and afterwards Lord Rector of Glasgow ; ShiUito, for many years a celebrated private tutor at Cambridge ; Dobson, who almost created at Cheltenham one of the largest and best schools in England ; and Thompson, Professor of Greek and Master of Trinity. The Senior "Wrangler of the same year. Heath, afterwards assisted Spedding in his " Life of Bacon " ; he is stUl aUve, and a master of some abstruse branches of learning. The second Wrangler, Laing, was Finance Minister in India, and he is known as a very able railway administrator. Some years afterwards, when I was amongst the examiners for the Classical Tripos, the first three men were Vaughan, now Dean of Llandafl and Master of the Temple, and for several years Head Master of Harrow, Lord Lyttleton, and May, who until lately was Chief Justice of Ireland. In short, the Cambridge system, as it then was, marked out the best and ablest men, and I do not think it a disad- vantage that it enabled them to commence their careers on a small annuity which gave them an equal chance with men of independent fortune. When I first joined the bar, the majority of the Common Law Judges — I think ten out of twelve — had taken degrees, most of them high degrees at Cambridge. The universal system of com- petition must have a very different operation. As you say, the 84 THE SACEIFICE OF EDUCATION TO EXAMINATION. moral evils of a sj'stem do not develope ttemselves at first. It is the second or third generation which feels their fuU. influence. I always, therefore, think there was some force in the doubt, as expressed by orthodox disputants, whether the Sermon on the Mount would long survive the Apostles' Creed — not to mention the Thirty Nine Articles. It may possibly be found that the fair morality of Positivists and others is a survival or a cut flower detached from its root. I am, therefore, not indisposed to believe that there is much ground for your remonstrance, and think there will be more. The reigning creed was first, I think, preached by Macaulay in his speech on the Indian Civil Service, about 1843. He quoted the existence of Cambridge examinations without for- seeing that cram would supersede sound learning. I have always suspected that the Cambridge orthodox scholarship and mathematics were almost or quite the only subjects which could become subjects of competition without being vulgarised, f A competent examiner can scarcely be deceived as to the genuineness of a translation from Thucydides or, I suppose, for I am not a mathematician, a difficult problem. History and almost all other subjects are got up for ex- amination out of compendiums and school text books, and not by study of originals. I was once told by a yoimg and not very brilliant candidate for a commission that his tutor had advised him. to learn Italian^ of which he was quite ignorant, for three weeks, in the hope that it would procure him a small but useful number of marks. As you will perceive I have not a very definite or instructive judgment to pronounce on the important subject in which you are interested, but it seemed possible that a few desultory remarks would fill up a chink somewhere in this controversy. One of my doubts as to Civil Service competition is that the examinations are, to use a turf illustration, which I hope is correct, races of cock tails, and not as formerly at Cambridge of thoroughbreds. The best candidates are only the second or third best, and the tests which they have to satisfy must be kept proportionately low ; but my letter is already too voluminous. *D. H. TUKE, M.D. In reply to your request, I beg to say that I believe the evils, physical and mental, arising out of our present hot-bed system of t In this sentence I am douhtful about my rendering of the words. — A.H. THE SACEIFICE OP EDTTCATIOX TO EXAMINATION. 85 education, are very real, and exert an influence far beyond wliat mere statistics can tabulate or prove. This is the primary difficulty under which we, who firmly believe in this malign influence, labour. i have in an article entitled " Intemperance in study " placed a number of instances on record and have given the general result, of my experience as to the disastrous efiects of cramming, and the perverse ingenuity of examiners, as a class, in striving to discover •what students do not, instead of what they do, know. I could not, however, draw up any definite statistical statement showing the proportion of scholars or students who suffer from brain or other affections. The fact is, the effect of over- or Ul-directed study are so often unrecognised at the time that when they occur they do not attract the attention they merit in relation to the original cause. Many are apparently uninjured, when they have passed their ex- aminations, whose mental perceptions are more or less blunted, and to that extent injured for life. I fully admit that a certain number ■of cases of mental disease attributed to over-study, have nothing whatever to do with it. Let this admission have its full weight, i^ainst this I place the numerous instances of break-down which never reach an asylum, but are well-known to physicians outside asylums. Again I grant that a very large amount of mental application in boys and even girls is compatible with healthy action of the brain, on two conditions, first, that the accompanying physical conditions are in accordance with the laws of health ; and, secondly, that studies are wisely directed. For example, several languages can be acquired with or without undue mental strain, according to the plan adopted. Under " wisely directed " I desire to include the avoid- ance of those concomitants of pure study which induce anxiety or woriy. This, I take it, is just the point to which your attention and chief energies must be directed. Anxiety and worry are inseparable from the modem system of examination and prize- giving. You hope to modify the evils which have now attained *uch serious dimensions. All physicians ought to heartily wish you success, but none more so than those who like myself, devote them- selves to mental disorders. From Second Letter. Since writing to you on overstudy, I have met with a very intelligent schoolmaster of a large, high-class school, who informs me, while highly valuing the general system of education, and 86 THE SACEirlCE OF EDTJCATION TO EXAMINATION. recognising the important results obtained, he is fully conscious that they are frequently secured at the risk of injury to the bodily and mental health of the scholars. In the higher classes of such a school the number of subjects considered indispensable in a boy's education, which generally must be finished at a comparatively early age, is too great. Six hours a day spent under the actual teaching of a master implies a great deal of preparation, four or five hours daily, and sometimes even more in preparing this work. Boys frequently look pale and exhausted, and are laid aside unable to prosecute their work. Such cases occur every year in the school. The time spent in the evening in learning lessons varies with age. Even those boys who do not specially exert themselves work in the evenings, when from 10 to 12 years of age, 1^ hours ; if from 12 to 14 years, 2 hours ; and above that age, 2^ hours. In regard to examinations, very hard work and longer hours are necessarily required to secure success. My informant believes it to be a great evil that the school routine should be pursued with the constant idea of an examination in view. He wishes the schools to preserve their characteristics, and not be reduced to a dead level. As a matter of fact some schools are so strongly impressed with this evil that they are sending up to the authorities a representation of the work that has been accomplished during the previous term, and inviting examina- tions on that work. He states that in his experience boys are sometimes prematurely cut off (in one case in the course of the examination itself) by the strain of the previous preparation and the excitement of the ordeal. It was also his own personal experience, and he has observed it in others, that there was often, in passing the College examinations, a strong desire to throw off the subjects altogether from the mind, upon which it had been strenuously engaged. " For a considerable time after the examinations, my mind," he says, " felt a perfect blank." The remedies suggested by Mr. were : — 1. Not examining in so many subjects, which means that a boy should not study so many subjects at the same time. 2. Encouraging the use of object lessons in children from 6 to 10. 3. As there must be examinations, it is desirable there should be a fair average pass examination, so that no really industrious and capable youth need feel discouraged, while brighter boys would gain distinction from passing a higher examination. THE SACEiriCE OP EDUCATION TO EXAMINATION. 87 4. Adopting generally in sctools the practice referred to, of adapting the examination to the work of the school, instead of the work of the school being adapted to the expected examination. I think you may find the experience of this schoolmaster of many years' experience of some value in your present inquiry. I may add that since I saw you my attention was drawn while yisiting Perth Asylum to a young man in a state of mental stupor, following over-study, while in the Montrose Asylum I saw a female pupil teacher, whose malady was attributed to the same cause. Two such cases are not proofs of a wide-spread evU, but serve as illustrations. * FRANCIS WARNER, M.D. Hoiv to lessen the adverse results of examinations. — Examina- tions are in many cases necessary ; it is a practical question how we may lessen the physical evils which too often follow therefrom. I propose here to deal rather with the candidates than with the ex- aminations. I recently made observations in a high class Primary School, eight days after the Government examination, with the following results. In Standards Ex. VII., VII., and VI. there were eighty-one boys, of whom fifteen (eighteen per cent.) showed some signs of fatigue or nervousness ; the conclusion come to was that the examination work had produced some fatigue in the boys, and that it would have been better to have had a day in the play-ground after the examination, and to have delayed raising the boys to their new standards till a fortnight later. A part of the cause of their fatigue may have been due to their passing directly from an exami- nation to the higher standards, to which they had at once been transferred after examination. Having often visited primary schools, it appears to me that Government inspection would do more good in endeavouring to put each child in his right place, instead of always raising him a standard after each pass examination, and credit might be given to teachers for placing children in their appropriate places. The necessary moving-up after a pass exami- nation appears to produce some undesirable results, such as small and feeble children, as well as children of dull mental power, getting into the higher standards, where they are out of place ; this line of action appears often to work to the disadvantage of the children who commence school life at an early age, and work well to pass every examination. A child should not be raised to a higher 88 THE SACKIFICE OF EDUCATION TO EXAMINATION. standard unless it be to the child's advantage, even if it does pass the examination. I might quote examples similar to those given above from observations made in a large Grammar School and one of our Public Schools, but refrain from multiplying evidence here, as enough may have been said to show the advantages that may result from a more careful and detailed scientific observation and classification of children in school. A few words as to the observa- tions referred to. It is possible to note signs of physiognomy, development, and the condition of brain state as indicated by visible movements and balances in parts of the body. Of this I have treated fully elsewhere. (Anatomy of Movement — Hunterian Lec- tures at the Royal College of Surgeons. Kegan, Paul, Trench & Co.) Turning to the other side of the case — the influence of exami- nations on education. A great part of the evil resulting from examinations appears to come from the unfitness of candidates to enter upon the course of study necessary for a particular exami- nation, the responsibility of which must rest with the student and his advisers. Nothing but a general change in public opinion is likely to rectif}' this defect. It would be well if parents and others interested in education would visit schools more, and see something of the methods employed, and learn to study children for themselves. As a teacher and examiner, I may say that students for our medical examinations often fail from want of accuracy in habits of thought, rather than from want of knowledge. Many men read without learning to think, and weary themselves with their volumes in place of exercising the brain power, an evil that can be remedied by wise tutorial teaching. Examiners might encourage the cultivation of mental faculty by requiring fewer " lists of facts," more grounds of evidence and practical knowledge. It is to be hoped that we may soon have before us more facts as to the physical effects of public examinations. The following Letter concerning the appointment of Clerks in " The Gas Light and Coke Company" addressed to Col. W. Makins, M.P., has been kindly forwarded by him. Deak Mb. Goveknoe, Appointment of Junior Clerks. — The curriculum here is a very simple one (little more than the three R's), but I should be sorry to see it altered. As you are aware, absolute reliance is placed upon you and your colleagues, whose right it is to nominate candidates THE SACEIFICE OF EDUCATIOK TO EXA.MIXA.TION. 89 for appointments to clerkships, that the lads you nominate are socially fitted to enter the service of a great public company. We do not want philosophers. We like lads of about fifteen years of age, fresh from school, with uncrammed, unjaded brains stiU capable of imbibing instruction, and of working industriously and intelli- gently from nine till five without breaking dovm. We require a candidate to come here by himself and to sit down alone to write out of his own head a letter of application, to fiU up a schedule of information about himself and his education, and to cast and prove a column or two of figures, and notice is taken by my assistant secretary of the time occupied in performing this task. The candi- date then brings in his work to me, and his real examination (which in fact is only conversation) takes place. Long experience has taught me to find out in five minutes which are the reliable boys, the untrustworthy boys, the plodding boys, and the quick, clever boys. After putting a lad at his ease, a little encouarging talk gives a very fair insight as to whether he is fit for us or not. I take before you the test candidates, and you select the one you think the most eligible. We have nearly five hundred ofiicers, and you know how very rarely I have to bring before you a case of inefiiciency .or misconduct. The general result of our system is that you have, as I firmly believe, as intelligent, straightforward, hearty, and indus- trious a set of fellows as can be found in any service throughout the Tdngdom, and I am very proud of them. I don't believe in cram- ming or competitive examinations with thousands of marks, but "without any knowledge of boys' personal fitness. I prefer what I have got, well conducted youngsters of average common sense, who take an intelligent interest in their duty and strive to do it to the best of their ability. They soon master whatever is put before them and work thoroughly well. You will recognise the enclosure as one of om- ordinary applications, written and worked out in the ofiice here, before being brought in to me, and out of such material we make capital clerks. Faithfully yours, W. Phillips. * MR. JOHN RUSSELL, Editor op " The Schoolmaster." The article on the " Sacrifice of Education" wiU do much ■good. The teachers of the Elementary Schools have been groaning under a burden for six and twenty years, — wasting much of their 90 THE SACRIFICE OF EDUCATION TO EXAMINATION. time and wearing out their lives in a round of ceaseless worry. Meanwhile the rising generation is suffering from the lack of really- intelligent training, and the industrial classes of the future must he lower than ever in the scale of intellectual beings. " Payment by Results " is the curse of the country, and if the recent " Protest " be in any way useful in moving public attention to the evil, the Editor of the Nineteenth Century will have done the cause of education no mean service. The earl OF CARNARVON. Without binding myself to all the details in the paper, I entirely sympathise in its general object. I am very far from denying the value of competitive examina- tions of a certain kind and under certain limitations too long here- to define. For the sake of illustration, in one of the highest branches of education, I doubt whether there was ever a much better method of intellectual training than the old class-honour system at Oxford forty years ago. Or, again, the system of nomina- tion with a sufficiently high qualifying test was, if fairly carried out, a very sensible one, and though not applicable to all cases, might have been retained or adopted in many departments of the public service with great advantage. Or, once more, nomination with a limited competition, as in the Foreign Office, may be made to pro- duce very satisfactory results. Further, I do not see how, under existing Parliamentary conditions, it would be possible to dispense altogether with competitive examinations. Those conditions in. many respects are very bad, but competitive examination must b& accepted as the least of several evils, and, anyhow, it is too late now to abolish it. But the excessive and still growing competition, carried as it is into all branches — high and low — of education, and the severe pressure- put upon young brains before they are fit for it, with the consequent mischief indirectly done to health, seem to me an evil of the first magnitude. We are now in every branch and kind of education cramming, often senselessly as regards any mental result, still more often injuriously as regards health and character. The whole pro- gramme of instruction now-a-days seems to me to be resolved into cramming and hiu'ry, at a time of life when whatever is put into the youth or boy should be as complete and well digested as circum- stances allow. THE SACRiriCE OP EDUCATION TO EXAMINATION. 91 I dwell particularly on the miscliief to health, for there seems a wide concurrence on the part of many high authorities as to this mental over-pressure. This is, however, a matter of fact which is more or less susceptible of enquiry and verification. The advocates of the present state desire those who complain of it to specify what they desire in substitution ; but I cannot recognise the justice of this argument. An alternative need not necessarily be found in the abolition of the existing method and its replacement by something entirely new ; but it may be that a sensible alteration or modification of our present educational system might, at all events, remove some of the worst evUs. It appears to me that our chief error consists in having pushed reasonable principles much too far, and our danger lies in allowing that excess to be carried still further. * PROFESSOR H. NETTLESHIP. I am one of those who think that examinations, in one form or other, are necessary in all systems of instruction, but who also feel strongly that the examination should be made subservient to the instruction, not the instruction to the examination. I here give, for what they are worth, the results of my observations in a very hmited field. I. Appointments. — So far as I am able to judge of the system of competitive examinations in its application to the appointment of college tutors and lecturers, I should say that it is on the whole a security for honesty in election, but that it is by no means an infallible method of obtaining the right man. As tests of know- ledge and intellectual power, the examinations for college fellow- ships may be said, with some reservations, to have been successful. They are, however, entirely powerless as tests of character ; I am not speaking of good character in the ordinary sense, which is presupposed in the candidate, but of devotion to study or educational work,' and generally of moral vigour. Tutorial appointments are now sometimes made without examination, the candidate's intellectual competence being ascertained from his place in the class lists, and the probability of his becoming a successful teacher by testimonials and enquiry. This system has, I believe, answered fairly well in the case of appointments to masterships in schools, and there seems no reason, supposing, of course, honesty of intention in working it, why 92 THE SACEIFICE Or EDUCATION TO EXAMINATION. it should not answer in the case of college appointments. And, on the whole, the interest of the colleges as places of education is likely to prove a security for honest intention. II. Competitive examinations as tests of teaching. — Examina- tions, of some sort, are, in my opinion, necessary as tests of teaching, but I fail to see that the element of competition makes them better tests. And I am convinced that competitive examinations, as they are now managed, are tending more and more to become not the test, but the end and aim of teaching, and thus to vitiate the principles of education at the fountain head. The aim of education should be the free and natural development of the physical, moral, and mental faculties. There is probably no system which has ever existed, or which could be devised, which does not fall lamentably short of this ideal; but the more a system tends to rest on the principle of competition, the further does it depart from the true standard. 1. To take first the present habit of training boys under fourteen years of age for the entrance scholarships offered at the schools. The boy, just at an age when his work should be light and adapted to his youth, is put under a cramming rigime which is the very opposite of what nature would prescribe. He is forced to absorb a mass of book-learning which three or four years later it would be quite right for him to acquire, but which it is extremely unlikely that, at his age, he can healthily assimilate. He is taught, for instance, to master the niceties of Latin Grammar, and even to make good Latin prose, long before his literary feeling has been awakened. And this is only a part of the evil. Far worse — to say nothing' of the moral effect of constantly working to beat others — is the excitement and general strain on the system induced by the attitude of competition. And all this is inflicted upon the clever boys, whose temperament is on the whole more than commonly sensitive and their brain more excitable, and who therefore have the strongest claim to be spared all unnecessary pressure, and to be allowed a normal and natural growth. The system has been fostered, no doubt, by the habit of what may be called "boy-grabbing," induced by competition among the schools. Every school wants to get more clever boys than every other school. If it be said that the evil is a necessary one, it may be replied that the nation has done very well without it before, and may very well do without it again. 2. Competitive examination and school instruction. I speak here THE SACKIFICE OF EDUCATION TO EXAMINATION. 93 from a very limited experience. But from what I have observed I believe that the anxiety among school-masters and school-mistresses to make a show in the University examination lists, whether in the local examinations or in the examinations for college scholarships, has often a bad effect in narrowing the sphere of teaching, and cramping the independence of the teacher. I have been told on good authority that this is certainly the case in girls' schools. With regard to boys, I know that in some cases the habit has grown up of teaching from examination papers, though to what extent it pre- vails I cannot say. It is probably more prevalent in private tuition than in school instruction. All I am concerned to note is the existence of what seems to me a radically vicious method. The object of classical education at school, say up to the age of eighteen or nineteen, is, I suppose, to give a boy an intelligent knowledge and appreciation of some of the greatest works in Greek and Latin literature. It is clear that with this end he should be encouraged to read as much as possible for himself. He should, when he comes up to the University, have read (say) through Homer and VirgU,. and a fair amount of the great orators, poets, and historians. If to this he can add a sound knowledge of syntax and a fair facility in writing Greek and Latin, he has done all that can be expected of him. But it is not too much to expect, if his masters direct his studies with the single aim of training his mind, not with the view of drilling him in examination fence. All that is wanted is con- tinuous reading and writing, and a few systematic lectures in the more advanced parts of the syntax. The fear of examinations has, however, encouraged a system of setting for translation past exami- nation papers containing isolated bits of Greek and Latin ; a pro- ceeding not without value as an occasional exercise, but very imwholesome, if it tends, as I believe it does, to drive out, and destroy belief in, the habit of continuous reading. Again, I believe a habit has grown up, whether among masters at schools I am not sure, but certainly among private tutors, of teaching points of syntax and antiquities from papers of questions set in past scholarship examinations, rather than by a coherent treatment of the subjects. This method is bad, as encouraging disjointed cram, and effectually destroying any natural interest that a boy might have in the matter in question. It would, perhaps, not be a bad thing if college tutors would cease to set papers of so called " critical questions " in their scholarship examinations. This would leave the masters of schools 94 THE SACMFICE Or EDUCATION TO EXAMINATION. free to teach syntax, antiquities, history, nay even the elements of comparative philology, in a coherent and natural manner. 3. Competitive examinations and University/ instruction. My experience is limited to Oxford, and in Oxford to the first and least valuable part of the classical course. Generally speaking, from what I know of the average opinion and practice among the students and the teaching body, 1 should say that the examinations, with rare exceptions, completely dominate the studies of the undergraduate. I cannot illustrate the prevailing sentiment better than by the following scraps of dialogue, which I can vouch for as authentic. Tutor : " I see Mr. B. is examining. He is sure to set a ques- tion on the manuscripts of Sophocles. Here is a m,emoria technica for you ; take it home and learn it. But stay ; — when you have learned it, I woiild advise you to learn it backwards, and answer the question in the reverse order of the memoria technica, lest they should suspect you of having crammed the answer." Professor to Undergraduate : " You know Professor A., I think ?" U. : " Yes." P. : " I suppose you find his lectures very good ? " U. : " Oh, certainly ; admirable ; but " P. : " But then ? " U. : " Well — I hardly know — ^but the fact is they are too interesting." P. : " Too interesting ! A rare defect I should imagine." U. : " "Well, you see, I think the point of a lecture is that it should give you exactly what you want for your examination. You write it all down, and then go back to your room and get it up, and you are quite safe. Professor A. is rather fond of digressing from the point." Undergraduate to Tutor : " Did you take in Juvenal for Modera- tions, sir?" r. : "Yes, certainly." U. : " !— in that case I should like to ask you a question in it." Undergraduate to Professor : " Can you tell me, sir, what style of Latin Prose pays best in examination ?" The " pecuniary value of a first class " is now quite a common expression, which I have heard, and even within the august walls of Convocation House. The fact is, that we have to deal with a state of opinion which insists on regarding knowledge merely as a means towards getting on in life; and it is perhaps futile to suppose that any change of existing arrangements will do anything to alter it. The demon of cram will always dog the steps of the pilgrims who journey to the shrine of knowledge. If, however, any practical suggestions are of avail, I would offer the following. Most of our THE SACRIFICE OF EDUCATION TO EXAMIXAIION. 95 honoui- examinations might, I think, be shortened with advantage. As far as classics are concerned, I think that a three years' course of study, terminated by a sound general examination in the master- pieces of classical poetry, oratory, history, and philosophy would be better than the present system of a four years' course with two long examinations. The first public examination ("Moderations"), which takes place at the end of the fifth term, is really a school- boyish affair. Its matter is, primarily, the classical poets and orators ; the historians and philosophers are left to be studied after- wards. This separation of classical reading into two parts seems to me of doubtful value. The sound and natural method of reading the classics is the historical method. Thucydides should be studied and lectured upon side by side with Euripides and Aristophanes, Cicero with Lucretius, Livy with Horace and Virgil, Tacitus with Juvenal and Martial. I know not whether I should add Isocrates and Demosthenes with Plato and Aristotle. Style and matter should not be separated by statute. An improvement in the examinations would not, of course, exorcise the spirit of cram, but it might render it less dangerous. III. Competitive Examinations as an incentive to steady in- dustry. — I suppose it may be taken for granted that during the last thirty years an improvement has taken place at Oxford among the undergraduates in the matter of industry and observance of dis- cipline. Many high authorities here attribute this advance almost entirely to the development of the examination system. I am cer- tainly in no way entitled to contradict this conclusion, but I think it may be worth while to ask whether the improvement may not be partly due to three other main causes : 1, the extension of the field of study, which now includes much besides classics and mathe- matics ; 2, the general softening of manners throughout English society ; 3, the increasing difficulty of getting on in life without a certain amount of steady work. PEOFESSOR T. E. HOLLAND, D.C.L., All Souls, Oxfoed. I have no doubt that our highly organised system of examina- tions places great difficulties in the way of efficient teaching and of disinterested study. It is also likely enough, though not, I think, proved, that competitive examinations, in the case at any rate of girls and young boys, may produce physical evils. The whole 96 THE SACBIFICE OF EDUCATION TO EXAMINATION. subject appears, therefore, to call for careful enquiry, and the enquiry should extend to methods and results in other countries. It should be directed to the working of examinations, and to the feasibility of finding substitutes for examinations, for the following purposes : 1. Providing qualifjang tests of competence for the exercise of certain professions. 2. Encouraging the attainment of exceptional knowledge of various kinds in early life. 3. Providing upward careers for persons of humble means but of promising ability. 4. Selection of persons no longer in statu pupillari, whom it is desirable to encourage to devote themselves to learned research, or whose access to the professions it may be expedient to facilitate. 5. Manning the Government services. The problems to be solved are complex, and must be attacked in detail. It ought to be possible to ascertain the physical efEects of competitive examinations, and it would certainly be possible to diminish the number of examinations to be passed by any given individual. I believe that a high qualifying standard might be advantageously substituted in many cases for an honours class list at the Universities. *MR. J. ROBINSON, Ceicklewood. ^•^fljis system, if longer persisted in, will be almost the ruin of oyr^ymmg men and women of the day — physically certainly, socially and morally possibly. Unfortunately it is too true that many such enter for scholarships, &c., much as they would enter themselves for a foot race, i.e., to win something, but what benefit that result may have on their future advancement and welfare they think Httle and care less. "What matters it for the moment to them so long as they are permitted to Cram, Cram, Cram, and endeavour to acquire in a brief space of time what their forefathers frequently did not accom- plish in a lifetime. WiU they be better men or women for that? *MISS A. J. COOPER. I do not think that we should endeavour to get rid of examina- tions even as outside tests. I believe that they may be so subordi- THE SACEIFICE Or EDUCATION TO EXAMINATION. 97 nated in a school systeta ttat they are the servants, not the masters of the teachers. Some of the suggestions made concerning substitutes for examinations are, in my opinion, not good from the educational point of view. There is one point on which the memorial is silent, which is, I think, of importance, especially with regard to my own special work. It is that the present system of examinations and scholarships brings to the front and makes much of individuals who have sufficient brain power to get learning without much capacity for real culture. A girl of this kind gets through her school course with honours, goes to the University, whence she proceeds to the work of teaching. This is the last person one really needs for the proper education of girls, and I consider that the increase of such uncultured scholars is greatly to be deplored. *MRS. STURGE. I do not sign as the holder of any public appointment, but as the mother of a large family, several of whom have passed through the Universities of Oxford, Cambridge, and London, have taken the degrees of M. A. Oxford, M.D. London, and passed the Moral Science Tripos at Cambridge ; as regards this last, my daughter cannot re- ceive the actual degree. All these candidates suffered more or less from the severity of the work and the examinations. Another son at Cirencester Agricultural College took every distinction possible, but so suffered in health that he never recovered, and died at the age of 26. I have at present a daughter who is pursuing the study and undergoing the examinations for the M.D. of London. I, therefore, think that I am well qualified to judge of the moral and physical effect of examinations as now practised. * R. N. MACDONALD, M.D. Having myself been permanently injured by overwork many years ago, I have always taken the deepest interest in educational matters, and in what is very properly termed "the sacrifice of education to examinations." It must not be supposed, however, that this system is confined entirely to those young men who compete for the public services. It is rife at Universities, colleges, and most public schools, not to 98 THE SACBIFICE OF EDUCATION TO EXAMINATION. mention the dreadful havoc that has been worked amongst delicate children, especially since the passing of the Educational Acts. In order to begin at the beginning I shall take the latter first. The grave dangers which attend upon schooling, pushing, and cram- ming in early life are that owing to ignorance on the part of the pupil and teacher in regard to hereditary influences, diseases actually acquired, or the sequete of the exanthemata, permanent damage is often done, and fatal results frequently follow attendance at school and the subsequent worry of learning lessons at home. This is especially dangerous when there is any hereditary tendency to tuberculosis, or consumption, which is so common to many families, as very little over-excitement, fever, raps on the head, etc., may induce tubercular meningitis, from which there is no recovery. I have frequently had to interfere in cases of this nature. The moment a child begins to rave about its lessons in its sleep, it is time to stop, as the mind is over-anxious and worried, and the fear of meeting the teacher on the following morning adds terror to the excited infantile mind. Those, who are anxious and willing, are also in danger, as their delicate organisms are easily upset and the processes of digestion and nutrition, — so indispensable to growing youth, — interfered with ; indeed, where ever the seeds of actual disease exist, they only too surely yield fruit. Many and many are the lives of innocent and helpless children thus sacrificed annually to the folly, stupidity, and ignorance of parents, school boards, and teachers. A very intelligent teacher of great experience to whom I lately applied for an opinion writes me as follows : " It is pitiable to see these poor creatures (the children) cramming and being crammed for those wretched annual examina- tions." Could anything be more self-condemning than that ? In the case of young persons and adults the danger is almost as great. Prolonged study and confinement, when life is at its brightest, are in themselves unnatural and baneful, for when youth is deprived to a great extent of exercise and freedom the vital functions become less active, and, as a natural sequence, the brain becomes more torpid and less capable of retaining the pabulum supplied, digestion and nutrition are interfered with, the brain power diminishes, and when the excitement is prolonged, it is bound to produce more or less anaemia of the brain, from which the student is fortunate if he escapes without some permanent strain being left behind which tells upon him in after life. Cramming, moreover, takes all origin- THE SACKiriCE OP EDUCATION TO EXAMINATION. 99 ality out of one, and failures engender loss of confidence, and too often recourse to the doubtful expedient of the bottle ! Cramming has never yet done any one any good. On the con- trary, it has done a great deal of mischief by tending, -svith very few exceptions, to diminish self-reliance and resource, thereby inducing one to lean almost entirely upon book learning in preference to original thought and research ; indeed many students it has injured for the remainder of their lives. All candidates for the public services arc bound to cram, and they can't be prevented from doing so, and, moreover, they are quite justified in doing so, as the examiner's object is to ascertain what they do not know, rather than what they do know, and when success at an examination is prefered to health, it is inevitable that if A does not cram B will. But the moral of the whole question is this : Have the pubHc services been improved and strengthened, and have they always got the best men? I don't believe either the one or the other. They have not as yet turned out either a Clive or a Wellington, and are not likely to do so. Some other tests, therefore, must be applied in order to obtain the great desideratum of " Mens sana in corpore sano." *The iate HON. GUY DAWNAY. I am very glad to see that you are calling attention to one of the growing evils of the age, in the " Sacrifice of Education to Examination." It may be difficult to see a remedy, or to suggest an alternative plan which would not itself be liable to abuse, but the evils of the existing system are manifest and crying, and it is high time that they should be pointed out, and a protest entered against them. Our present educational system has resulted in the most complete confusion of means and end, and has made what was only intended to be a means to an end to be itself the one great end and object. The examination, which was only intended to be a means of testing education, has become perverted into being itself the aim and object of education. It is exactly as if in the manu- facture of big guns we were to be content with firing out of them some one enormous test charge without actually bursting them on the spot, and were then to let them pass into the service, regardless of the fact that the excessive test charge had over-strained the metal, and ruined the gun for any future real service. 100 THE SACKinCE OF EDUCATION TO EXAMINATION. The proper object of an examination should be to show in the case of qualifying examination the good men, in case of competitive examination the best men, with a view to utilizing subsequently the good qualities they have shown ; to show not only a candidate'^s power of preception and memory, and his past industry in acquiring a knowledge of facts and formulas, but as far as possible to guage his ability to apply the knowledge he has acquired. Our present hothouse forcing system may be successful as a test of industry and a measure of " cram," but it as lamentably fails to show the reaUy best men for the subsequent work of life, as hothouse growth and a prize at a horticultural show would fail to prove that a tropical palm tree would stand the rigour of an English winter. The best horse is not after all the one that wins the race and breaks down in the act of winning, but the horse that though defeated passes the post still full of running. Unluckily too many of those who are concerned in the management of education are in the position of an owner or trainer with a big stake on his horse ; and in such a case the owner or trainer might perhaps prefer that his horse should pass the post first, even at the cost of its breaking down in doing so. I have owned to a fear that it will be found much easier to criticize the present system than to invent a better one — free alike from the evils of patronage on the one hand and of " cram" on the other — but I would at least suggest, if the competitive examination system be continued, that some efforts should be made to take into account the corpus sanum as well as the mens sana. The best men for future work will be those who can pass the best examination with greatest ease to themselves — who pass the post still full of running — whose mental muscles have been trained without detriment to their physical powers. For some competitive examinations, as for instance for the Army and Navy, there is also a previous qualifying medical examination. I would suggest that, wherever possible, actual marks should be given to any proved physical excellence. By " proved physical excellence " I mean excellence that had either already attained some public notoriety, such as would attach to a place in a " 'Varsity Eight," or in the cricket elevens or football elevens of any of our great public schools and Universities — or to the winner of any of the great annual athletic events, running, jumping, boxing, etc., or excellence that could be proved by practical trial during the general course of examination, as could be done in case of gymnastics, boxing, singlestick, etc. There are only, of THE SACEIFICE OF EBTJCATION TO EXAMINATION. 101 course, a few examinations in whicli public school or University performers are likely to compete, but the last mentioned form of practical physical competition might find a place in every general examination in the kingdom, and would at least form an amusing and healthy interlude amidst the weary hours of paper work. I am quite aware that there may be many initial difficulties in the way of carrying out such a scheme, and that there may be many objections raised to such an idea. It will be said that physical prowess is already sufficiently encouraged in our schools and colleges. I contend that it should not only be encouraged indirectly, but that it should be directly recognised, as long, that is, as we stick to a system which at least pretends to ensure as far as possible by exami- nation the selection and employment of the best members of the youth of the nation. I believe that under some such system as I suggest, " cram " would count less, and general ability more ; that at least to some small extent it would assist a better, a healthier, and a more generally capable class of men to win their way into the public service ; and that to that extent it would tend to lessen the private evils of a system which makes education a means, and examination the goal, and which fails more and more to recognise that education is the life long object, and examination a mere in- strument to guage the progress made towards its attainment. * PKOFESSOR CYRIL RANSOME. The evil of appraising intellectual merit solely by its power of manifesting itself in examination results is so many sided, that it is difficult to give due prominence to all the directions in which the intellectual and moral fibre of the nation is being injured by its action. The points, however, which strike me as cardinal, and to which the other injurious influences converge, are the following. 1. The moral degradation of substituting the ignoble desire to beat some one else, for the noble aim of making the best of the talents which have been allotted to one's share. 2. The intellectual harm which must follow the regulation of the studies of the nation not by what is best worth knowing but by what can most readily be submitted to the test of examination. As a special instance of this I would mention the degradation of the study of Shakespeare and Burke and other great masters of English literature, by making them a mere vehicle for stringing together obsolete and out-of-the-way expressions. As an example of this 102 THE SACEIFICE OF EDrCATION TO EXAMINATION. I desire nothing better than the pass questions set last summer in the Higher Local Examination of the University of Cambridge on Shakespeare's Richard II. and Burke's French Revolution. "Richard II. " I. Comment briefly on the expressions italicised in the follow- ing, explaining the grammatical construction, where it is noticeable. 1. Our souls . . banish'd this frail MjowZcAre 0/ owr_/?esA. 2. Like perspectives, which rightly gazed upon. Shew nothing but confusion. 3. That power I have discharge ; and let them go To ear the land, that hath some hope to grow. 4. His eye . . . lightens forth controlling majesty. 5. / could sing, would weeping do me good. 6. Ah, thou, the model where old Troy did stand. 1. Who are the violets now. That strew the green lap of the new-come Spring ? 8. Who, sitting in the stocks, refuge their shame. That many have, and others must sit there. "Who are the speakers here ? " II. ' I have been studying how I may compare,' etc. Give an abstract of this speech sufficient to show its purpose and character, and the connection of its parts. " Burke's French Revolution. " I. Explain briefly the following phrases as used by Burke : relax the nerves — Babylonian pulpits — Theban and Thracian orgies — our minds are purified by terror and pity — the Euripus of funds and actions — this sort of discourse does well enough with a lamp- post for its second. " II. Explain briefly : 1. If the Parliaments had been preserved, . . . they might have served in this new commonwealth . . . near the same purposes as the court and Senate of Areopagus did at Athens. 2. Mais si maladia, opinatria, non vult se garire ; quid illi facere ? assignare ; postea assignare ; ensuita assignare. " III. Put clearly the sense of the following sentences, and point out the faults in them as they stand : 1. It is better that the whole should be imperfectly answered than that while some parts are provided for with great exactness, others might be totally neglected. THE SACBIFICE OP EDUCATION TO EXAMINATIOK. 103 2. They are not under a false show of liberty but in truth to exercise an unnatural inverted dominion tyrannically to exact from those who officiate in the state not an entire devotion to their interests which is their right but an abject submission to their occasional will." Such is the mere verbal criticism which does duty with the University of Cambridge for a knowledge of the works of our greatest authors, and such is the result of habitually conforming the pursuit of knowledge to the requirements of examinations. 3. The injury done to the public service by a system of selec- tion, which, in defiance of daily experience, is based on the assumption that ability to pass examinations in book-subjects is synonymous with a capacity to fulfil any function in life, and that inability to do so is an incontrovertible proof of intellectual and practical worth- lessness. In conclusion I may perhaps venture to point out that the evil of examinations is immensely increased by their multiplication. In the hands of good examiners the evils, though not extinguished, are at a minimum. But the qualities which make a good examiner are rare, and consequently, the multiplication of examinations must result in the placing of a great deal of the work in hands which are incapable of even making the best of a bad system. Pkop. CUNNINGHAM, Makine Bioiogical Asso., Plymouth. I have read the Protest you sent me against the examination system, and am sorry to say I cannot sign it. I am convinced that the charges against the examination system are grossly exaggerated. The idea of reform implied in your Protest has, it seems to me, the radical defect attributed by Matthew Arnold to aU middle-class effort in England : it is merely a reform of machinery, it implies the faith that if only the machinery were perfect all would be well.* But what really wants improving is human nature. It is the abuse of the examination system, not its essential character, which is re- sponsible for evil consequences. * The signatories would probably prefer to state their case by saying that, given an imperfect human nature, the present machinery helps to develop some of the most serious of such imperfections. — A. H. 104 THE SACKinCE OF EDUCATION TO EXAMINATION. As I have lived on scholarships and a fellowship to a great extent since I was seventeen years old, you will understand that I am not likely to be hostile to the system which enables a number of men who have insufficient means of their own, to devote their time to unremunerative research. With reference to the " Protest against " the great endowments of schools and Universities being applied as " money rewards for learning either in the form of scholarships or " fellowships, when they might be applied towards increasing the "teaching power, etc," I might say a great deal, but have only space and time for a little. I would say first that as a rule in my experience scholarships and fellowships are not rewards for learning, but are endowments given to poor men on which they live, while they are pursuing their studies or prosecuting research. If you were to take the revenues now paid to Fellows, would you increase the teaching power by maintaining one Professor at the price of three or four Fellows ? Even supposing the Professor were not superannuated and obstructive there would be no gain of teaching power, for at the present moment the majority of Fellows are engaged in teaching at their own University or elsewhere. In my own case the supply of teachers of my subjects at Oxford was so large that although I several times applied for work I could get none. As for scholarships, if they were abolished, the best students of Oxford and Cambridge would be removed, and the teachers sub- stituted for them would either have no pupils or would have to go elsewhere to find them. The danger with regard to scholarships and fellowships is not that they are given according to the results of an examination, but that they may sometimes be given from private partiality, by cabalistic arrangements ; that the examination system maybe used as a pretence by influential and distinguished wirepullers. With regard to Civil Service Examinations, I so far agree with your Protest that I think the present system has defects ; not because the clerks or other officers are chosen by examination, but because the examination often has no proper relation to the duties the selected candidates are required to perform. But the present system is better than giving a man a post because he is connected with some one who has influence in government or departmental circles. As for over -pressure, when it exists it is the fault of bad teachers and unwise parents, not of the examination system ; although I grant that payment of teachers in proportion to the success of their pupils is pernicious. THE SACarPICE OF EDtrCATION TO EXAMINATION. 105 *MR. A. SONNENSCHEIN. I would call attention to the following points : — (o.) A good teacher must be wisely discursive ; payment by results and external examinations punish every departure from the narrow line prescribed by the purpose in view ; thus teaching becomes meagre, dry, and is deprived of all the warmth engendered by the teacher's spontaneity, which is now sternly repressed. {b.) Not only is the teacher's spontaneity held in check, but he is deprived of freedom in choice of subjects, books, sequence, and correlation of studies. (c.) Payment by results leads to the neglect of the better pupils in favour of the dullards ; and even these are merely drilled (as Diesterweg expresses it "■ abfferichtei") and not taught, still less trained. The loss caused to the nation by the neglect of the talented children is probably the worst of the numerous evils en- tailed by our perverted system. {d.) All great authorities on education (^e.ff. Herbert Spencer) demand that teaching be historical, i.e. inductive ; this is admittedly as profitable to the pupil as it is improfitable to the examinee. Polonius well crammed with rules, maxims and apophthegms would l)eat any Hamlet in the examination room. (e.) In secondary schools (higher elementary education) ex- aminations compel the teacher to deal in " straight tips," " short cuts," and other more or less dishonest artifices, and tempt him to base the reputation of his school on the few successful examinees to the neglect of the bulk of the remaining children. The exact reverse of the procedure in the elementary schools. {/.) For many years England's highest intelligences have pro- tested against the abuse of examinations. F. D. Maurice spoke of the ruined minds and bodies of our young people, and Professor de Morgan forty years ago showed in the plainest language what the results of examinations must be. The fountain-heads of these ills are two : 1. We confuse two functions, which are wholly different and distinct, viz. : Inspection and Examination. The Inspector deals with processes for which the teacher is answerable ; the Examiner with results for which the pupil is answerable. 2. Lord Sherbrooke (Mr. Robert Lowe) wanted to eliminate trust and confidence from our whole scheme of National Education. In all human relationships, even in commerce, which is avowedly 106 THE SACEIFICE Or EDUCATION TO EXAMINATION. self-seeking, trust must be exercised ; commerce is based on a vast system of credit ; tbe endeavour to eliminate confidence from our educational system has been only too successful ; it has lowered the tone of education and the moral character of our elementary teachers. All who remember what our elementary schools and teachers were before the introduction of Robert Lowe's Revised Code lament the deterioration in quality that has ensued. To every one of these allegations I can furnish ample illustrations. Remedies. — 1. No one proposes to do away with examinations altogether ; a traveller might as well never stop to look back over the road he has travelled ; a thinker might as well never endeavour to summarise and generalise the conclusions he has arrived at. Indeed examinations are indispensable, if merely to determine at the end of the year whether or not a pupil ought to be promoted to a higher class. But they must be conducted by the teacher him- self under the supervision and with the co-operation of some duly constituted authoi'ity. 2. The teacher's interest must be rendered wholly independent of examination-results, and then his own promptings will naturally be towards greater severity. It is found as a rule that the assessors have to moderate the teacher's claims, because he obviously is anxious to exhibit the highest flights that his pupils ought to be able to attain ; and he, of all men is best able to do so, because he is intimately acquainted with their limited field of knowledge, whilst the outside examiner is most likely to light upon their un- limited all-encircling field of ignorance. If the teacher's direct or indirect pecuniary interest is kept clear of examinations, his pro- fessional interest will cause him to lean to rigour, because he is anxious to give to his certificate the highest moral value ; again his colleague in the class immediately above him would resent his pitch- forking into the higher class a pupil inadequately prepared. In the leaving examination f '■^ Abiturienten-prufung " J a considerable amount of maturity, of dominance of the different fields of study, of skill in manipulation, based on experience, may be expected, and therefore in this particular examination a larger share may be allotted to the external examiners. 3. The Government subsidy should be awarded to the school according to its needs as ascertained by a rigorous scrutiny of accounts. If the Department were to fix a certain proportion of the expenditure to be raised by School Boards out of the rates and THE SACRIFICE OF EDUCATION TO EXAMINATION. 107 by Voluntary Schools from subscriptions, economy would be assured and the whole dispute between Voluntary and Board Schools would collapse. The Department would insist on the one indispensable condition : high-class teaching on the best methods. 4. Of course this entails the necessity of keeping inspection distinct from examination and of employing inspectors, who have given proof that they are real educationalists ; no one will assert that this holds of all our present inspectors. 5. For the yearly examinations held by the teacher special examination commissioners must be appointed. 6. All visits by inspectors must be unannounced and made only for the purpose of testing and sanctioning methods. (Of course the inspector also looks to cleanliness, discipline, tone of school, etc., as is done now with everybody's approval.) 7. For the stimulus of grant-earning there should be sub- stituted, (a) good reports on methods, etc., by inspectors ; (5) pro- motion to ever higher and higher posts up to principalship of a training college and to the different grades of inspectorship ; (t) Per contra punishment for failure, removal, or dismissal. On the appointment of civil servants, Holland would, I believe, furnish a good precedent. When a vacancy occurs. Government asks the Professors of Universities to recommend suitable men. Of the several men thus nominated the past career is looked into and selection is made. This is certainly preferable to our scramble by crammed men. To this rudis indigestaqtce moles I could have added many more details and illustrations, but I was afraid to weary you, and forbore. *REV. M. KAUFMANN. I enclose a letter by Privy Councillor Dr. Hans von Scheel, a well known Publicist and Economist in Germany, and a member of the Statistical Office in Berlin. Of competitive examinations in the English sense of the word, there are none in the 26 states of Germany, no one being so examined for any particular post. There are qualifying examinations which refer to given categories of posts, for which the successful examinee is eligible as they become vacant. But other considerations, besides passing, determine which of the successful aspirants is elected ; e.g. in Law, after passing the necessary examination, a young man serves, as a rule, without stipend under some one else. He then acts as a deputy or locum 108 THE SACKII'ICE OP EDUCATION TO EXAMINATION. tenens for certain money considerations, filling up a gap, and finally may among otters become a candidate for a judgeship, but his having passed a good examination is by no means the only qualifying cause for promotion. All sorts of reasons determine promotion, such as, age, general fitness and adaptability to local circumstances. The only case, he eays, when competition in the English sense prevails, is in the appointment of ministers of religion, who are allowed to preach trial sermons, and those who are liked best by the local board or vestry are appointed by Government, all having passed the qualifying examination for the clerical office. But even here other circumstances are taken into consideration. " As for the idea of filling up offices in the State by means of competitive examinations," concludes my correspondent, " it seems to me so far fetched that I cannot imagine how such a proceeding could work in an intelligible manner." This from a high officer. of State, a former Professor of Political Economy, and a writer of eminence in Germany. DR. ASCHROTT. Obtained by Mr. C. S. Loch, of the Charity Organization Society. The nature of all examinations for appointing to official positions in Germany is of a qualifying character, i.e., the exami- nations have in view the one object of ascertaining that the candidate has reached a certain standard of learning. After having passed the examination, the candidate receives a certificate stating the amount of his knowledge as proved by the examination ; there are as a rule three degrees : excellent, good, fair. He then enters the service on probation. Generally only the minimum time of the probation is fixed by the rules, and the actual time may be much longer, if either there is no vacancy to be filled up, or the candidate does not receive the certificate of practical efficiency from the President of the school, board, or institution where he is admitted on probation. If there are, e.g., five places to be given away, and twenty candidates for these places, who have all successfully finished their time of probation, the head of the department in making the appointment will take into con- sideration : (a) the degree that the candidate has received at the examination ; {b) the certificate of the President of the school, board, or institution where the candidate has been on probation, and which must give a full account of his practical ability and THE SACRIFICE OF EDUCATIOK TO EXAMINATION. 109 fitness. (It may be that according to tMs certificate a candidate may be well fitted for a position in a small town, but may not be the right man for a position in a city like Berlin.) If there are several candidates of the same fitness for one place that has to be given away, the candidate wiU be selected who has been in the service the longest time. I think I may state that the general opinion is that this system has worked well. There are sometimes complaints that there has been patronage with regard to an appointment, but I do not believe that, as a rule, there is much foundation for such complaints. With regard to teachers, they have to serve a certain time on probation without any salary. During this time they attend the lessons given by the President of the school, and they them- selves give instruction in the presence of the President, so that the latter is enabled to certify their ability in teaching. There are afterwards no special examinations held for the purpose of testing the work of the teachers ; the viva voce examinations, that are held publicly yearly or half-yearly in the schools, are only to show the parents how far the pupils have profited by the instruction. But there is a supervision of the work of the teachers in two ways : (a) the President of the school and one of the School Inspectors are periodically present at the lessons given by the different teachers in order to ascertain their method and efficiency in teaching ; (5) each school publishes yearly notes of the courses given by the respective teachers during the year. A student has only to pass an examination at the end of his University time if he desires to obtain a degree. There are no other compulsory examinations at the Universities. In order to induce students to work industriously, the University gives yearly some prize-tasks, and the student who has sent in the best essay will receive a money reward. As a rule very few students compete for these prizes. *DK. ALFRED SENIER. Teaching in this country is undoubtedly to a very large extent the slave of examination, whereas the two ought to be co-ordinate. Moreover, with regard to examination, a distinction ought to be made between those elements of an education which a mere examiner can fairly estimate, and those which can only be perceived by a teacher. Natural Science, for instance, is not a something com- 110 THE SACEIFICE OF EDUCATION TO EXAMINATION. pleted and sharply defined, and a real acquaintance >vitli it cannot be tested by a few questions and answers ; — ^po, it is always growing and has a frontier in all directions necessarily indefinite and obscure. In this borderland between the known and the unknown lie the points of greatest interest to the scientific enquirer, and some appreciation of it is essential to any true conception of science. Only the teacher who in the laboratory has felt his own enthusiasm reciprocated by his pupil can feel and estimate this. During a recent sojourn of three years at the chief Prussian University, 1 have had opportunities of observing the system which has achieved so much success there. If not perhaps in all respects adapted to our own requirements, it indicates, in my opinion, the direction in which we ought to move. As is pretty well known, the main features of the system of University education to which I refer, are — a thorough training by very carefully selected teachers, vrhich is seldom supplemented by private instruction, and a testing or examination of the students by the teachers themselves, or the chief amongst them, i.e., the ordinary professors. This examination consists in the general supervision of an original enquiry, lasting often many months, and in passing judgment on the results, pub- lished together with a discussion of their theoretical bearings, and also in a viva voce questioning. Second Letter. So far as my observation extends, there are no important drawbacks to the Prussian system, by which the principal teachers in the Universities conduct the test examinations of the students whom they have themselves directly or indirectly instructed. The difficulty of favoritism is reduced to narrow limits by the great experience of the teachers who examine, and their desire, by sending out highly trained graduates, as well as by their own work, to add to the renown of the chair with which they are associated. But while this system seems so perfectly adapted to the requirements of Universities and large educational insti- tutions well before the public, it may very probably require modification before it could be applied to the case of smaller schools or colleges of a less public nature, and where the same quality of teachers could not be expected. In these instances perhaps the examiner or examining-teacher might be made re- sponsible for the quality of the teaching in several such institutions which would be under his supervision. THE SACKIFICE OF EDTJCATION TO EXAlIIJf AIION. Ill FREE TRANSLATION OF LETTER from DR. A. SCHAFFLE f Ex-Minister of Finance in Austria, Sfc.J^ received through the Rev. M. Kaufmann. In Wiirtemberg and in Austria, so far as I am acquainted ■with tte latter country, " qualifying competition " prevails alike in the Civil Service, in the Educational Department, and even in Church appointments. The lower posts in the Civil Service are almost exclusively bestowed on discharged soldiers who in time of service obtained a good character. It is a rare exception that any one is appointed to the ofl&ces of the State without pre- viously having passed a public examination after a course of three years' study. Further advancement depends on a certificate of qualification depending on the manner of passing these public examinations. In Wiirtemberg there are three classes or grades ■with sub-classes, e.g., la, lb, Ila, lib, Ilia, Illb, into which the successful candidates are divided. The lowest of these must have been passed at least, and those persons qualifying for the higher mini- sterial and collegiate appointments must have passed the higher classes la — lib. But the certificate of having passed is only the groundwork for promotion. To have given some proof of practical competency in service is of considerable importance, so that the highest offices may be filled by men so qualified, though they have only passed in a lower grade, e.g.. Class II., in Wiirtemberg. It depends on the decision of the Authorities (Departments) and the opinion of appointing collegiate bodies, or commissions, or the Minister himself in the case of middle or higher posts of adminis- tration. When the candidates are equal in other respects, age decides the choice. The two pillars on which the whole system of appointments rests are : the regulations for the examination, and the judgment of the collegiate bodies appointed for the purpose of proposing the most suitable candidate. As far as the examinations are concerned, the arrangements in Wiirtemberg, perhaps the most perfect in all Germany, are as foUows : The examinations are divided into two parts, with, as a rule, a year or two between them, after which, according to proficiency or seniority, appointments are made. A period of practical but unpaid service intervenes between the first and second, which gives time to the aspirants to prove their efficiency and zeal, and the result of this period of probation, on which the 112 THE SACEIFICE OP EDrCATION TO EXAMINATION. superiors report, together with the result of the second or final examination, has most weight. In the previous examination the theoretical or scientific competency of the candidates is tested, in the latter their practical adaptability Practical " cases " are put before the examinee, and on the manner he acquits himself in dealing with them his capacity for " practical administration " is estimated. In both, the examination is by means of written papers and oral work before the College of Examiners ; men of theory, scientific specialists, headed by a Government Commissioner, — appointed to read the papers, — and scientifically trained members of the respective services examine in the second examination. The results are then given according to the grade obtained, but modified by the general impression produced by the candidate on those who have to judge of his proficiency. ****** As the result of experience in some thirty examinations of this kind, I believe I may say that not one out of some hundreds of examinees was unjustly dealt with, nor that a single certificate was made out by the authorities which was not exactly in con- formity with the facts. *YVES GUYOT. La protestation est juste : si elle est juste en Angleterre, k plus forte raison Test elle en France, oOl nous sommes tous des petits Mandarins, qui n'avons la permission de devenir quelquechose qu' apres avoir ete broyes par un tas de laminoirs, qu' on appelle des examens et des concours, et tout est demande k la memoire, rien au jugement ; oil le mieux note est celui qui a le mieux retenu la logon du maitre et n'a jamais pense pour lui-meme. EXAMINATIONS IN FRANCE. fTMs statement has been kindly obtained through a friend). In the principal public ofiices of the French Government admission to the public service is by competitive examination. The regulations differ in the different Ministries, but the general system is the same throughout. The competition is limited to French citizens, of the prescribed age (in most Departments between 20 and 30), who have passed through the regular course of study in a French University or Public School. In proof of their competency THE SACRIFICE OF EDUCATION TO EXAMINATION. 113 in this respect candidates must produce a diploma or other certificate showing that they have obtained the Degree of Licencie en Droit, or Baehelier is sciences or is lettres, or the Degree conferred by the Ecole des Chartes (a college connected with the National Archives), or that they have successful passed the final examination in one of the following public schools: — ^Ecole Normale Superieure, Ecole Polytechnique, Ecole Nationale des Mines, Ecole Nationale des Fonts et Chaussees, Ecole Nationale des Arts et Manufactures, Ecole Forestiere, Ecole Speciale Militaire, Ecole Navale, Ecole des Sciences Folitiques, Ecole des Hautes Etudes Commerciales, or any superior Commercial College recognized by the Government or by the National Agricultural Institute. The Hst of Schools and Colleges varies slightly according to the Department of the Government in which service is sought. Candidates must also have performed their military service at the time they present themselves. The Minister of the Department for which the examination is to be held draws up a list of candidates fulfilling the required conditions. Absolute power is reserved to him to exclude political opponents, but this power, which is pretty severely exercised in the Ministry of the Interior, is seldom employed in the Ministry for Foreign Affairs and in the other Departments of the Government. In the Ministries of the Interior and of Marine and the Colonies, one-fourth and one-fifth respectively of the vacant places are filled up by the Minister at his own discretion and without any examination whatever. The Ministers are thus invested with ample power of eliminating objectionable candidates, and of dispensing patronage to their friends without a test of special competency. The number of places vacant in the Public Offices is published annually in the Journal Officiel some months before the competitive examinations are held. After examination the vacant places are filled up in the order of merit of the various candidates as shown by the results of the examiaation. It is held by the French authorities that the method sketched out above secures the required number of suitable candidates, who axe likely, in view of their success in accomplishing their school or university careers, to render good service to the State. It is claimed 114 THE SACEIFICE OF EDUCATION TO EXAMINATIOST. that this system avoids the evils of an unrestricted competition, without any condition of previous study, and that sufficient power is left to the authorities to exclude undesirable candidates, even if these have passed the required school or college tests. * MK. W. E. HALL, on the Belgian Civil Seevice. There are two classes of clerks, copyist and superior. Appoint- ments to both classes are made by nomination, checked by test ex- amination. Nomination to the copyist class is made by the heads of departments, that to the superior class by the Minister within whose province the office is. Promotion within the copyist class is made by the heads of departments upon the report of the immediate superiors of the clerks, available for promotion. Transfer from the copyist to the superior class may be, and occasionally in cases of exceptional merit, is made by the Minister on the recommendation of a head of department. Within the superior class, promotion is made by the Minister — as a matter of general practice, on the recommenda- tion of the heads of departments ; but he may, if he chooses, make any promotion that seems good to him. All promotions up to the grade of premier commis (the premier commis being about one in five of the total number of clerks) are accompanied by a test examination. None of the examinations either for entry or promotion are difficult, and their object is simply to establish that the candidate is capable of performing the particular duties attached to the grade which he seeks to enter ; they are special, and in no way aim at testing his genera] acquirements or his general intelligence. The hardest part of the most advanced examination consists in a paper on constitu- tional law and administrative law as affecting the office to which the clerk belongs, and of a draught circular or report upon some subject connected with the business of the office. Promotion from the grade of premier commis is made solely at the wiU of the Minister. It appears that this system gives sufficiently satisfactory results. The clerks are competent for their work, and promotions are generally made fairly, — the Belgian Civil Service being pervaded by a strong feeling of responsibility and honourable obligation. Nominations to the superior class are naturally obtained largely by political influence, and are given in the main to the relations of persons known to be supporters of the party in power ; but political considerations have not generally been allowed to affect promotions. THE SACEiriCE OF EDUCATION TO EXAMINATION. 115 When once a young man has entered an office, lie can only expect to rise more quickly than in due order of seniority by showing ex- ceptional merit. The chief evil under which the Belgian Civil Service suffers is that heads of departments are too reluctant to recommend that men should be passed over the heads of others, and that consequently promotions are made too much by seniority and too infrequently by merit. Railways, Mines, Fonts et CAawise'es.— Employes of the superior class in these departments are chosen from persons who have attended special courses of study, and there is an examination in the subjects so learnt, for entrance into the service. It is the invariable practice, but it is not an obligatory rule, to give appointments to the three who pass highest in the year, but further appointments are not necessarily made in the order of examination merit. Suppose, for example, that there were four vacancies, the fifth or sixth would not infrequently be taken instead of the fourth or fifth, upon the report of the professors as to conduct and general aptitude. Promotion is made upon the reports of the Departmental superiors. The results obtained in these departments are fully satisfactory. M. EMILE DE LAVELEYE. In Belgium as in France examinations for gaining official posts exist, but, except in the case of Government Engineers and of military cadets, preference is not necessarily given to those whose names stand highest on the list. To obtain a post in the Magistracy, a barrister's diploma is required ; in order to become an official in the Post Office, Railway, or Telegraph services, a trifling special examination is obligatory. With regard to the nomination of Elementary and Second Grade Teachers — such persons do qualify by means of an examina- tion, but the minister in whose hands the appointments rest, is not bound to nominate the winners of the highest marks. University lecturers are nominated by the minister, who may choose whomsoever he likes. The minister here is too often influenced in his choice by political considerations. For the most part advancement is not by examination. Seniority and Inspectors' reports are taken into consideration. In every department a Deputy's recommendation of a candidate has great weight, but in Belgium we have escaped the annoyance of being .bound down to any established system. T 2 116 THE SACKIFICE OV EDUCATION TO EXAMINATION. Our late King strongly objected to officials using their position as a means of influence, and owing to this the Governors of Provinces — the special representatives of the Government — are habitually- respected. In Primary and Secondary education, the children's interest in their work is secured by the passing of examinations year by year. ' Since with us the love of knowledge for knowledge's sake is little developed, I believe examinations to be indispensable. In Germany there is a law which prevents any official being replaced except by the decree of his peers in a specially appointed court. The office is an estate to its occupant. This I hold to be an excellent arrangement. ITie American system — victors in the matter of spoUs — run to death in Roumania and Bulgaria, I abhor. Observe how in certain Swiss cantons these different evils are avoided, but the cure is not to be found ready at hand. PROFESSOR A. BAIN, Abeedeen. I have been for many years both teacher and examiner, and I had, as a young student, to undergo the ordeal of the college examinations for class prizes, Scholarships, and the Degree, as practised in the Aberdeen University half a century ago. It so happened that, a little before my time in that University, the Degree Examination had been converted from a farce to a serious test of merit. The candidates had to undergo examination in seven subjects (Latin, Greek, Mathematics, Natural Philosophy, Natural History, Moral Philosophy, Evidences of Christianity) on as many successive days. The novelty of the proceeding put the system of examination itself on its trial, and revealed both its weak and its strong points, just as they are known at the present day. The first weakness was the hasty cram at the last minute, instead of the deliberate appropriation of all the subjects as the teaching went on. Of course this was followed by an equally hasty forgetfulness of a portion of the knowledge that had been produced on examination day. The second weakness was the saving of laborious preparation by ingeniously circumventing the examiners, through a close study of their habits and proclivities. So thoroughly typical and representative are these two defects. THE SACRIFICE OF EDUCATION TO EXAMINATION. 117 that in stating my conclusions regarding them, I cover a large part of the debateable groimd that we are now engaged upon. To put the matter as shortly as possible, I wOl take the last mentioned first, because it partly embraces the other. If I were asked how I behaved under my seven examiners, with a view to the best result at the least cost, I should say that, as regards four, if not five, out of the seven, there was but one road to success, namely, to master equally the whole course of teaching in each class. So well selected were the questions sure to be, that no safe calculation could be made as to what would probably be given, or what would probably be omitted, on the occasion. With the two remaining subjects I grant that some amount of dodging was possible, and of course we dodged accordingly. Next as regards the hasty preparation at the end. With a series of a hundred and fifty lectures, and with no clue to omissions, a few days' cram at the end was quite unavailing. To pass a high examination, Tinder a competent examiner, the knowledge must be suflB.ciently ingrained to survive the examination, and indeed to last one's life, should there be occasion for reverting to it. Of course, there is such a thing as a scrape pass that does not survive, but so worthless is it there and then, that its persistence does not much signify. Whoever can obtain a good mediocre position, with a proper examiner, will, in my opinion, keep a hold of the subject for a considerable time after ; although naturally, in the case of disuse, it must in the long run decline, if not entirely perish. As regards Aberdeen University, now attended by upwards of nine hundred students, I am not aware of there being any examination that could be dispensed with or materially shortened. We have still defects in our curriculum, but taking it as it stands, the examinations that accompany the teaching and otherwise are absolutely necessary to do justice to the students. There is no complaint as to injury to their health. The instances of a break-down in bodily constitution are chiefly confined to those verv ambitious youths who carve out a future for themselves by means of University distinctions alone. To come up prepared at the entrance for gaining a valuable bursary, such as to cover fees and maintenance for four years ; to carry off the large money prizes at graduation ; to obtain the still more valuable scholarships subsequent to the degree ; to add to these a Ferguson scholarship, 118 THE SACRIFICE OF EDUCATION TO EXAMINATION. where candidates have to be encountered from the three other Universities ; to obtain a scholarship in Cambridge in addition, so as to earn a three years' maintenance there ; to become even- tually a first or second wrangler — while, in the majority of cases, all this is gone through without serious detriment to health, there are some that utterly break down, and even die of the long- continued strain. There is no legislative remedy for such a fatality. It may be bewailed in the fine language of Adam Smith's celebrated passage on " the poor man's son whom Heaven " in the hour of her anger has smitten with ambition," but it cannot be met by any change of system on our part. Whoever ventures on such an enterprise should first have the assurance of possessing both physical and mental endowments of the very first quality. I believe that a similar strain of remarks would apply to the other Scottish Universities. I am not prepared to speak of Oxford and Cambridge. I only say that, as regards Scotland, the Uni- versities are not, in my opinion, open to the general charge of abusing examinations in the various ways mentioned in the Protest. I do not mean, however, to say that this exhausts the points at issue. One very material circumstance has to be noticed as regards our examinations, namely, that as a rule they are conducted by the teachers themselves. Not merely the daily exercises of the class, and the examinations for prizes and certificates at the end of each course, but also the examinations for the degree, for honours, and for the valuable scholarships, are carried out almost exclusively by the several professors. Under the Act of 1858, there were instituted a certain number of extra-academical examiners, who co-operate with the professors in the degree examinations, but their co-operation is practically of very little moment. They do not control the teaching, but take their cue from what each pro- fessor sees fit to prelect upon. The sole instance where one man examines upon what another man teaches is the case of the Ferguson Scholarship, where only by an occasional coincidence does an examiner operate upon his own pupils. Here, then, we encounter the serious bone of contention at the present time. How far the subjection of a teacher to an independent examiner is a good or an evil, and if an evil, how is this to be remedied, is what chiefly demands our consideration. The allegation that the teacher is degraded, crippled, and emasculated, by having to THE SACRIFICE OF EDUCATION TO EXAMINATION^. 119 subordinate his whole plan of tuition to the dictation of another man, perhaps his inferior, is too serious to be lightly dismissed. Granting that a teacher is most zealous and effective when he can choose his subject and his method of teaching, we are met by some formidable difficulties if we assert that he should be entirely exempted from control. In former days one notorious cause of the inefficiency of our education was the autocracy of the teachers. There was nothing to prevent a man either from departing from his subject altogether, or from the grossest disproportion in the handling. So able a mathematical teacher as De Morgan was greatly offended with the Council of University College because he could not obtain permission to substitute Formal Logic for a portion of his mathe- matical course. But to come closer to the point. Is a teacher necessarily put out of his way by having to prepare pupUs for exam- ination by another man ? I answer not, if the examiner has his field properly laid out, and works it fairly. If both teacher and examiner substantially agree upon the topics suitable to be included in the subject, there ought to be no friction in the case. It is inevitable that there should be some difference between the two in the stress laid upon special topics ; yet this should not interfere with the individuality of either, beyond a certain allowable measure. A man cannot serve two masters : he may, however, serve one, and yet have a certain liberty for himself. I have been a teacher for many years, and never found much difficulty in reconciling my own prefe- rences with outside demands. Doubtless much depends on the wisdom of the outside party. Outrageous and absurd requirements may be made ; these must be dealt with by a suitable remonstrance and exposure. For the generality of teachers some check or control is indispensable ; the interference with a supremely capable indi- vidual is not to be put in comparison with the evils of unlimited license. I must farther take some exception to the terms employed in describing the injury to the pupil by forcing upon him repugnant tasks, thereby chilling his ardour for what he would naturally take delight in. This is even more questionable than the according of licence to the teacher. In the first place, according to my experience, a very large number of our pupils in the higher walks of education have no avidity for anything in the nature of a severe study, such as the sciences, and the dry parts of language. In the next place, it is common enough to find among our youth a taste and devotion 120 THE SACEinCE OF EDUCATION 10 EXAMINATION. for some one of the topics of a pretty wide curriculum accompanied with an indifierence, often amounting to aversion, for everything else. One great objection to the narrow exclusiveness of the old system in the English Universities was, that men could be found who were total idlers when their choice was limited to Classics and the hardest Mathematics, but were yet capable of being quickened to enthusiasm by the Natural and Experimental Sciences. Of such was Charles Darwin. Yet this narrowness needs to be fought against. A pupU should not be left to his own choice as to what is ultimately for his good on the whole. Even genius, to be effective, must condescend to learn many things that are dry at the outset. An anecdote in recent circulation is in point here. Mr. Gladstone, it is said, when at Oxford, intended to devote himself to Classics exclusively. His father, on the other hand, urged that he should take up Mathematics likewise, which he did, and thereby laid the foundation of his success as financier, besides reaping other valuable fruits. As another example, I may refer to Mill's deliberate opinion, given in his Autobiography, that every youth needs to be under wholesome compulsion to learn many things that he has no natural liking for. The moral of all this is that a curriculum of liberal study should, by its width, secure an amount of culture far beyond the individual likLogs of the very best pupils ; while an adequate examination should make this a sine qua non of a University or or other stamp of intellectual proiiciency. The DUKE OF ARGYLL. I do not feel that I have had sufl&cient means of personal ob- servation to enable me to form any very definite or decided opinion on the effect of the examination system on higher education. I have, however, a great distrust of it. It was invented to get rid of the political difficulties connected with patronage, and it was intro- duced under a title or name which assumes the whole question in dispute. In primary education it is called " payment by results," which sounds unassailably excellent, until we remember that every- thing must depend on the kind of "results" which are secured. So far as primary education is concerned, I fear that evidence is accumulating to the effect that the " results " arising are (1) an overburdened memory, (2) a weakened brain, and (3) an early with- THE SACKIPICE OF EDUCATION TO EXAMIXATION. 121 ■drawal of children from all discipline of education, — an early with- drawal from school altogether. As regards higher education, it has always seemed to me that «xaniinations on which so much is made to depend, and which are so fixed in date, have an inevitable tendency to become mechanical and highly artificial. They must set up standards of attainment largely depending on the idiosyncracies of examiners, and therefore not by any means sure of testing the highest and most useful intel- lectual powers of those who are subjected to them. The apportion- ment of a particular number of " marks " to some corresponding degree of success in answering unknown questions, whether in speech or writing, is a process so largely " subjective " as regards the examiners, that I cannot conceive it attaining any satisfactoiy " results." My distrust of examinations conducted on such methods would not necessarily imply any distrust of other methods of testing com- parative ability : so that I do not in the least feel to be on the horns of a dilemma between the present system and a reversion to Patron- age pure and simple. Yet this is the " scare " which is often held Tip to us when we venture to express our doubts of the present system. * MR. E. BUDDEN. My first answer to the statement alluded to, " a man can't cram -" mathematical problems," is that it is untrue. At Oxford, lectures are devoted to the working out of problems ; at Cambridge, a man who is likely to be a high wrangler is as carefully trained as a horse running for the Derby ; and so well is the thing done at Cambridge that the first four or five wranglers can often be placed in order before the examination. May I again remind you of a college tutor who carefully worked out the whole of the previous ten years' papers for Mathematical Mods, at Oxford; and so exhausted almost the whole range of problems up to the Mods, standard.f 1 1 have mathematical books carefully marked 0. and R. (omit and read) "by my tutor — and this not on a preliminary reading of the book merely, but as finally getting it up for an honours examination. I don't think we Oxford people are quite as bad as the Cambridge men in the matter. I think the ^tory of the arithmetic or algebra paper at the last Sandhurst examination a splendid reduetio ad absurdum. One question did not admit of solution, and -therefore all the candidates had to be examined again. 122 THE SACKIPICE OF EDUCATION TO EXAMINATION. The evil as regards mathematics is obvious ; men are carefully- trained in working problems, and dare not spend any time in really studying mathematics. Very few English mathematicians reach the first rank for this very reason. The case of a personal friend is a very sad one as regards examinations. He was the only real mathe- matician I have come across ; he pursued it as a study which he loved, and at a very early age became a very learned mathematician. He did brilliantly at Oxford, though averse to problems and ex- aminations generally. His college, instead of offering him a fellow- ship (which they did to a classical cotemporary) invited him up, after- he had been two or three years at hard school work, to an examina- tion for a fellowship. He, although he had been doing some very remarkable work, had not kept himself up in examination tips, and felt it would be useless to sit ; and in the end his school work, gradually killed him. I am quite sure that he would have done splendid work at Oxford ; and he is the one man I have ever met whom a fellowship would not have spoiled, — I mean he was a real student, and that is what examinations tend to kill. In school work our mathematics have become abominably stereotyped. AH our mathematics are taught so that the best boys may get Cambridge scholarships. The consequence is that an average lad who has not any special capacity for problems learns very little mathematics at all. This is particularly hard on science students. The latter want the Binomial theorem (as a result) and simple theory of equations, simple mensuration, a few theorems in trigonometry, and a few elementary facts in the differential and integral calculus. These they cannot get except by going through the Cambridge scholarship grind. This to me is a most serious blot in our school mathematics ; and the examinations are a principal bar to any progress in the matter. Euclid is still in England the text book on geometry (though rejected for years on the Continent), because at Cambridge it is still set in the Tripos papers. Returning once more to the matter of' problems, — boys are definitely trained in the knack of doing problems ; some acquire it naturally, or possess it already ; but very few boys (hardly one per cent.) of scholarship standard could give the cqmvlete proof of any theorem in algebra (including all theory of number) or geometry,— I mean the proof step by step from first, principles or assumption up to the theorem proved. THE SACEIPICE OP EDTJCAIION TO EXAHINATIOK-. 12S LORD THRING. I have read the able manifesto you have sent to me with great attention. I agree with a great part of your argument, but your conclusions are so sweeping that I cannot possibly sign the Protest. The best system of education is necessarily (as I think) an insoluble problem. Theoretically almost every human being would require to be brought up in a diEEerent manner adapted to his rank in life, his character, his future prospects. To produce such a variety of systems is absurd ; therefore we must endeavour to secure the next best thing — that is, a sufficiently varied and graduated plan or rather plans of education to meet the wants of the greatest number of each of the marked divisions of English social life. How this object can be obtained involves the consideration of certain abstract rules. 1. Ilfaut vivre, — the first necessity in all cases, except that of the richest class, is to fit a man to earn his lining. 2. Education has two separate, though not distinct, functions ; (a) to impart know- ledge, {b) to sharpen the intellect so that it may be capable of rapidly acquiring knowledge. 3. The number of persons desirous or capable of acquiring knowledge for its own sake only is in this work-a-day world fme judicej very small. The poor, i.e. all who have to earn their living by handicraft, or head-craft, cannot afford the time to acquire more than the rudiments of general knowledge for its own sake ; the rich, those bom with a silver spoon in their mouths, are usually too indolent, too stupid, or too much occupied with ambition to play the part of the learned philosopher. Starting from these premises (brutal you wiU deem them) I agree that a great reform is required in the elementary schools. The system of forcing both pupils and teachers is most unreasonable, and, worst of all, the teaching is often ill-adapted to comply with my first requisition of enabling the taught to earn their li^'ing. On the other hand, I would wish some avenue to be opened by which children of extraordinary talent might rise out of their natural class, and this, I think, might be done by a judicious distribution of scholarships to be competed for by a number of local schools. With respect to technical trade education, I have not sufficient knowledge to give my opinion. With respect to the education of my own class I admit that undue competition for scholarships is a great evil, but I thiuk it is in some degree a necessary evil. In former days knowledge was flogged into boys — in these days it is introduced by means of prizes and rewards. I do not believe in your inherent love of knowledge. To 124 THE SACEIFICE OF EDUCATION TO EXAMINATION. my mind it is, it must be, put into boys at all events, — I do not say :anytliing as to tbe other sex, — by some stimulus applied behind or ibefore. On the other hand, I quite agree that competition has its great accompanying evils. Sometimes, though rarely, I think boys .are so overpressed in early life that, from laziness or want of strength, they droop and become useless. Sometimes — also, I think, rarely — ■excitable boys are injured, not morally, I think, but physically. As to the effect of competition in the public departments, my answer is 1;hat it is better than jobbery, and that I have never heard of any practicable substitute. I admit that the examinations require great amendment, but that, I think, could be effected without destroying the system. I have written this long letter in order to show you -that I have not neglected your appeal. I wish my brother, the late Head of Uppingham, were alive — he would have agreed almost •entirely. I hs,ve purposely only dealt with education in its secular and not its (most important) religious aspect. MR. P. MATHESON. The sum of the matter seems to me to be this — for most men examinations, with the systematic teaching they involve, are rather bracing and helpful than otherwise ; a few men of special ability here and there might do better without them, but if they manage themselves wisely (and to do this, too, is a part of education) there is no reason why examination should do them serious harm. With regard to endowments, I think that scholarships have opened schools and Universities to many men who would otherwise have been ex- cluded from them. The only possible alternative, it seems to me, is a system of completely free education, which at present, at least, is hardly practicable. Fellowships may be more open to question ; but if Colleges, as centres of study and education, are to be main- tained, some means must be adopted for continuing the society. This is done now partly, but not by any means wholly, by competi- tive examination ; and I do not think it is easy to devise a better way. To be quite frank, I think that perhaps we do not leave men quite enough to themselves in Oxford to-day ; but here again I think that the average man gains by getting more methodical teach- ing than in old days, though a few gifted men may feel hampered ; but even for the latter class, who are few enough, the discipline is by no means altogether bad. THE 8ACEIFICE OF EDTTCATION TO EXAMINATION. 125- *MR. S. DILL. I heartily sympathise with the object of the paper, and I shall be happy to sign it. Experience, more especially of late years, has given me a profound distrust of our present system of governing education by examinations. The physical evil is very apparent particularly in young boys from Elementary Schools, where the master depends for his very bread on his getting a certain amount of work out of his pupils. And I am glad to see that the better teachers are convinced of the fact, and are striving to have the system of payment by results abolished. I am not sure that among the richer classes the opposite evil of excessive devotion to bodily training is not doing as much haim in another way, though in fashionable schools the rage for athletics will in our time be a powerful check on the tendency to overwork of the brain. At the Universities the moral and intellectual results are the most striking and the most injurious. It is quite true, as the paper says, and as the late Rector of Lincoln long since pointed out, that the concentration of the powers on the winning of prizes always weakens, and often destroys, disinterested love of knowledge. We shall never have really learned Universities, in the highest sense, until the system is modified. It is only by a 6iui Tvxn that the best minds retain any freshness and interest in things of the mind after going through the examination mill. But I regard this question of examinations as only a part of the much larger question — ^is the Government going to organise on a rational basis our English Secondary Education? My con- viction is that you can only effectually remedy the present evils by setting up a central authority — guided by the best experience and intelligence — ^which, in concert with local bodies, shall regulate instruction and examinations. It is chiefly owing to the want of such a system that examinations have been allowed to usurp such an excessive importance in this country. People suppose that if a certain proportion of pupils pass the measuring test, the education given may be deemed satisfactory, and that in the competitive struggle, so dear to Englishmen, the badly taught schools will be killed off. Unfortunately the Universities, by their Local Examinations, have given their powerful support to this view. So we go on, adding examination to examination, in the belief that the results of education can be weighed and 126 THE SACRIFICE OF EDUCATION TO EXAMINATION. reckoned as if they were bales of goods. Even among our edu- cational reformers there are few who see that what we wish a boy to acquire at school is not so much a certain amount of knowledge as " the orderly development of his faculties under good ■" and trained teachers." And this is a conception that I fear our middle class, left to itself, will not attain for a long time. They will go on, as at present, under the spur of practical needs, giving another and another turn to the examination screw, in the vain hope that in this way they may secure really good training. I know that many thoughtful persons fear that the action of the State will produce monotonous uniformity and prevent the free action of mind on mind, which is the main thing in any education worthy of the name. I can only say that I do not believe State control at its worst could be so deadening as the teaching of prescribed matter solely with a view to a par- ticular examination. And if we take care to have the right kind of experience and intelligence in the Secondary Education Department, the fear of these results will prove to be groundless. Mr. Arnold has shewn that the Prussian system leaves a great deal of freedom to the masters of Gymnasien and the local Councils, and from a considerable acquaintance with Germans trained at these schools, I should say that there is a great deal of individuality in the teaching. The masters are only permitted to give lessons in a subject in which they have proved their competence. They are therefore, if they are able and earnest men, sure to teach with confidence, freedom, and individuality. Moreover the Leav- ing Examination, which is the gateway to the Universities, the professions, and generally to public life in Germany, is so arranged as not to tempt candidates " to special preparation and effort, but " to be such as a scholar of fair ability and proper diligence may " at the end of his school course come to with a quiet mind, and "without a painful preparatory effort tending to relaxation and "torpor as soon as the effort is over." How far we are from such an ideal as this ! * REV. E. STONE. I am delighted to find that the country is waking up to the discovery that a huge Juggernaut has been laboriously erected, to which helpless children are yearly sacrificed, and that those who • escape with their lives are too often maimed and disabled for their THE SACEIPICE OF EDUCATION TO EXAMINATION. 127 future career. The play of individual character which has been the salvation of England, must not be weakened by this levelling tendency, this crushing iron roller, which produces such an ad- mirably uniform surface where nature intended variety. I am thankful that my education, however faulty, left me plenty of leisure time, and was not careful to account triumphantly for every hour of the day. The reign of common sense is, I hope, coming in again, and the doctrinaire is yielding the field. Human nature is weak, and favouritism is bad ; but a system based on a recognition of this weakness, and professing to mend it by artificial means is worse still. I have long thought that a imiversal pass examination, with a power given to heads of departments to select from those who have passed, aided by such sort of examination as an expert in the particular office or employment could give in an informal way, would be at least an experiment worth trying. I feel so much the mischief done to little boys by training for scholarships that I consistently refuse to prepare specially for them. The art of the trainer is directed to one limited and definite result, and the more skilfully he does his work the less chance the growing boy has of developing his fuU nature. I have good reasons to think that one at least of the Commissioners for the revision of the Eton Statutes looks with some misgivings on the effect of the abolition of a property qualifi- cation, and the admission of boys to compete, however wealthy their parents may be. I think this was a move in the wrong direc- tion, and only defensible on the score that it is difficult to draw the line. As a fact poor men are now handicapped by being unable to afford to get their boys educated at the very successful schools, where coaching for scholarships is a regular business. I should apply here the same principle as I have advocated above ; let there be a pass examination, and then let the authorities choose their scholars, special regard being had to the circumstances of the parent. Second Letter. What I feel strongly is that we are short-sighted, and judge by present results ; and even there we are purblind, and confine our view to the successful candidates. I have just made an acquain- tance here of a man who was Scoonesed and Wrenned, and failed of his Indian Civil Service appointment by thirty marks. He was told that he was not very bright, and would have to work hard, and he sat up working till 1 a.m. night after night. He tells me that the present system of examining at 19 instead of 21 has made 128 THE SACKIFICE OF EDUCATION TO EXAMINATION. matters a great deal worse, as there is less power at the younger age to endure the strain, and that two or three deaths have already happened among the most promising recent candidates. I am sure this is no sentimental grievance ; the future of our race depends upon its removal ; we are sapping the very life blood of the nation. The natives of India of course see, sharp witted as they are, that they have got a different class of men to deal with, and they will fancy presently that we are de- generating into the Bengali type. One point of great importance would be secured by a system of pass examinations. It would extinguish " rights " and substitute " duties." To give a young man a right to draw a certain salary in his country's service is not the best way to secure loyal and dutiful servants, and it hampers the authorities should he prove unfit. I am sure that on all grounds, moral as well as economical, it is a seriouB mistake. ^ *MRS. S. S. BURTON. If the moral tone of boys is lowered by their place in the examinations becoming the chief aim in their school work, how ihuch more must the character of girls deteriorate ! The one idea " What will pay ? " tends to make them mercenary, grasping, selfish — most detestable qualities in a woman, whose usefulness and happiness are in proportion to her forgetfulness of seH and ready devotion to the interests of those whose lives are mixed up with''hers. PROFESSOR J. E. SYMES, Univ. Coll., Nottingham. I am sorry to say that, though I agree with much of the Protest, I cannot sign it as it stands. Those who have drawn it up would in my opinion do well to deal with separate parts of the question separately. On some points they should collect statistical evidence, especially as to eflEects of High School educa- tion on physique of , girls, e.g., of those who throw themselves into it most heartily and successfully. On some points there seems to me siifficient ground for aiming at definite changes, especially at abolition of the pupil teacher system in Elementary Schools. The drain on these young people, who are expected THE SACRIFICE OF EDUCATION TO EXAMINATION. 129 to cram for examination, and also to spend so much energy in teaching, must, I think, have most deplorable results. It may also be laid down as a general principle that exami- nation should follow teaching, instead of teaching haying to be subordinated to examination. I should also be prepared to condemn a system of great prizes — as fellowships — and of prizes offered to quite young chil- dren (entrance scholarships at public schools, &c.), and to support proposals to spend more of available funds upon teaching teachers and paying competent ones better, and abolishing "payment by "results" in Elementary Schools. But I cannot see my way at present to supporting abolition of appointments to Civil Service, &c., by competition, nor do some of the other suggestions com- mend themselves to me. On the whole, though I earnestly join you in desiring that some thought and enquiry should be directed to the points you raise, I do not feel disposed to sign the memorial. Second Letter. DESIEABLE MODIFICATIONS OP COMPETITIVE SYSTEM. (1.) That in Schools, teachers should, as a rule, examine their own classes. — The opposite system acts as a stimulus to lazy teachers ; but it greatly hampers originality and deprives the teacher of the advantage of seeing for himself where he has failed. There might still be examinations by outsiders at distant intervals ; but the common practice of setting masters to examine one another's forms should be abolished ; and even when outside examiners are called in they should only do enough to enable them to report on the teaching. The bulk of the examining should still be done by the masters themselves. (2.) The Competitive System should be completely swept away, in the giving of Fellowships at Oxford and Cambridge. — Fellowships should be given for original work. When a man has been working for some years for his degree it is good for him to apply his know- ledge to some original investigation. His undergraduate studies would be conducted on better principles if he knew that he would have to so apply his knowledge if he wanted to get a Fellowship. (3.) The Competitive System should also be sti-ept away in the selection of boys for the Foundation of Public Schools, 6fc. — The present system unduly injures those whose parents cannot afford to give them an expensive preparatory training. The system works 130 THE SACEIFICE OP EDUCATION TO EXAMINATION. injuriously in many ways, and I should prefer a careful system of nomination. (4.) In the. Universities it is desirable that Professors should have more share in setting the papers. — The scandal and absurdity of eminent professors lecturing to empty benches, while the teaching is done by less eminent tutors would thus be mitigated. Self-interest would induce undergraduates to attend the lectures of those who are to set a large part of the examination papers. *REV. J. BELL HENDERSON. To examine is, as I understand, to test or prove, its object being to ascertain how far the examinee has profited by the educa- tional methods to which he has been subjected. Now it is in the application of this test that so much harm is done. Both at school and University does a personal experience tell us that much that is most disastrous to true education is paraded before parents, guardians and friends as educational success. I have seen young men gain high honours in Natural Science, take medals, for instance, in botany, who yet could not tell a wall- flower from a dandelion ; others I have known to take a degree in classics and yet be unable to translate the simplest sentence ad aperturam, while it is an indisputable fact that not twenty per cent, of our University students could pass the examination for the degree, which twelve months previously they succeeded in obtaining. *J. H. ALDRIDGE, M.D. My experience of examinations is that where there is payment by results, they are little better than cramming matches. During last year I had one head teacher whose mind nearly gave way under the work of her school, and some six or seven others who suffered from various complaints, chiefly of a nervous character, producing ansemia. One little girl died of meningitis. I think there is room for very great improvement in our methods of teaching ; for instance, I see no reason why reading, writing, and spelling should be separate subjects. They may be taken along with other subjects, where each or all of these may be required. The pupil teachers' classes may be made much more interesting than they are ; instead of learning by heart a long list of the names of rivers. THE SACRIFICE OF EDUCATION TO EXAMINATION. 131 mountains, and towns, the principal of such might be much more thoroughly fixed in the mind by being associated with some interest- ing event, etc. Give children an interest in their subjects by the maimer in which those subjects are handled, and you lessen the work by half. Even arithmetic may be made pleasant. *MR. C. S. LOCH. In the school referred to in the enclosed prospectus, the non- competitive system of teaching is, I think, being carried on very successfully. There are no prizes. The classes are marked as a whole, so that it is the object of the scholars to get a good class- position, and individual rivalry is thus superseded by an endeavour to reach a common standard. The better teaching makes the competition unnecessary — so it appears to me ; for though com- petition may serve as a stimidus to the more industrious, it often leaves the average pupil who is in the lower part of the class quite indiflferent, while the teacher, instead of relying on his power of imparting instruction to interest the scholars individually, is tempted to trust to their spirit of emulation to make good his own defects. Thus competition may even become a stumbling block in the way of the better teaching. On the other hand there are practical difficulties. Parents like prizes ; and the public schools in regard to scholarships insist ■on conditions with which it is difficult to comply without undue pressure in certain directions. Thus Greek can be more quickly learnt by a boy after grounding in French and Latin, and we begia with French and go on to Latin, and then would take Greek, when the rudiments of Latin have been thoroughly learnt. At their entrance examinations at public schools and subsequently our boys have done very well, though sometimes they have had to receive special instruction in Greek. But the plan does not fit in with the requirements of public schools as regards scholarships. For them Greek and Latin must practically be taken together, if at the age of twelve or earlier the boy is to be brought up to the set standard. As to these scholarships, so long as they are open to the children of the average English parent they will be snapped up, simply because they give the successful candidate a prestige, which is shared by the family, and make a considerable addition K 2 132 THE SACBIFICE OF EDUCATION TO EXAMINATION. to the family income. Most scholarships were intended, I believe, for poor scholars, the children of poor parents, and it should be generally recognised that they are available for them only. The method of selection should be (1) an honest inquiry in regard to the parents' means, and (2) a qualifying examination ; and the scholarships should also, I think, so far as may be possible, be variable in amount according to the ascertained circumstances of the parents. The selectors should form a judgment in each instance on two questions, the candidate's suitability from the educational, and his suitability from the charitable point of view. All this would cause trouble, no doubt, but not more than may reasonably be demanded of those who administer an important charitable trust. By competition the evils of favouritism and partiality may be avoided, but no plan of this kind can be a satisfactory substitute for a careful judgment in regard to the circumstances of each candidate. *MR. C. J. C. PRICE. I may say at once that I see no practicable method of testing the work of teacher or of pupil, without at least some modification of the present examination system. The success of any plan must largely depend upon the judgment and honesty of purpose of those who administer it ; and if examiners, subject to proper instructions, were always to exercise these qualities, the examination test would give satisfactory results. Can more be said of any other system ? The lines of study insisted on for some of our Honour Schools- may be too rigid or too narrow ; but a system which should encou- rage the opposite defect would hardly improve matters. For young men at the Universities, I should say that honest, thorough work, and the mental and moral discipline which it involves, is of primary, and the motive force, — whether ambition or necessity, or something higher than either, — only of secondary importance ; nor can I avoid the conclusion that it is the fault of Examiners — or of the fetters by which they are controlled — if superficiality goes forth to the world with the stamp of solid learning. It is, perhaps, unfortunate that I am obliged to say that the training for honours of the mathematical student at Oxford is in my opinion less open to the charge of cram- ming than that of almost any other school ; chiefly, no doubt, because unintelligent work in this subject does not pay from the mark-making point of view, and because ignorance of principles. THE SACEITICE OF EBITCATION TO EXAMINATION. 133 iDeing incapable of being concealed or adorned by literary skiQ, is more easily detected by tbe examiner ; who, by the way, in the mathematical school, is less frequently dazzled by style in composi- tion than mystified by the utter absence of it! Moreover, the tendency here has been to make a class (as well as success in college or university scholarship examinations) depend less and less upon an acquaintance with those branches of the subject which lend them- selves most readily to the crammer's art. But referring still chiefly to the field of my own experience, I am bound to say that in the elementary branches of mathematics (more especially in elementary Algebra) the training of the majority of those who do not aim at honours or scholarships, appears to be extremely defective ; whilst the examination test which the school or university applies in these cases, — and which ought to react beneficially on the quality of the teaching throughout the country — leaves much to be desired. This failure arises to a large extent from a fear of the outcry which would be raised in the University and country by the maintenance of a genuine standard. In deference to this feeling, real test questions are too often excluded in favour of those which can be answered mechanically, and, in consequence, certificates are awarded to candi- dates who have no suflScient or even useful knowledge of the elements of their subject, so that, for example, a boy wiU pass in the elements of Algebra, who, although he can prove a formula, or go through the G.C.M. process, could apply neither correctly to a particular case. In the same way, youths at a pubUc school are promoted from form to form and sent to matriculate at the University, who have " got up " the Binomial Theorem and the Progression formulaa, who yet seldom form a G.C.M. or L.C.M., or even define their meaning, acciirately. I have been told that this is due to the fact that parents " like to hear of progress " (!) and I know from long experience that, as a consequence, it often takes two or three terms to persuade such pupils that, even for the purpose of a pass examination, they must consent to begin afresh at the end of the first four rules ; — so that the time spent upon Algebra at school has been more than wasted. In my opinion what is most needed — ^besides, of course, leaving greater freedom in the choice of subjects to honour students — is thorough teaching, genuine tests, and the abolition of shams. The desire may be somewhat Utopian, and in giving expression to it, I am conscious that it might proceed from a more worthy individual than myself. 134 THE SACEIFICE OT EDTTCATION TO EXAMINATION. MR. ERNEST MYERS. I have felt mucli inclined to sign the short paper, but fear I cannot. I only feel justified in taking public action in matters (of which there are several) on which both my convictions and feelings are stronger than they are on this. I have always protested, by word and act, against servility to examinations, but if recognised as the rough and subordinate instrument, which they are, I think they are useful, and that it is hard to find a substitute. In the higher education their evils will be controlled, if right ideas are general among the teachers, and without this a change of system would avail little. As to elementary education I am. disposed to believe that the evils are far more serious, but here I cannot speak with knowledge. Here also I imagine that the evils arise rather from bad examinations in the abstract. I heartily hope you may procure an enquiry into this. From Second Letter. It seems to me that the evils of examination may be in great measure counteracted by (1) more care and thought on the part of examiners in setting questions which would test more than mere " cram." (2) Periods of probation (such as are suggested in the Protest). (3) Just ideas on education in teachers, such as I am disposed to believe to be on the increase ; and these are mostly independent of systems, or are capable of modifying them. As to the evils of uniformity, have not these been to a great extent recognised, and greater variety in education introduced ? Scholar- ships and Fellowships seem to me of real use, and, now that the latter have been reduced and limited, not excessive. As to health, I should fancy this applies chiefly, and with most force, to girls, though even here there are compensations in the counteraction of ennui, etc. The English boy may generally be trusted not to work his brain too hard (though of course there are exceptions). AN ASSISTANT MASTER IN A PUBLIC SCHOOL. Besides taking the top class of this school in mathematics, I take one of the lowest classes. Our boys are largely recriiited from the monied merchants of great commercial centres. They do not (these younger boys), unless exceptionally, know what a " liberal education" means, nor, if they understood, would they care for it. As a class, they only care to learn " what pays " at school, or in THE SACKIFICE OF EDUCATION TO EXAMINATION. 135 after life. Apart from punishment, the only stimulus which is effective is the low one of emulation, prizes, place in class, and the excitement of examinations. Except in individual cases, the love of learning and knowledge (I am speaking of «cAooJ-knowledge) is non-existent, the delight in turning out an exact and accurate result is unknown, pursuit of intellectual truth is not understood. Nor are they goaded on by the spur of poverty. Such boys often turn out excellent citizens and very good fellows. But the training of the minds of such boys is a problem, which I can only solve by pitting them against one another, or, in other words, by emulation. I woiild gladly do what little I can to modify and ameliorate our present system, even if I cannot see how to transform it. *MR. H. DYER. As one of the Governors of the Glasgow and West of Scot- land Technical College, and Convener of the Calender Committee, I have taken an active part in the re-organisation of the College, which is made up of previously existing institutions. Of course we had to make the best of things as we found them, but in all our arrangements we have been very much fettered by the examination system which prevails. The evening classes, which are attended by about 2,000 students, are taught in connection with the Science and Art Department, but in granting our College certificates, imless the students have done the work of the classes to the satisfaction of the teachers, the mere passing of the Science and Art Department Examination counts for nothing, the object being to discourage teaching which is chiefly directed to the passing of examinations. With the same object we try to make the teachers independent to a large extent of the results of individual examina- tions. I trust that the Science and Art Department system will soon be so modified as to allow this to be done to a stUl greater extent, as in my opinion nine-tenths of the money at present spent by that Department is absolutely wasted in so far as educational results are concerned. Our day classes are independent of all such external exami- nations, and we propose to appoint examiners who, in conjunction with the teachers, will try to find out what the students reaUy know of a subject. The final examinations for the diploma wiU consist largely of laboratory and drawing office-work, combined 136 THE SACBiriCE OF EDUCATION TO EXAMINATION. with oral questione, for which it will be impossible to cram. In the Imperial College of Engineering, Japan, this system was carried out with marked success, and in my opinion it should be much more widely applied than it is in all scientific examinations. SIR GEORGE CAMPBELL, M.P. I quite agree as to the evil, but I am not sure that the evil certainly preponderates over the good, if only the education were the best. Nor am I sure that we could trust local masters without payment by results. I think the crying evils are two : first, that an enormous proportion of the education on which the energies of the teachers and the taught are expended is radically unpractical and useless ; and second, that in England we have (for the higher -education) far too many and too large money prizes, — that the endowments are for the most a misfortune which stereotype a bad system. I doubt, then, whether I can sign the Protest against over-cramming and competition. I fear too many abuses woidd come in, if schoolmasters were too free of tests. * ADMIRAL SIR G. ELLIOT, R.N., K.C.B. My experience of the present system of competitive examina- tions and cramming, is that it is mischievous and unjust. Mischie- vous, because the curriculum is unsuited to produce either the brightest intellects or the best material, and unjust because so much depends on chances, want of money, accidents, temporary illness, or natural incapacity for plodding. Some families have an hereditary failing for spelling, and many a promising youth is turned back for that incapacity, or some other talent equally useless in his career of life. A lad may possess the germs of the highest military genius, and yet not be a book-worm. Practical abilities are made secondary to all the ologies, and many a fertile brain and physical vigour become stunted in growth by being over-strained in the race for literary supremacy. However, it seems that the object sought for has been obtained, namely, to favour the aristocracy of wealth at the cost of the privilege of professional claims on the naval and military services. Why not require competitive examinations for employment in all THE SACEIFICE OF EDUCATION TO EXAMINATION. 137 other professions as -well as for the public service ? A now-business -man would then have some chance of placing his sons in the world's mart. Now he has none, and he has lost the openings the public services previously afforded. I expect my views will appear strange to you. The provost OF QUEEN'S, Oxeoed. I am afraid I must not sign the paper. I am conscious of the necessary drawbacks to examinations, as to everything human, but I cannot see what is to take their place. " Selection on public " grounds by Heads of Departments " only means, as has been 3)roved over and over again, jobbery, nepotism and favouritism. The endowment of research, at Oxford at all events, has proved a fiasco. The creation of chairs is the greatest waste of money in the world. There are " persons " who deserve all the endowment that can be provided for them, but if you must have a professor of this and that everywhere, a good many of them wiU not be worth endowing, and the money in many cases will be quite -thrown away. What the professors want is the Scotch system, making the degrees, &c., depend on attendance at lectures. Happily we gave that up in Oxford 30 years ago. No system will make people disinterested students. Those who have the godlike desire of knowledge are independent of any system, however bad, and •cannot be helped by any system, however good ; but they are, -always have been, and always will be a very small proportion of mankind, and the rest can only be induced to exert themselves by the hope of reward or the fear of punishment. Till we can put the idle in gaol we must reward the industrious, and though it is difficult to test proficiency, ability, and the qualities that render a man useful to the State, we must face the difficulty. It is preposterous to say that the specialists prefer the strengthening of the rational faculties to that of the rote faculties. They don't in the least care about general education. They dislike their pupils being withdrawn from the study of their last fad to the things ■which have braced and will brace the intellectual energies of the race. When you have devised a substitute for the present system which will stand use, I will help you to put down the present tem. TiU then, I must try to improve it. 138 THE SACEirlCE OF EDUCATION TO EXAMINATION. DIOCESAN EXAMINATIONS, by A. B. I. — Arguments against. — The very fact of having to be examined leads to a bad system of instruction in Religious subjects. By that I mean that teachers, however much they may strive against it, fall into the habit of cramming the children's heads mth. facts instead of impressing upon their minds the vast importance of Religious truths. It is not because any teacher would wilfully teach in that way, but for the simple reason that they generally find they have to work up to a very stiff syllabus, and hence it is almost impossible to do more than merely " cram " the historical facts, and the true teaching of Religious subjects taught religiously is sacrificed, because first of all the work demanded is too great, and secondly because the time is too limited. Frequently, too, the Diocesan comes close upon the Government Examination, and thus produces worry both to teachers and scholars, for it is a very great strain (as things are now-a-days) to prepare for two examinations within a month or so of one another. The probable results of such an arrangement would be — overpressure on weak or delicate children, and if anything had to be neglected it would be- the Diocesan requirements, because there would be no grant depen- dent on the results, whereas the very existence of the school depends on it gaming a fairly good grant annually. II. — Substitutes for Examinations. (1). Daily visits of clergy to the schools. (2). The clergy taking classes daily in Religious subjects. In schools where the clergy daily visit and teach, there is no necessity for Diocesan Examinations, for it would be almost im- possible under such conditions for Religious Instruction to be in any way neglected, and such supervision is calculated to do far more good than the annual visit of an Inspector, for it imparts a high tone to the school, and is a kind of moral prop, that could by no possibility be extracted either out of the preparation of a stifE syllabus or the worry attendant upon examinations. CLERICUS, M.A. The Clergy claim the right of giving religious instruction to- their children. Many fail to do this, and delegate to the "teachers." The " teachers " are so occupied in getting up the subjects for the annual examination of H.M.'s Inspector that, without pressure, they THE SACEIFICE OF EDUCATION TO EXAMIITATION. 139 neglect the religious iastruction. The Bishop seeing this, and imable to secure the requisite results in any other way, appoints a Diocesan Inspector, who issues an annual syllabus, examines once a year, and publishes an annual report, classifying schools according to merit in religious knowledge within his syllabus. For this examination the children are crammed as they are for H.M.'s Inspector, and regard the Bible and religious knowledge as much to be analysed and tabulated, as other books and knowledge. For some weeks before the Diocesan examination, as before the examination of H.M.'s Inspector, the cramming is very strongly emphasized. The subjects in question are rammed into the children's heads usque ad nauseam, and the religious teaching and training are not only made subservient to "sacred history" and dogmatic theology, but are in direct antagonism to them. It may, I fear, in many instances be said that the religious training of the children's affections (the seat of religion) is in an inverse ratio with their theological knowledge. B.A., CANTAB. In a large and important town where I was Curate, I can't remember a single instance in which the clergy gave religious in- struction daily in their schools. My Rector was in the habit of visiting his schools every day in the week, but he did not attempt to teach, because he knew full well that the high standard of marks expected by the Diocesan Inspector could only be obtained through a trained certificated teacher. Moreover, the master of this particular school, though a thorough Churchman and always glad to see any of the clergy in his school, would often remark that he would not have either Rector or Curate to teach his children, seeing that they were inexperienced in teaching, and that his character as a master depended to a certain extent upon the result of the Diocesan examination. A MANAGER OF A SUNDAY SCHOOL. The teacher is required to confine his efforts to a syllabus pre- scribed by the Diocesan Inspector, and as his reputation depends upon the " Reports " made to the managers of the school, he naturally works to secure good marks from the Inspector. As narratives, historical and genealogical subjects, with names and dates, or exercises which tax the memory of the child, are matters 140 THE SACBIFICE OF EDUCATION TO EXAMINATION. which readily offer themselves to the assessment of the Inspector, the teacher's energy is expended in cramming the scholar's mind ■with these and kindred matters to such an extent that but little time remains in which to inculcate higher lessons, even if the teacher desires to do so. Hence the Bible is used as an ordinary class-book, and when the child leaves school he virtually puts it with his arithmetic and geography books on the shelf, and never troubles to look at it again. He thinks because he knows the salient points in some of the principal characters mentioned, he is well up in Biblical knowledge, and needs no further instruction. The consequence is, his moral faculties have not been cultivated or developed, and he enters the next stage of life unprepared for, and not provided with the means to resist, the promptings of the lower natures he sees around him, and finally succumbs to their insidious advances. *MISS E. BOYER BROWN. I am a teacher myself, and love teaching, and only by standing apart from the senseless rush after " success in examinations " have I been able to gratify my taste. Gladly I bear my testimony to the fact that young people have a healthy appetite for knowledge, and can and do enjoy their studies. *MR. J. BROWN. I do hope this matter will not be allowed to rest till the whole wretched system is thoroughly reformed. We are oppressed here with the "Intermediate" system, and the more thoughtful hardly know what to do with their children. Prizes, honours, result fees, competition — ^no real education of the faculties, only a hasty pudding of indigestible facts. It is often of no consequence how much even of these any one knows, provided some others know less. *DR. G. BEACH, M.A. As an Educationalist, debased at present to a successful per centage-monger, allow me to thank the Nineteenth Century for the extremely valuable service it has rendered. In Elementary Schools, — I speak from 25 years' experience, — ^the mechanical method of examination, which of necessity brings into its tram an unnatural system of standards, and a cramming and forcing method of instruction, has almost utterly strangled true THE SACEIFICE OE EDITCATION TO EXAMINATION. 141 education. There is no room left for enlargement of mind, for culture of taste, for developing a sober imagination (I value imagi- nation in this age of machinery) ; all, all, must stand aside to allow of the acquirement of more facts. The mental fire is smothered under the fuel of facts. Above all, it is impossible to examine in moral and religious subjects. *PKOFESSOR LIONEL BEALE, M.B. You are, in my opinion, quite right about this examination mania, though I do not think there is much fear of children suffer- ing from over-pressure, save in a few very exceptional cases. It seems to me that upon the whole the Services and the public will be the gainers by the examination system — but we are without doubt carrying the thing too far. Neither can it be wise to make the com- petition for place at a period of life when the faculties are not half formed. Nor is it fair to determine the future of an individual by the very imperfect test of the quantity of knowledge absorbable in a given time, seeing that many an examination success forgets half that he learnt a year or two after the competition. Some of those who are second or third rate at examinations at twenty will beat the first rates hollow at forty, fiity, sixty, and seventy. But stiU if the thing were not pushed to such extremes, that is, if all pass examina- tions were pretty easy, I cannot help thinking that we should have far better men to select from than in former days when there were no examinations worthy of the name. There are now too many subjects, and there is too much mere cram in each subject. There is no time for thinking, as the student must use all his powers in taking in points which are supposed to pay in the examination. *MR. THOMAS FARRINGTON, M.A. My experiences as student, tutor, lecturer, and I may even add examiner, cause me to give my hearty adhesion to the sentiments expressed about the present competitive Examination Plague. *REV. CHAS. VOYSEY, B.A. As one who spent 10 years in Teaching (not in Cramming), I beg to state that I consider my four sons' experience at a Public School amply justifies me in denoimcing the system as a mockery of the word Education. 142 THE SACEiriCE OF EDUCATION TO EXAMINATION. *MR. LAVINGTON FLETCHER. I have long since regretted the present system of education so- called, and think that the term of " book-cram " would be much more appropriate. *MRS. GOSTLING. I consider it is the duty of every parent to revolt against the system. A child's life under our present system is a perfect torture. Besides, a great deal of what is taught is perfectly useless, as no heed is taken of the intellectual bent of the child. *SIR C. OAKELEY, Baet. The Protest might, I think, have been even more strongly worded, especially as regards the very great evil that has arisen from the system of sending young men to be finished at the so-caUed " crammers." There is frequently no sort of discipline or moral restraint at these establishments just at the time of a boy's life when it is most needed, and he falls into bad habits and into a low tone, from which he may never subsequently recover. All this is brought about by the necessity of " cramming " him with the mass of subjects required to pass the competitive examinations. « ADMIRAL SIR JOHN D. HAY, Babt. A system which has no parallel except in China, and which has always led that country into disaster, except when they have brought into their service men such as Charles Gordon, without any exami- nation whatever. *MR. ARTHUR PEASE. I do not fully agree with the opinions expressed about scholar- ships. We give free scholarships in our Grammar School to a few boys from the Elementary Schools of special promise. It is a good thing to give an advanced education to boys of this character, and without scholarships they could not obtain it from want of means. * J. S. TURNER, M.R.C.S. I am decidedly of opinion that the present system of competitive examinations has failed to produce the best results. Not the can- didates who are coached up for a particular examination, but they, whose training and general all-round qualifications give most promise THE SACEIPICE OF EDUCATION TO EXAMINATION. 143 of future development, should be selected by Heads of Departments or by those who have acquired a practical knowledge of any parti- clar work, and thereby a power to select the most suitable to fill positions in the various services. It is no doubt necessary that some qualifying examination should be passed, but beyond this, appoint- ments should be made in the manner stated. Competitive ex- amination shows the relative faculties of learning what is taught by others, whereby the mind becomes merely a storehouse of certain facts ; but it does not show the relative capacities of employing the knowledge so acquired from others. * CLEMENT DUKES, M.D. As a physician who has been intimately connected with schools for eighteen years, and one who is deeply interested in the welfare of boys and girls, may I be permitted to sign the Protest against "the Sacrifice of Education to Examination," with all its deleterious results to mental and physical well-being. * R. TAYLOR MANSON, M.D. I see so many cases among children of devitalizing from mental overstrain and brain worry that I am glad to have the opportunity of putting my name to the Protest against our present educational system The physical torture inflicted on " slow " children in order to urge them up to examination point seems to me very inhuman, but I suppose does not come within the scope of the Protest. *MR. W. MOORSOM. During some years I was taking pupils for Woolwich, Sand- hurst, and Cambridge, and with them I had some who were preparing for the engineering profession. Thus I had forcibly brought before me the very different treatment required by those who had to enter the world, from the treatment necessary to get the others through the examinations Having trained together pupils for engineering examinations, and pupils for an engineer's workshop, I have been compelled to adopt very different treatment for the two classes of lads ; the one bookish, logical, deductive, largely a training in words ; the other a training of the observing faculties first, then an application of the mind to comprehend what has been seen, and to trace back to their antecedents the phenomena observed. 144 THE SACRIFICE OF EDUCATION TO EXAMINATION. Of course neither of these two methods will suffice by itself. Each has to be supplemented by the other in after life, but to my thinking the system that begins with books and logic is less likely to be corrected in after life than is the system that begins with observation of facts. Now the examination system, as at present carried out, is directed solely to test knowledge of books, a power of reasoning deductively, and memory of words. It begins at the wrong end. * PROFESSOR C. H. HERFORD. The Protest expresses views with which I am in the warmest sympathy, although I am here bound practically to a system which in the main ignores them. I am for my own part particularly concerned with an aspect of the examination system which is only incidentallj' discussed in the Protest, — its fatal influence upon original research. In Germany, where the student must before aU things show that he can work and think for himself, originality has its full value ; the professor appreciates it in the student, the student in the professor. With us, on the contrary, where it is useless, if not dangerous, either to know more or to think otherwise than the examiner, originality is discouraged in the student by the professor (if he is wise in his generation), in the professor by the student. You will, I trust, excuse my perhaps needless insistance on a sufficiently obvious fact, — one which causes me fresh humiha- tion every time I return from Germany. Second Letter. As regards the point of the German professor's " hold upon his pupils " being greater than with us, I am not quite sure. The more critical and individualising temper which there characterises Univer- sity teaching, renders the students critical and individual also, while the number of Universities and the facility of migrating at any moment from one to another, promotes comparison of the teaching of each, permits every preference, just or unjust, to find its practical expression, and is decidedly unfavourable to abject discipleship. No doubt, personal feelings have their part in German science ; there are bitter cHques, and it would be unfair to say there is no fervent loyalty. THE SACEIFICE OP EDUCATIOK TO EXAMINATION. 145 H. (Hampstead). I have had four children to educate, and during the fifteen years or more of their school course (taking one with the other) the pressure imposed on them has been a constant and serious cause of anxiety. The health of one of my sons was seriously injured by the severe school-pressure, and his happiness as well as ours at home was greatly impaired by the nervous and irritable state which the Overstrain caused. I had at last to take him from school, and to put him to his profession a year earlier than I should otherwise have done, because I knew that his professional work, though hard, would be much less Revere than his work as a school-boy ! In spite of hard and suc- cessful work he has gradually regained his health ; but I fully believe that had he stayed longer at his school, his health would have been irreparably impaired. His Master — one of the leading School Masters in England — admitted to me, when I remonstrated with him against the" overstrain of the School, that the present system knocked out of time a certain number of boys, but told me that that was inseparable from the system, and that no school could make a name in any other way. A school-fellow of my boy's, a bright, clever lad, entirely broke down at the same school, and it is only now, after the lapse of sis years, that he is able to set properly to work again. About four years ago, a very promising boy, the son of a friend, at another school broke down in the same way, and has never been able to get to work again. These three cases are very far from the only ones within my own personal knowledge. I am satisfied that at the present time it is a matter of great solicitude to parents in the middle class at aU events how to protect their boys and girls (and girls even more than boys) from injury to health during their school course. *MR. A. ALLINSON. As a practical teacher of ten years' standing, I have now for several years been convinced of the infinite harm done to education by the false ideal of examination success. I have prepared many hundreds of boys for all sorts of examinations ; and have had occasion again and again to be sickened by the cry — when recom- mending some subject or book for its own sake — " WiU it pay ? " 146 THE SACKIFICE OF EDUCATION TO EXAMINATION. *MISS MARY McBEAN. Everything is now sacrificed to the whim of the examiner, who may be a clever man, but who evidently writes his questions with the one aim of showing his own amount of learning. But the worst feat;ure of the case is that all interest is taken out of the studies. A teacher must not now awaken an enthusiasm that will send a student to ransack a library on the loved subject, — ^because it is not prescribed by the examiner ! We are becoming year by year narrower and shallower, more shut into one rut, more confined to a few subjects. Then again, do the examiners care what books girl-students read? Surely not, — or some of the foreign literature ■would not be required from young girls ! *MR. A. WHEELER. I entirely agree as to the absolute necessity for freedom in each individual school. There is none now, only a stereotyped system of drill, preparatory to a performance on a set day. Enthusiasm is killed, and managers and teachers have come to look upon each chOd, not as a being to be educated, but as a grant-earning machine. The poor and neglected, who would be welcomed most warmly by one imbued with the spirit of his profession, are looked upon with horror, because they are not efficient grant-earners. But some of us hope to see a reasonable measure of liberty under some system of decentralisation, by which groups of people will manage very largely their own affairs, either under County or District Boards, chosen by the people themselves. It seems to me we might have local bodies, who, through a competent man, might say to each school, " shew us your aim and how you mean to reach it, and if it is a worthy one, we will give you sufficient aid." There is another point of view, about which publicly I say nothing because it is so liable to be misunderstood, and that is the hatred of the teachers for the present system. It is felt so strongly that to conduct the school with a sole view to its educational efficiency, is so certain to bring in its train professional ruin and financial collapse, that teachers, who know they are on a wrong "track, are absolutely prevented, by fear of being branded as incom- petent, from adopting better methods. THE SACMI'ICE OP EDTJCAIION TO EXAMINATION. 147 * ME. H. S. rOXWELL. My own feeling is that the chief evils of the examination system, as at present practised, are the debasing commercial spirit it infuses into the acquisition of knowledge, and the monotonous lowering drudgery it inflicts on the abler teachers, whose freshness and power of extending knowledge are greatly enfeebled by it. Though these defects are not necessarily essential to the prin- ciple of selection by examination, they are at any rate largely afiected in degree by the particular system adopted. No doubt it is very agreeable to the spirit of the age to put a money value on every kind of excellence, and a system which pretends to offer a means of doing this will be very popular and diflELcult to supersede. It is not necessary, however, to aggravate its mischievous effects by such a grotesque development of commercialism as the method of pay- ment by results. The evil done by examinations to the teachers, or rather to those who should be teaching, but whose energies are largely absorbed in examining, might be much diminished if the present excessive number of examinations were reduced, if their minuteness and detail were lessened, and if a wider range of tests were permitted, and less exclusive weight attached to the power of ■covering paper within narrow limits of time. As regards Pass Examinations, Mr. Edgeworth has shown in an elaborate paper in the Journal of the Royal Statistical Society for this month (October, 1888) that equally satisfactory results might be obtained at the cost of about half the labour now expended in looking over papers. And as regards Honour Examinations my own experience has shown me that they may have the most widely diverse effects, both on teacher and taught, according to the principles upon which they are arranged. Where a minute specification of topics, and still worse, of books, is adopted, they are mischievous to both. They fetter the teacher in arranging his course of education ; and they lead the "taught to aim at cramming and to be impatient of any instruction not obviously resolvable into tips. Where the schedules are liberal, and the object of the examination is to test the student's grasp of the subject, and his ability in handling his knowledge of it, the mischiefs of the system fall to a minimum, as small, I think, as would be the case in regard to any conceivable substitute for it. What I desire to see then is less of the blind worship of examina- tions and more common sense in their arrangement, both as regards their quantity and their quality. It is because I think public opinion L 2 148 THE SACEIFICE OF EDUCATION TO EXAMINATION. may do much to bring about this reform that I have signed the Protest. * SUB-LIEUT. C. E. BAXTER, R.N. I should much like to add my name to the list of signatures to the " Protest against the mischief to which the system of competitive examinations is running in this country." I passed into the Royal Navy under this system, and my education throughout consisted of a continual working up for examinations, upon which depended the place I took among my brother officers, with the result that I was always being taught things instead of being taught how to learn, and in after life have found it necessary to start again at the beginning with any subject I have wished to obtain a knowledge of. It is a fact patent to naval officers that the competitive system does not admit to the service those youngsters most likely to develop into good officers. *MR. G. MACHAN. I forsaw when the Education Bill was passed, what evils were likely to ensue, but only got laughed at when I dared to mention them. I have lived to see them come true, for there is no doubt the healthy physical man is going down before the mental. I pass groups of Board School pupil teachers going to their fortnightly ex- amination, and it is painful to see the large number (more especially amongst the girls) who are wearing spectacles. The Board School authorities here are trying to induce parents to send their children to school at the age of four and four-and-a-half years instead of five, a most monstrous thing in this cramming age ; surely they might let their bodies develope a little. *MR. O. C. WATERFIELD. Many years ago I addressed to the Duke of Somerset, who was then First Lord of the Admiralty, a memorandum on the examina- tion for naval cadets. The advice which I then ventured to profler was (1) that the examination for admission to the Britannia should on no account be limited to special subjects, announced beforehand, but that questions should be set from the ordinary subjects taught in the public schools to boys of the candidate's age. (2) That the questions Should be easy ; and the examiners instructed to try and THE SACBIFICE OF EDUCATION TO EXAMINATION. 149 ascertain what a boy did know, — ^not what he did not know. (I hold it to be an axiom of examination that abUity is better tested by an original answer to an easy question, than by a correct reply to a question which is beyond the intelligence of the candidate). (3) That admission to the Britannia by competitive examination should not constitute a claim to a commission in H.M.'s Service ; but that from the whole number admitted those who appeared to be best qualified for future ofiicers should be selected by those who had daily experience of their work, character, and physical fitness. (4) That the remainder should be returned to their families and ordinary school life with the least possible waste of valuable time. These principles perhaps admit of wider application. *MR. W. PENN. I am only a private school master of about 30 years experience since my pupil teacher days. It has fallen to my lot to have a pretty wide and varied experience of boys and young men. For ten years I had educational direction of nearl)' 100 girls yearly in a large school for the daughters of professional men. I have had long acquaintance of both the evils (they are legion) and the benefits (they are few) of examinations. I have groaned under their tyranny for years, and longed, as they that watch through a weary night for the first streaks of dawn, for some movement from the leaders of thought and education in this country, which should in the name of all noble efforts and work, protest against this bondage and inaugurate a truly liberal movement for the chained educator. I welcomed, therefore, with an enthusiasm I cannot here describe, the appearance of an article on " The Sacrifice of Education to Examina- tion," and the numerously and influentially signed Protest. Its reading occasioned me one of the happiest days I have known for years, and raised within me hopes for my work, in which I take so much delight, which I have scarcely ventured to indulge hitherto. I ought, perhaps, to add that I consider my work to be the training of character even more than of the intellect, that morals hare a greater bearing on life than knowledge. Second Letter. My views on education are pretty fully contained in the follow- ing brief quotation from some old number of the British Quarterly, that I came across eleven or twelve years ago. I printed them as 150 THE SACKIFICE OF EDUCATION TO EXAMINATION. the pith of my "Prospectus" for some years, but they did not attract pupils — very few people understood them. " It is much more difficult to observe correctly than most men " imagine ; to behold, says Humboldt, is not necessarily to observe, " and the power of comparing and combining is only to be obtained " by education. It is much to be regretted that habits of exact " observation are not cultivated in our schools ; to this deficiency " may be traced much of the fallacious reasoning, the false philo- "sophy, which prevails." EEV. H. DAMAN, M.A., Assistant Mastek, Eton. I am not willing — at least at the present moment — to sign the Protest, partly because I believe that by so doing I should appear to commit myself to the opinion that examinations should — in whole or in very great part — ^be abolished. I think the remedy for the present evils should be found : (1.) By placing the conduct of examinations in the wisest and most experienced hands. (2.) By limiting the subjects taught in Board Schools, or wherever the expense of education is partly defrayed by pubhc money. (3.) By restoring to the comparatively poor the endowments which were intended to aid their education (or research), but which have been (in the last generations) confiscated, and have now become prize money for the comparativelj' rich. *J. H. AVELING, M.D. I have read with much interest the letter which I now return signed, and in doing so I may give you my experience relating to the effect of the present mode of education upon girls. For nearly forty years I have devoted myself to the treatment of the diseases of females, and it is quite a, frequent occurrence for mothers to bring their daughters to me to know what is to be done. These girls present themselves to me ill-nourished, highly nervous, the functions in abeyance or imperfectly performed, with loss of appetite and sleep, and with perpetual headache. My advice is always fresh air, exercise, and no mental strain. If this is adopted, the patient gradually improves ; if it is not, she develops into a highly nervous and morbidly emotional woman, giving birth, in case of marriage, to THE SACEIFICE OF EDUCATION TO EXAMINATION. 151 a weak and deteriorated ofEspring. The spirit of emulation is stronger in girls than in boys, and this causes them to work beyond their strength. When the body is growing fast and the physical needs are great, the requirements of the body are neglected, and the mind receives by far the larger share of attention. Education as at present practised does not educe or draw out and cultivate the talent each individual possesses. It endeavours to force everyone into the same groove. Minds are as various as the metals. A manufacturer would be thought mad who tried to make lead, copper, and iron perform the same office. Examiaations do not test sufficiently the higher faculties of the mind. Memory, the lowest, is that most tested. Judgment and imagination, upon which an individual's success in life most depends, are treated as of minor importance. I am happy to assist in this important and useful movement. *MR. T. A. WALKER. Whilst there are several expressions as to detail in the Protest to which I should hesitate to assent, I am fully in accord with its broad principle. It appears to me, however, that one side of the scholarship question has hardly been touched upon. Whilst most strongly opposed alike to the prize scholarship and the prize fellow- ship, and whilst fully agreeing that inestimable good would be wrought by the diverting of vast sums now expended in mere prizes to local teaching, I think that the scholarship may equally well fulfil another end, viz., the bringing of able and struggling youth into direct connection with the Universities. The advantages of mere local class teaching cannot, to my mind, be weighed in the same balance with those resulting from residence in one of our ancient Universities. Mere knowledge is not culture, nor is the imparting of knowledge education. No mere local teaching wUl so truly educate a man as will constant and familiar contact vsdth varied miads, frequent intercourse with companions of every shade of opinion and every rank of society. While, therefore, I cordially welcome the great University Extension movement, I hail with yet greater gladness the movement of which I have detected signs in various places in the direction of the establishment of local scholarships or exhibitions, by the assist- ance derived from which the abler children of the poorer classes may be enabled to obtain the education they desire, it may be at 162 THE SACEIFICE OF EDUCATION TO EXAMINATION. some University College, it may be at the old University. Nor are such scholarships necessarily awarded as the result of mere com- petition. In my own college, Peterhouse, as I suppose in many others, we have what is known as the " Deserving Students Fund" out of which donations are made privately and at the discretion of the tutor, who has full knowledge at once of the capacities and the needs of his pupils. This scheme might well be extended. The aim of a scholarship ought to be to assist struggling talent, not to reward a successful " pot-hunter." It is in this spirit that I deplore the present employment of minor scholarships, an employment whereby the struggling student is defrauded, whilst our whole educational system is contaminated at its source. So long as the winning of scholarships " direct from the school " is regarded as the certain test of the competency of a school master, so long will the ciy of overpressure be raised in our schools, and so long will true education be impossible. * PROFESSOR BLACKIE. Schools. — In the case of schools I am of opinion that com- petitive examination cannot easily be dispensed with ; but care should be taken by the teacher, who should be principal examiner, that all questions and exercises be set in such variety and range as to bring out the diversity of talent that Nature has planted in the breast of the young persons. The scholars should also be encouraged to bring to light any special talent they may possess over and above the range of the competitive examinations, and due weight should be given to such exhibition by the examiner. In doubtful cases viva voce examination should always be added to written exercises in order to bring out the promptitude, dis- tinctness and alertness of the examinee. A special yalue also should be attached to whatever evidence of general culture and intelligence, in addition to the technical accuracy of the exercise, the examiner might be able to educe ; as for example in languages the examinee, besides translating any passage accurately ad oper- turam, might be called to make such general observations and reflections on the matter of the passage as might occur to him. Official Appointments. — ^The qualities which make a young man capable of performing effectively the duties of any public station, are not in any wise identical with those which enable him to make a good appearance at a school examination. The school THE SACKlnCE OF EDUCATION TO EXAMINATION. 153 can test a certain amount of talent in certain specified departments of measurable knowledge ; the duties of life require character and attitude, manner, judgment, readiness, tact, and other personal strong points, which can easily be known and felt, but admit of no definite measurement. In all public appointments, therefore, while a certain average of professional knowledge should, as a matter of course, be presumed, special regard should be had to the possession of those personal qualities which contribute more to success in life and the effective performance of public duty than any amount of merely scholastic attainment, and in order to secure this, personal knowledge should in aU cases be supplemented by the testimony of various persons of independent position, with whom the candidate for advancement may have come in contact. I have only to add, with the view of satisfying opposed parties and giving different methods fair play, that if one half of a given number of oificial appointments in any year were made under an exact system of competitive examination, and the other under a more open system of minimum qualifications with personal know- ledge and testimonial evidence superadded, all parties might accept such a compromise, and the results would supply valuable materials for future consideration. It may be of importance also to state that when I was in Halle, some twenty or thirty years ago, I had some instructive intercourse with Max von Duncker, then keeper of the records in Berlin, who spoke to me very emphatically about the danger of making public appointments by competitive exami- nation pure and simple, as tending to produce a mechanical mono- tony of forced drill, rather than to bring out real strength of character and brain. *MIl. J. ADAM. I strongly sympathise with your remarks on the danger men run of limiting their mental horizon by the University examinations, and I feel convinced that our S3'stem tends far too much to bring men to one dead level, instead of accentuating the variety of taste and natural aptitude which is equally essential to the advance of science and to the formation of character. But I do not think that the effect upon the teacher (at least in the Universities) is necessarily so degrading, as might appear from the manifesto. I believe that ■even under our present system it is quite possible to teach men so as to make them doubt and inquire, and not lazily believe. In particular 154 THE SACEIFICE OF EDUCATION TO EXAMINATION. I am sure that certain sections of the second part of the ClassicaL Tripos are taught in this way. Moreover, I believe it is neither expedient oior right to acquaint parents with all the methods and subjects (in every detail) employed in the education of their sons.. The mental horizon of the parent is frequently narrower than that of the teacher. I hold it to be the teacher's duty to make the son wiser and better than his father, even at the risk of being called a " corrupter of the youth." As regards details, I ought to say that- I am as far as possible from wishing to abolish scholarships. Here, in Emmanuel at least, they are for the most part not prizes but helps. Of prize fellowships I say nothing ; they stand on an entirely different footing. I signed the document because I agree with a great deal of your negative criticism ; — what my reservations were,. I have now stated. I feel that a system cannot be altogether right which sends us far too many men thoroughly jaded and incapable of intellectual interest ; and I shall be only too glad if your inquiries throw any light upon the subject. SIE E. 8IEVEKING, M.D., LL.D., F.S.A. I am very much disposed to think with you that there is a. general tendency at the present day to " sacrifice education to ex- amination" ; the same complaint is to be heard in Germany, from where I have just returned. I regard it as due to a prevalent, and,.. from my standpoint, erroneous view of education, which is no longer treated as a means of discipline and development of the intellectual and moral faculties, but as a process by which a young man may at once be enabled to earn his bread. A greater variety of subjects is taught, and the learner's brain is crammed by all sorts of specialists to the detriment of its growth and to the future exercise of its fuU and trained powers. Every physician is constantly being brought • into contact with the baneful results of exhaustion arising from this system applied to both sexes. At the same time I cannot regard the present condition of educational matters in this country as an im- mixed evil. Those whose memory carries them as far back as mine,, will remember that there were other and more serious flaws in " the " education " of all classes formerly, and I have every confidence in. the good sense of our educational authorities that the exaggeration of the present system of examinations will before long be toned, down to more reasonable dimensions. The ordinary run of examina- tions ought, in my opinion, not to be competitive ; they should only THE SACEIFICE OP EDUCATION TO EXAMINATION. 155' test the candidate's fitness for the work of life to which he intends to devote himself and give proof that he is able to enter upon the battle of life and to employ his energies to his fm-ther devalopment and usefulness. *MISS ALICE WOODS. In answer to your letter, I am glad to say I have had to do with schools in which examinations do not form a prominent part of the school course, and I consider that it is not only possible but quite easy to train young boys and girls to work industriously, not for their own individual advantage, but for the sake of their form. In the school of which I am Headmistress (the Chiswick High School for Boys and Girls) some of the plans adopted are as follows : (o) In class work each answer is noted on the black- board by the teacher as correct or incon-ect, and the position of the whole form is decided at the end of the lesson by the number of correct answers obtained, the standard of course varying with the length, nature, and difficulty of the lesson, e.g., a hundred correct answers might give a form " Class I. with distinction " ; seventy-five, " Class I." ; fifty, " Class II." ; and so forth. In individual written work each child has remarks put at the end of his or her exercise, e.g.. Excellent, Very Good, Poor, &c. Three E's in succession mean a report to the Headmistress, when the fact that A or B has been a great help to his form is specially dwelt upon, and the form takes much pride in seeing how many E's can be obtained by its members. (J) At the end of term the results of both oral and written work, which have been registered during the term by the mistresses, are reckoned in accordance with a plan agreed upon by Headmistress and staff,, and the class of the form is determined and read out. Special commendation is sometimes given to those who have markedly helped their form. No order of merit is given for the work of the individual during the term, and thus all the excitement is directed towards the success or failure of the form as a whole, and the result is that the children glory in the success of their form, and narrate with glee at home how many Ists it has obtained. 2. In certain examinations the results of individual work are given. The names are arranged in classes in alphabetical order, a certain percentage of marks entitling to a 1st, 2nd, 3rd, and 4th class. Seventy-five per cent, would give a 1st class, and so on. 156 THE SACEIFICE OF EDUCATION TO EXAMINATION. When the lists are read out, special attention is drawn to the number of 1st classes. If the school were a large one, I should propose that the school class lists should be published once a year for the benefit of the parents. As it is, the children usually write down their " examination class," and " the class " of the form for the term in each subject, and take them home. On the whole the majority of parents appreciate the system, and it is always made as easy as possible for them to come and see the school at work. The local difficulties in connection with attendance have forced upon us a modified form of jDrize giving, which I cannot altogether defend, and only adopt from necessity. Each fonn gaius at the end of the term a certificate for attendance according to the good or bad attendance of its individual members. Any child who is present regularly morning and afternoon throughout the term can gain an extra hundred attendance marks for his form. Any one absent without leave, except on account of illness, loses a hundred ditto. Once a year, at Christmas, the certificates obtained by each form during the year are compared, and each form is presented with a picture for its room, the form that has attended best having first choice. With elder girls I do not consider it needful to note every answer in class, and they are expected to work without so much stimulus. I must confess that their work is not quite so energetic as that of girls who are struggling for prizes, but I think this is not the fault of the system. I believe it is due to the fact that the number of the scholars in the Upper School forms is too small to create the public opinion in favour of hard work that is found in other non-competitive schools. (2.) The girls now in the upper forms had not been trained on the non- competitive system from early childhood. (3.) As long as examinations and prizes are the order of the day for boys, girls' and little boys' schools that are worked without them must suffer to a certain extent. The girls feel that their brothers have an educational excitement in which they are not allowed to share, and the home feeling that girls cannot be expected to work as well as their brothers without the stimulus of prizes and examinations is so strong that many of the cleverer are inclined to accept this position, and are apt to grow phlegmatic, and work with less vigour than those girls who are brought up on the competitive system. In spite of this I have no hesitation in expressing my conviction that the average and dull THE SACRIFICE OP EDTTCATION TO EXAMINATION. 157 girl works far better on non-competitive plans, because she is never deprived of hope, and if the work of the cleverer is not quite so vigorous, I believe the gain in brain rest during years of growth, and the absence of feverish excitement, will lead scholars to work with greater zest in future years, and to feel that education is con- tinuous, and not brought to an abrupt close by a Higher Cambridge or Oxford Certificate. I believe that if but one large public school for boys had the courage to give up the competitive system it would be one of the most far-reaching and progressive educational movements that has yet been made. To find a boys' public school on our side would give just the sti-ength that is needed. The great drawback to the working of the non-competitive plan is the want of faith among the teachers in its success. There is a lurking fear that after all we shall not turn out pupils of the same standard of attainment as other schools. In regard to outside examination of schools, I am not at present prepared to advocate their abolition, provided they are carefully confined to the actual work done in the school, and the examiner chosen by the head master or mistress with the approval of the Board of Governors. When we are sufiiciently advanced to have in every school a thoroughly trustworthy head and staff, I think some careful system of reports by each teacher to the head master or mistress throughout the school career might be devised, and occa- sional examinations held by whomsoever the head chose, and when he chose, so that a school certificate might be granted on leaving to each scholar who had passed satisfactorily through the school course. I fear that at present there would be some danger of favouritism in internal examination, and still more danger of prejudice arising from the fact that it is very hard for those who have taught a subject not to expect far too much from their pupils. On the other hand there is a possibility of slip-shod work both on the part of teacher and pupil, and on such workers the effect of an outside examination is bracing. *MISS MARY A. WOODS. I ought to explain that my work as a teacher has been limited Jto girls' schools, and that, though I am satisfied that the usual in- centives to study are attended with serious evil, I have so persistently 158 THE SACBiriCE OF EDUCATION TO EXAMINATION. (on d priori grounds) abstained from using them that I cannot testify ^;o the evil from personal experience of it. I shall, perhaps, be most usefully employed in showing what incentives may be con- veniently — and, as I think, with advantage — substituted for the usual ones, feeling sure that these would, in many cases, be abandoned at once if it could be pi-oved that there was an eflBcient alternative. The incentives usually employed are three, often combined, but obviously separable : prizes, competition, and " prepared " examina- -tions. It is clear that if we can dispense with the last of these we can dispense with the other two, not only because we have no temptation to goad on our pupils with artificial " stimuli," but because we are free to use natural ones. Saved from the necessity of compressing a maximum of teaching into a minimum of time, we have leisure to make our lessons interesting, to touch on collateral questions, to consider the varying needs and capacities of individual minds, and to show by our enthusiasm that learning, like virtue, is its own reward. All this rests entirely with ourselves. Any teacher who complains that her pupils are too duU to be interested convicts herself of dulness by so doing. I would say then, if I may venture to advise : — 1 . Decline (at any rate during the earlier stages of school life, while the tastes and habits are forming) to send in for public ex- aminations. 2. Use the freedom so obtained to make your lessons as de- lightful, as far-reaching, and as inspiring as you possibly can. But there will always be girls who, while readily amused and interested, shrink from the drudgery of hard work. For their sakes I would add: — 3. Fix a standard that mxist be reached. Classify all written work; reject all that falls below a pass-standard ; commend all that reaches a high one. And especially, take note of the collective achievements of each form, thus substituting co-operation for com- petition, and making it each girl's interest that her class-mates should do as well as herself. By those methods, we may, I think, secure not only the habits of industry and accuracy which the ordinary system claims to produce, but some others, as to which it makes no such claim (though they may undoubtedly exist in spite of it), — the habits of delight in study for its own sake, and of in- terest in the achievements of others. THE SACRIFICE OP EDUCATION TO EXAillXATION. 159 :ME. a. HEADLAJVI, B.A., fellow or All Souls', Oxeoed. I answer your letter with some hesitation, as my views are hardly likely to be of any great importance, and I must be under- stood to speak solely of those examinations of which I have some 3)ersonal experience — those in Oxford. (1.) In the fii-st place no substitute is suggested for examinations. It is incumbent on those who would overthrow a system which has worked a transformation, which we can hardly realise, in the industry of Universities, and the purity of our public service, and which in spite of admitted faults has a definite duty to perform, to ofEer an alternative scheme. We must not allow the defects of an existing system to bluid us to the greater evils its absence would cause. (2.) It is suggested that "boys should be taught to love knowledge for its own sake. This a certain number learn by being compelled to work for it. About one ia a hundred would learn it in any case ; but the remaining ninety-nine would be without even the rudiments of learning and ■cultivated taste, which they at present acquire. The fallacy is to suppose that the mass of mankind have any inborn love of the necessary drudgery which must be gone through before they are in a position to understand or aspire to knowledge. (3.) I notice that a great deal has been said lately by certain Oxford professors to the effect that the examination system deadens intellectual life ia Oxford and destroys individuality. I venture to think that that could only be ^vritten by some one entirely outside the stream of University life. Many defects might, no doubt, be found in under- graduate life, and what I am now saying applies only to a portion of the- whole number, but it must be noticed that it applies just to those who take examinations most seriously. Nothing is more striking than the large number of essay and other societies which exist ; one is to be foimd in every College. Each of these helps to foster the intellectual life of the members, and the number and variety of subjects upon which, in any given week, essays are read and discussions raised in the University is some sign that intellectual interests are not narrow. Taking the last number of the Oxford Magazine, I find that at the essay society at Merton a paper was read on " Clou'gh "; at New College, on " Russian Novels "; at St. Edmund's Hall, on " The Early British Church "; at St. John's, on " The Value of Souls." The most important point for us to notice is that in the vast majority of cases, the most vigorous members of these societies are also steady workers for the schools. With regard 160 THE SACEinCE OP EDUCATION TO EXAMINATION. to another complaint raised that there is a want of individuality among undergraduates, and especially amongst those who have gone through the University course, — this again implies that the writer lives very much outside the University. Personally I can speak from a knowledge of many classes of undergraduates having, until recently, been one myself, and also from having examined in the last few weeks some twenty of the ablest members of the University on a wide range of subjects. One or two showed signs of being somewhat overdone, and, if I may use the word, " stale "; the greater number could not be accused of want of individuality or of vigour. (4.) When, however, it comes to details, reforms are perhaps needed, and would not at any rate do much harm. Probably the best examinations are connected with the Honours Schools in Oxford, especially the school of LitercB Humaniores. Here the range of subjects is wide, the time of reading is so lengthy that cramming becomes very difficult, and in the examination not only knowledge but also style and method are required, while freshness and literary power carry great weight. When we come to the Pass Schools we find a considerable confusion, and a decidedly unneces- sary multiplication of examinations, and this is the direction in which reform is necessary. Examinations do not do much harm ; too constant examinations do. A great step would be gained if University and other examinations could be reduced in number and made simpler in character. The examinations in the Oxford school coming at the end of two years having been arranged to shew a man's power, make unintelligent reading useless, and invigorate rather than injure a man's mind. If I may be allowed to add another personal experience, I may perhaps say that an examination — though of course hard work — is quite capable of giving pleasure to those who have to go in for it, and of helping them to understand their work. I am afraid you will find my views very conservative. You are at liberty to use them as seems to you best. *MRS. ALLAN CHAPLIN. Examination is supposed, is it not, to test at a certaiu age the result of the education that a youth has received, is supposed to discover the highest intelligence, and the most available brain-power for practical life ? If so, surely the plan of " coaching " a youth tends to evade this object. It is true that people cannot in these days buy professional advancement, but is therfe not in our present IHE SACRIFICE OF EDUCATION TO EXAMINATION. 161 system something of the nature of purchase ? The rich only can afford to pay the high terms asked by the successful " coach." Upon idle youths the effect of reliance on the " coach " is very bad ; they feel they can be indolent with impunity ; they talk sometimes as if it were someone else's affair that they should know enough in order to pass their examinations, — as if they were empty sacks into which so much knowledge could be forced by anyone who thoroughly under- stood the business ! The false view taken of the object of education by parents, and therefore naturally by youths themselves, is assuredly one of the most serious results of the modern plan of competitive examination. A Lady sends the following Extract from " Fors Clavigera" (John RuskinJ. Farther, of schools in all places, and for all ages, the healthy working will depend on the total exclusion of the stimulus of com- petition in any form or disguise. Every child should be measured by its own standard, trained to its own duty, and rewarded by its just praise. It is the effort that deserves praise, not the success ; nor is it a question for any student whether he is cleverer than others or duller, but whether he has done the best he could with the gifts he has. The madness of the modern cram and examination system arises principally out of the struggle to get lucrative places ; but partly also out of the radical blockheadism of supposing that all men are naturally equal, and can only make their way by elbowing ; the facts being that every child is born with an accurately defined and absolutely limited capacity ; that he is naturally (if able at all) able for some things, and imable for others ; that no effort and no teaching can add one particle to the granted oimces of his available brains ; that by competition he may paralyse or pervert his faculties, but cannot stretch them a Hue. *MISS SIM. Examinations on the whole are equally detrimental to the adult as to the chUd. The certificates or diplomas given to teachers are now gaiaed according to the number of marks obtained by the candidates. They should be given according to results shown by teaching power, power of discipline, and moral influence. These results can only be judged while the candidates are in training. 162 THE SACRIFICE OF EDUCATION TO EXAMINATION. From " Handbook of Psychology " (J. Sully). Sent hy Mrs. Allan Chaplin. Being an anti-social feeling, rivalry requires the educator's careful watching, lest it grow into a feeling of hostility and lasting antipathy. This applies with special force to the school, where the teaching of numbers together offers a wide scope for this feeling. The mode of teaching by assigning prizes has the great drawback that it tends to develope the impulse of rivalry in excess. A boy who gets into the way of looking at a companion as a possibly successfid claimant for the prize he covets, is hardly likely to entertain A'ery kindly feelings towards him. As Miss Edgeworth reminds us, superior knowledge is dearly acquired at the price of a malevolent disposition. Rivalry is a feeling to be kept in the back- groimd. Children should be encouraged to excel rather for the sake of attainment itself than for that of taking down another. In other words the scholar's prevailing motive should be worthy ambition, or desire to get on, rather than the distinctly anti-social impulse of rivalry. As Rousseau and others have pointed out, the teacher can further this result by his mode of apportioning praise, grounding his estimate on a comparison between what the pupil has been and what he is, and not between what he is, and what somebody else is. # « « « Where as with the schools, rewards are given as prizes for successful competition with others in intellectual pursuits, the moral effect becomes very much circumscribed. As already pointed out, the impulse of rivalry tends to be anti-social, and the eager com- petition for prizes has a baneful rather than a beneficial effect on the moral character. Since the moral effect of rewards depends on its being recognised as the fruit of virtuous exertion, school rewards can only have such effect when they are conferred, not on the ground of absolute attainment, which is largely determined by natural superiority, but on that of individual progress. To give a prize to a clever boy is not, strictly speaking, an act of moral dis- cipline at all. On the other hand to reward a boy for special exertion comes under that category, since it distinctly recognises the moral element in intellectual industry.. PROFESSOR FLOWER I am in general sympathy with this movement regarding examination. THE SACEIPICE OF EDTJ CATION TO EXAMINATION. 163 The duke OF NORFOLK. I -will not ask you to add my signature to the letter you send me, but I may say that I certainly agree with the general drift and object of it. PROFESSOR G. RAWLINSON. I have no hesitation in saying that I have a keen sympathy ■with the movement. REV. CANON F. PAGET, Oxtobd. I believe that the evils attendant on competitive examinations are often grave and manifold ; and that there is great need of enquiry and effort with a view to the prevention of the harm done. *G. FIELDING BLANDFORD, M.D. There are two points which occur to me as deserving notice. The first is the absurd craze for the examination of girls. Girls are constantly brought to me professionally, who have broken down in nerves or general health through working for examinations, or dis- appointment at not passing them. So far as I can see, in many of these cases, there is not the slightest necessity for passing any ex- aminations at all. The girls are not going to teach or earn their livelihood, and yet they are perpetually subjected to examination and the consequent cramming. Secondly, I protest against the multiplication of men's examinations. In my own profession, instead of passing one or two examinations they have to pass three or four. The consequence is, that they work at the immediate subject, and when the examination in that is passed, it is put aside as done vdth, and heeded no more. I believe that at the end of their time they are much less, well-informed than they used to be. The various subjects are not made to bear one upon another, and the hospital practice and observation of disease is interfered with and shortened by these ever-recurring examinations. A STUDENT. The examination feels like a heavy cloud hanging over one completely for some months. All one's reading is affected by a desire to note points minute details and facts which might possibly be asked for, and yet which are unimportant. Tliis feeling affects i)i2 164 THE SACKIFICE OF EDUCATION TO EXAMINATION. one even after an examination is over, and one unconsciously read* ■with a feeling " How would that help me in an examination." If one continued many years under such pressure I can imagine this feeling becoming habitual and consequently destructive to any real intellectual life and development. A hatred for all books and all reading might quite easily be caused, even in one naturally fond of studying, if my own feelings may be taken as an example. As the dreaded time approaches, a feeling grows that to do anything else, to read anything unconnected with that particular examination is wrong and a waste of time ; the natural spring of mind and reaction, that comes through work alternating with leisure and play, are lost in a continual dead level grind. The one great advantage I see in examinations for more mature students is that from their pressure some people are induced to study a subject which interests them more thoroughly ; but even here there is a possibility of the preparation for the examination pro- ducing a reaction of disgust and dislike. I felt this for a time even with such subjects as History and English Literature after^ working for the Cambridge Higher Local. *-REV. H. D. RAWNSLEY. I have talked the paper over with an old Balliol friend and tutor, and with Professor E. C, one of the ablest of the Scotch University teachers, and to-morrow or the next day will talk the matter over with Provost H. of E. The conclusions arrived at are as follows. The general im- pression is that, as far as our Public Schools and Universities go, the pot hunter and prize winner is a rara avis. That the slight stimulus given by place in class, &c., is a gain tb the average youth in the time before he becomes enamoured of learning for learning's sake. That on the whole it is believed that men at the University read hard, not for the honours they may get, but on the same ground that they row hard, for their college or old school's sake, and because it is good form to work hard. That it is true that pot hunting, when it exists, destroys the intellectual soul and marrow of a man. There are instances of men in the English and Scotch Universities who have been thus destroyed. THE SACEirrCE OF EDUCATION TO EXAMINATION. 165 At the same time some kind of money awards are a necessity by which men shall be able to obtain education, and so rise from higher to higher. The whole tone of those I speak with is in favour of qualifying rather than competitive examinations. The Civil Service business and Sandhurst drill are abominations. It is suggested that the Indian Civil and Home Civil Service ■should demand of all candidates that they should have passed their Public School and University curriculum, from which, it is averred, -they will have gained the tertium quid of public spirit and self- respect, self-government, knowledge of men, at a time when men are most knowable, and esprit de corps to fit them to be a governing class. It is held that the honour or class list system by which people are placed in classes, rather than individually according to merit, is .good, and might be followed out in a National School system. It is hinted that no National School system is worth anything that does not examine or test capacity to teach of teacher, as well as capacity of taught. That the conduct and methods of a school should be more looked to than is at present the case. The pupil teacher system in our National Schools is spoken of as specially needing looking into. These teachers are at present untaught. As to ex- aminations by teachers of their own pupils, it is thought that it would be impossible to trust the teachers im.aided ab extra to do this satisfactorily. Prejudice and personal liking come too strongly into play, but it is held that no one is so qualified to examine the pupil as the teacher ; and it is suggested that every examining body ought to have associated intimately with it the teacher of the pupils to be examined. I may add that since these conversations I have spoken with the Head Master of C, and with the Master of T., and Master of P., and Warden of a well-known London Training College for Teachers in our elementary schools. I think, on the whole, they were m. the main agreed, except that in the latter case it was shewn that we do not give sufficient time when we are training National School masters to allow their brains to assimilate the various subjects taught, and I found that the Master of P. urged that the competitive system and place in honour-class by marks were fairer to men who were running or had entered for a race than any lumping of men together into classes as a qualifying examination would do. I have also had occasion to talk with one of our ablest University Extension 166 THE SACKIFICE OF EDUCATION TO EXAMINATION. lecturers ; he agrees ■with the statement of the case as submitted bjr this consensus of opinion, and shews me that the admission of the teachers to the examining body is carried out by the University Extension system and works admirably. No prize can be gained by the students examined until the result of their papers is compared ■with the lecturer's actual personal kno-wledge of their -work done previously to the examination. And he agreed -with me that more might be done at stimulating intellectual effort in voluntary fields of thought and -work after men leave the University, if the M.A. degree, -which is no-w only a matter of payment, and therefore really a bit of humbug, could be utilised as a gift from the Universities,. honoris causd, like the honorary D.C.L., to the men -who, by their efforts in literary fields, strive honestly to help their time. An artist, Mr. H. G., of repute, was with us and said if the Universities- would thus recognise the Artist's craft, and confer the M.A., honoris causd, upon painters and sculptors, they would really be doing some- thing to help forward a kind of spirit of recognition of good work done which would help forward art work in England. I leave the- thought with you. I know that Balliol College has given a kind of honoraiy Fellowship to a man for his good work done in the cause- of artizan education, and so has recognised the idea. ed:vvard a. freeman, D.C.L. The Last Thing in Oxfokd Examinations. I do not know that I have anything specially to answer in the- controversy on examinations, in the earliest stages of which I took a part. But one or two things have struck me as sho-wing the rooted inaccuracy of some minds. I was constantly referred to as if I had spoken against examinations of all kinds and eveiywhere. Yet I had carefully limited all that I said to examinations int Oxford, because it was of there only that I had any right to speak.^ About Civil Service, Armj', Public Schools, &c., 1 said nothing,, because I know nothing. I conceive the system in them to be- very mischievous ; but I cannot say anything about them from my o-wn experience. One thing especially amused me. I had spoken of various- subjects. Divinity, Law, Natural Science, some branches of History, some forms of Language, as unfit subjects for the B.A. Examina- tion. Divinity and Law, I said, ought to go back to their own. THE SACBIFICE OF EDUCATION TO EXAMINATION. 167 faculties, and the other subjects should be taken in an examination or other exercise for the degree of M.A. By one of the disputants — I forget his name, but I believe he is a weU-known crammer — this was understood to mean that I objected to all study of any of the subjects spoken of, my own special work among them. I treasured this up, as showing that the crammer could not understand that there could be such a thing as study without reference to an examination. Here in Oxford, amidst a good deal of darkness, we have lately seen some signs of light. I do not profess to undersand the system of examination at present in force here. It is so complicated and so constantly changing that I conceive that he who would give his mind to imderstand it can have no powers left for the understanding of anything else. It would seem, in its endless details, in its endless changes, to have grown up at the hands of men who had nothing to do but to patch up and to tinker exami- nation statutes, and who thought that patching up and tinkering examination statutes had in itself a sort of opus operatum merit. They seem to think of statute-patching, as Queen Mary Stewart thought of the sacrament of marriage, that it cannot be too often repeated. It is amxising, but at last it grows wearisome, to see the gravest men with the gravest countenances pottering away at some peddling change in Group A 1, Preliminary that. Additional Subject the other, tithing their mint and rue and anise and cumin with the solemnity of a Chief Justice sentencing a man to be hanged or a Justice of the Peace explaining the nature of an oath, and forgetting the weightier matters of the law, never thinking that an University exists for the promotion of learning, and not simply for the purpose of putting Group A 1 into a new shape every term. The comic side of their employment seems never to come into their minds. They see nothing grotesque in " additional subjects," which, it seems, are taken up before the subjects to which they are " additional." They see nothing grotesque in a system of examination so complicated that it cannot find names for its branches, and has to talk about Group A 1 and the like. The thing seems to bring a premature old age on both the doers and their handiworks. I heard a man the other day talking, gravely and fondly, of " Old Group C." " Group C " might have been as old as the Old Ked Sandstone, but in truth this venerable group cannot be older than sixteen or seventeen years. The funniest 168 THE SACRIFICE OF EDUCATION TO EXAMINATION. thing of all I saw is the title of a book, where a man described himself as " late Examiner in Substituted Matter." I could only guess that that was something which, like many other things, answered Lord Palmerston's definition of dirt, " Matter in the wrong place." So time is wasted, energy is wasted, over these trifling follies, about which one thing only is wanted, a single Statute to get rid of them all. Meanwhile for learning mighty little is done ; nothing will be done as long as the degree of M.A. is given at random to every man who can anyhow scrape into the degree of B.A. by any of the ten thousand crooked paths which nowadays lead to it. Yet there have been of late one or two things that may give us a small measure of hope. I was able the other day to vote for a Statute on the express ground that it made, for certain people at least, one examination the less, and that it brought two branches of knowledge into close connexion. Some advantage was to be given in the School of Natural Science to those who had taken honours in Literis Humanioribus. This must be a gain. I know, by my own experience in another school, what a gain it is to keep up the connexion between LitertB Humaniores and their fellows. The separate school of so-called " Modern History " was an absurdity from the beginning. I argued against it forty years ago, and experience has confirmed what I said then. But the absurdity was much less as long as a close connexion was kept up between the school of "Modem History" and the school of Literm Humaniores. It was when the two were wholly parted asunder, when men were called to go in for " Modern History " without having gone in for LitercB Humaniores, that the school of Modern History at once went down, down, down. I examined one set of men in 1864 and a very inferior set in 1873. Again, it is understood that the Boards of Medicine and Natural Sciences have set their faces again a proposal to have a separate School of Medicine as one of the endless ways of getting the degree of B.A. At present, by a most grotesque turning about of things, by the utter confusion of the old system of faculties, two of the many paths to the degree in Arts are through examinations in Law and in Theology, which of course ought to come at a later stage, as exercises in their proper faculties. Some have thought of a school of Medicine alongside of those of Theology and Law, as yet another road to the B.A. Such a proposal is open to all the objections which apply to the schools of Law and Theology and to a good many more. It would be the THE SACBIMCE OP EDUCATION TO EXAMINATION. 169 .rgreatest of all sacrifices to the silly fashion of premature " speciali- zation," the fashion of making the earlier University course a matter •of a future profession instead of a matter of general preliminary training, useful for all professions and all states of life. It would carry yet further the strange devices by which some arrangements different from those which affect other men have been made for future members of particular callings, Army or Indian Civil Service, devices which have created a mysterious being called a " Master in Surgery," and which have threatened us with a Hunnish invasion of Greekless attorneys. But the Board of Medicine and the Board of Natural Science, with a wisdom that one would not have looked for from any "board," have seen that the institution of such a school would be bad for their own studies, as it assuredly would be bad, worse than its two fellows, for the general training of the place. We have therefore one or two bright spots in the general cloud. A distinct step forwards — ^forwards, as used, meaning backwards — has been taken, and what its admirers would doubtless call a forward step has been happily thwarted. Some day, we begin to hope, we may sweep away " Moderations" and Group A 1, Additional Sub- jects and Substituted Matter, and all the rest of the rubbish which has been piled up during the last forty years. Please to remember that I am as eager as any man can be to draw to the University men of all classes and all future callings. I believe that an University training is, or was, good for all of them. Let us have the Civil Service men and the Army men, only let them come on our terms, not on theirs. Let us have the attorneys; only let them not be Greekless. Let us have the surgeons, only let them be satisfied with being Masters of Art or Doctors in Medicine, without inventing so grotesque a formula as " Master in Surgery." Let us have the bankers too, but let us not invent anything for them so funny as "Master in Banking," or perhaps the better-sounding " Bankery." Please to remember also that I have never said a word against examinations altogether. I have simply said that, though examina- tions are an evil, they are a necessary evil, that therefore they should be few and searching, instead of many and superficial. The old examination in sixteen books was searching ; it was a real test ; it ■was admirable as the crown of preliminary studies, mischievous even then only when men thought, as they sometimes thought, that no study after it was needed. Let me once more set down what is 170 THE SACBIPICE OP EDUCATIOK TO EXAMINATION. needed; that is, what is needed here in Oxford,^— of no other spot have I any right to speak. First, let the" Head Masters," the most uppish of mankind, to judge from the papers that they are always sending us, be taught their place. It is for them to adapt their schools to the rules of the University, not for the University to adapt its rules to the fancies of the " Head Masters." Secondly. The ordinary time of entrance at the University should be not later than eighteen, seventeen would be better stiU. Thirdly. There should be a general University Matriculation Examination. This would get rid of the grotesque practice by which Respousions — once the exercise for the status of Generalis Sophista, which seems quite forgotten — is practised on unborn babes, and some " certificate " from somebody or other, not the University^ taken instead — no, I think it is French, in lieu — of it. Fourthly. The B.A. examination should be again in the good old " Classics and Mathematics," best' of all trainings for all studies that may come after. Fifthly. The M.A. degree should be given only after a test of proficiency, in whatever shape may be thought good. It might be an examination; it might take some other form. Here a man's special and chosen work could come in, be it history, language, natural science, or anything else. Real proficiency in any branck should win the degree. Theology and law, as separate studies, should go back to their proper faculties. Neither for B.A. nor M.A. should there be any class lists, but the examinations or other exercises should be such as to make the B.A. degree respectable and the M.A. degree honourable. All this of course implies the earlier time of entrance suggested in my second proposal. And this implies the carrying out of the first. The University must assert its independence, and not allow itself to be dictated to by " head masters." MR. FREDERIC HARRISON. A Few Last Words. Since the publication of the Protest against excessive exami- nations in November last, I have read a great body of papers, more or less in opposition to the views there expressed. But what strikes me so much in these papers is this, that hardly one THE SACKiriCE OF EDrCATION TO EXAMINATION. 171 of them is a plain, unqualified and reasoned justification of the examination system as it now exists. A very large part of these ostensible defences of the system are really condemnations of it. Almost all of the defenders give up much, see faults here, abuses there, and altogether defend a reformed and renovated system of examination, which does not exist at all, but which each hopes to see after his own ideal. Well ! it is a reformed and renovated system of examination that we wish to see. So that the bulk of that which professes to be support of the existing system, is really attack on it nearly as hearty as ours. From Professor Ray Lankester, the Balaam, the son of Peor, of the defence, to the less trenchant but qualified adherents of a possible examination system, there has hardly been a single voice raised amongst respon- sible and experienced instructors anywhere, to assure the public that the actual examination system is entirely satisfactory. A large proportion of the defenders seem to consider that the essence of defence consists in vehement counter attacks and carrying the war into the enemy's country, smart sallies and ingenious retaliations on the foe. That is no doubt a sound rule in war. But this is not war. I have myself been made the object of many witty rejoinders, which I will endeavour to take with good himiour. But does this advance matters much ? The question which interests the public is whether the system by which educa- tion is tested is or is not the best that can be found. But whether I and my friends who raise that question have said foolish things, or have no right to meddle, or are open to a. tu quoque, is not very interesting to the public. The one matter it cares for is whether or not the present examination system is aU that it should be. For our inconsistencies, our ignorance, our blunders, the public does not care a straw. Again, the imiversal answer to our Protest resolves itself always into one question — What will we substitute for the exami- nation system? Well! that seems to our critics quite conclusive. But why are we bound to find a substitute ? Is it clear that any substitute of the kind is needed at all? And may we not point out practices which seem to us hurtful to education without being bound to set up some other practice which might be even worse? If a physician tells an alderman that he is ruining his health by over-eating or over-drinking, is the man of science bound to supply him with a substitute which shall be equally 172 THE SACRIFICE OF EDUCATION TO EXAMINATION. fascinating as excess? The remedy is to avoid over-eating and over-drinking. Eat and drink less, avoid all excess, live with, moderation. So say we now. No substitute for eternal exami- nation is necessary or expedient. Avoid all excessive and artificial examination. Teach and learn without reference to examination. And if you must examine, examine with moderation, and in a natural, spontaneous, and thoughtful way. Do not make it a trade ; do not make it an end ; do not trust in it so entirely. Give up the old dipsomania for tables of marks, and you will soon find any substitute quite needless. I am told we ought to answer the numerous criticisms on our Protest. But when we have put aside those criticisms which practically concede all that we assert, all those which are mere personal rejoinder and counter-attack, and all those which amount to nothing but What will you substitute ? I hardly find anything that remains for us to answer. To state my view shortly, I will here simply put down the positions which satisfy me in this matter. 1. In the first place, I think that examinations in schools, colleges, and Universities are far too numerous, too special, too technical. I do not pretend to say that examinations can be or should be dispensed with. But I think they are five times too numerous, too mechanical, too much subdivided. I incline to think that one main examination for each course of study ought to be sufficient, though special teachers may usefully hold subordi- nate repetitions in their own subject for their own use. 2. Secondly, I think that to make constant examinations the main instrument for exacting study is a thoroughly vicious system. You do not get real study, but only the semblance of it. You make the study itself odious and irksome. You are continually being eluded by the examination devices and all the resources of cramming. And you are placing the ground of study on a thoroughly unwholesome footing. Those who are responsible for the training of boys, youths, or men, whether as their actual teachers or the directors of their studies, ought to rely on moral, social, and intellectual motives to study, and not on the examina- tion whip. They are trusting to a very false and evil instrument, whereas they ought to make study attractive in itself, and invest it with the dignity of a moral and social duty. 3. Then, I think the present system faulty in producing a special profession of examiners, at least in the shape of men much THE SACKiriCE OF EDUCATION TO EXAMINATION. 175 occupied with examining. Examining ought to he a mere incident of teaching, and ought to be strictly confined to those who teach. As a means of teaching in the hands of those who teach, examining is not likely to be misused. What we complain of is that it is entirely detached from teaching, and is made the test of teaching and the absolute master of those who teach. 4. Again, I object to so much examining being in the hands of young and inexperienced men, themselves just fresh from the examination harrow. No doubt the young men are eager, full of " tips," and devoted believers in the miraculous powers of the great god, examination. But that is just what examiners have no business to be. Examining, that is judging knowledge, habits of mind, and mental discipline, is a very difficult and complex business. It ought to be the task of men at the close or at the summit of their career as teachers, and not at the start of it. Competent teachers, fuU of their subject, with trained experience of different minds, may profitably judge the different minds and stages of knowledge of many students. An inexperienced, eager, confident young prize- man, without any experience of teaching, can only draw up a mechanical mark-sheet on a cut and dried plan of his own, bristling with tips, tags, catches, and tricks of the art which he foolishly takes to be knowledge. In China, at least, the examiners are learned and aged Mandarins. With us, the examiner is, often as not, the raw, self-confident, narrowly taught, artificial classman of last year. 5. Again, examinations to be useful ought to be leisurely, simple, thorough, and with ample margin for reconsideration, re- hearing, and reflection. Everyone knows that it is a helter-skelter ; furiously over-crowded, over-hurried, and without a spare quarter of an hour anywhere. An examiner has to read and judge 4000 or 5000 pages of MSS., where he ought to have 400 or 500. He has 400 or 500 men to examine where 40 or 50 are too many. The examinee has a dozen or 15 papers to write, where 4 or 5 are enough. There are too many special papers, too many days of continuous examina- tion, too many subjects, too many students for each examiner, too little time for reviewing, re-considering, and correcting first im- pressions. I say nothing myself about appointments in the Services, for I confine myself to the injury to education in schools, colleges. Universities, and the like. My point in this controversy is the 174 THE SACKIFICE OF EDUCATION TO EXAMINATION. ■damage done to education by the present system. How competent men are to be found for the various Services is a matter I leave to those who know more about the Services than I do. I object to our whole system of education being demoralised and perverted in order to try and prevent public officials from exercising jobbery. If jobbery is so rife and so serious, let us deal with it directly, as we have dealt with bribery. Let Mr. Balfour bring in a new Crimes Act, to make it six months' imprisonment with hard labour to job an office in H.M.'s Service — and I will support him. We have put down bribery by a stringent Act. They are trying to put down boycotting. Let us all try to put down jobbery. Lastly, let me say that I have not made any sort of attack on particular persons, or even any class of persons. In talking of examiners and crammers I have not had particular persons in my mind. Mr. Walter Wren seems to think that no one can allude to the cramming system without alluding to the great establishment over which he presides. I have no such meaning. He says that he and his colleagues are occupied in teaching, and I do not for a moment deny it. There are " crammers," of course, in Schools, Colleges, and Universities, just as much as outside of them. Many teachers are no doubt really " crammers." And many so-called " crammers " are really most efficient teachers, as I have no doubt Mr. Wren, Mr. Scoones, and their colleagues are. It is not the man I complain of, but the system. I object to the art of " cramming," as the inevitable result of the art of examining. My fear is that under the examination mania, all education is fast becoming mere cramming. AUBERON HERBERT. I propose to sum up some of the evils — ^many of them referred to in these letters — ^which seem necessarily to inhere in examinations when divorced from teaching. Let it be once more repeated that the greater number of these evils only exist as a much milder type, where the teacher is the same person as the examiner ; and that the grievance, in this country at least, is concerned with a system, under which the teacher must conform to an external standard fixed for him. I will then glance at some of the arguments in defence of external examinations ; and then touch on what I believe to be the remedies. THE SACEinCE OF EDUCATION TO EXAMINATION. 175 1. Subjection of teacher to an external standard. Notice, as so often urged, Ms loss of self-direction and spontaneity. Dependent and unable to teach in his own way, his individuality — the source of aU powerful influence — ^is lost in the system which envelopes him. Enthusiasm for his subject and love of knowledge have become dangerous influences to him, tempting him to mislead his pupils from the strait path before them. He is as a man set to walk between two high waUs, with no power to turn to the right hand or to the left. Indeed, after many years of such walking, he may altogether lose desire to quit the strait and set path, and even doubt whether or no there is any world outside his walls, into which it is at all profitable to enter. Moreover, bad influences of a positive kind fall upon him ; not only must he renounce his higher self and mortify his intellectual desires, but he is often tempted to descend to the operation of what Mr. Latham has called " sizing " the mind of the pupil. As weight, that is not derived from the cotton threads, and surface are added to the fabric, so is the appearance of an excellence given to the pupil, that is less really in himself than in the art of the teacher. Are we to wonder if under such conditions the teacher grows cynical over hife own occupation, and at last believes that young minds have been specially created to exercise the ingenuity of the college trainer ? 2. Subjection of all teaching to certain central influences. When the prizes of a University, or the places offered by Govern- ment, are of great importance, either in money or in public esteem, the whole teaching of the country tends to be determined by these central influences. Just as a few successful milliners decree the «jashion of the moment, and are mechanically obeyed by an obedient crowd of the bene natce and the bene vestitce in aU parts of the coimtry, so do the Universities (or the Government, as the case may be) decree the fashion of learning. The Universities mould the great schools, which adjust their teaching so as to win the prizes they offer ; the great schools in turn mould the preparatory schools ; and so the evil chain is forged. Thus education — which includes all knowledge, all experiment, aU civilisation in itself, which above all the great matters of life demands freedom and space and difference, is compressed and moulded by influences as narrow and nearly as much out-of-sight as those which decide the dresses which our woman-kind receive at the hands of their only half -recognised but almost irresistible tribunal. AU fashion that is mechanically obeyed 176 THE SACEIFICE OF EDUCATION TO EXAMINATION. brings evils, but as education is — -pace Mr. Worth, and Mdme. Elise- — a more serious matter than the business of torturing silk into impossible mountains and valleys round the human form, so the evil is the deeper. Men are forever forgetting how great a thing educa- tion is ; that it is almost equal to the whole sphere of their lives, and therefore can never be reduced to a system, or made over to a set of learned men, or thrown upon a Government Department. If we desire it to be vigorous and healthy, it must be in a constant state of peaceful revolution and flux, always exposed to the varying thought and varying experiences of innumerable minds. If people would only think of education, as they are beginning to think of religion — a thing that is starved morally and intellectually, if once reduced to great and fixed systems — we should enter upon a road, where the hope of making progress was greater. 3. A misleading test as regards the teacher. The teacher (and this applies to the school as a whole) who can win the greatest number of prizes or honours through his pupils, comes to be con- sidered the best teacher. Whereas in truth for those who require the more valuable results of teaching, such prize winning is in many respects a test of what to avoid rather than what to seek. It is not the fault of the teacher. Commanded by the public to do a certain thing, he does it in the most efficient manner, and becomes a trainer of prizemen, not a teacher ; whilst he who remains the real teacher is as the voice crying in the wilderness. An example is furnished of this deflection of public opinion when University Professors are bla,med for not being able to secure the attendance of undergraduates at their lectures. How should they ? The imdergraduate desires to be "coached" for the schools, and that is done as efBectively a» possible by other persons. It was said of Mr. Ruskin — when a Professor — that he could secure the attendance of any persons at his lectures, excepting the undergraduate reading for his class.* 4. Effect on those taught. What is learnt is learnt in the wrong way. It is learnt to produce at a certain moment and then *In the past, and under difEerent circumstancea, it was asserted that occasionally teachers of high character successfully prepared their pupils hy the simple soundness of their teaching and hy resolutely ignoring special prepara- tion for the schools. Under almost any system of competitive examination this intellectu3,l independence — like the independence of a Fawcett in politics — would he of rare occurrence ; hut in our days, when examination has gained a much more dominant position, and education has receded into an inferior- position, it sounds rather like a far-ofi echo of what has been, than a promise of what now can be. THE SACRIPICE OF EDUCATION TO EXAMINATION. , 177 to throw away. It has been well called " a vast jumble of informa- tion " that, like a ship's cargo, is packed, labelled and laded, and then having reached its destination is unladed, consigned, and done with. It is also wrongly learnt because learnt in wild rushes with fever and strain and unrest, the elements of real mental growth being absent, — the slow assimilation and the continuity of acquire- ment, that should end only with life. Above all, the one vitalising intellectual element is absent, the keen interest in what is taught. " Knowledge for its own sake," — a phrase against which some of the most hardened believers in examination now begin to utter male- dictions hardly under their breath — simply means a deep interest in the subject learnt, an interest which is irrespective of class lists, prizes, or the close of the University period, and which may in some form or another become the master passion of life, making men bear drudgery as pleasure, enlarging their intellectual horizons, and perhaps awakening some part of that consciousness of the sur- passing mystery of existence, which does so much to lift man or woman above the every-day level of their own nature. It is hardly too much to say that intellectual education, as such, has failed where this deep interest has not been to some extent developed. A man may have strengthened good and useful qualities, such as close ap- plication, perseverance, steadiness in work, quickness of brain, but he would also have acquired these qualities by faithfully following many of the higher trades. Unless he has grown to have this intellectual keenness in life, this desire to understand the life which surrounds him, why, one is tempted to ask, should there exist for him a University course at all ? An upper class academy with special reference to his profession had probably served his turn better. I am not disparaging education distinctly conceived on simple and practical lines. For many men a preparation of this kind is what perhaps might fit them better educationally than any other training ; but let that be their own choice and for their own selves. Such training is not for the keener intellects, nor is it the highest ideal of University effort. Again there are other intellectual losses. Heading on set lines and preparing for great examinations means a reliance upon guidance which is hardly likely to develope the virUe qualities. The Univer- sities should be to our young men as the stirring-pot in which character is formed. In those few years the great intellectual problems of life should be faced, and the man, who is to be, shoidd 178 THE SACRIFICE OP EDUCATION TO EXAMINATION. be shaping; himself out of the boy. This however is only possible in a very free atmosphere, where all the circumstances lend themselves to growth. There are those who may shrink from the thought of such free and wide life, but it is only so that great characters can be formed. It is as little desirable to stimulate as to repress growth artificially ; but there is a touch of leading-strings and intellectual babyishness about our present system, which should be boldly shaken off. Then the student loses the effect of a strong personality in his teacher. There is sometimes more gain to the student in personal contact with a great mind than in any other part of his work. Mind shapes mind in many indirect ways, and a young man may learn more about the use of his own faculties by watching the ways of thinking in a really great man than by industriously turning over the pages of many books. We may be sure that according to the mould of the teacher will be the cast of student character. If the teachers keep themselves great, so will be the students. If the teachers dwarf themselves by following a narrow system, the same littleness will re-appear in the students. 5. The men, who are not fitted to gain prizes, suffer. There is generally real power of a certain kind in these men, possibilities of interest and successful devotion to work, but these things are not discovered in them by others under our present system, nor are they allowed to discover them for themselves. They have to run under the race-conditions which are made for those more likely to win, and which are not their conditions. 6. Arbitrary selection of subjects and books for examination. Perhaps some day we may waken to the perception that it is not a good thing either for ourselves or for others to exercise a far- reaching and established authority over large groups of minds. In almost all directions authority, which replaces the action of many personal judgments, and the natural selection that should obtain everywhere, is very antagonistic to progress ; and the authority ex- ercised by boards of examiners is no exception. To canonise certain writers and certain views, and to reject others, is to prevent that free trade in thought, which is just as vital to the mental world, as free trade in articles of production is to the commercial world. 7. Perverted estimate and perverted treatment of subjects. Not only are subjects artificially valued as they are fitted for the examination-room, but what is more fatal is liat the method by THE SACBIFICE OF EDTTCATION TO EXAMINATION. 179 which they are to be studied is fixed by the same considerations. Some day it is to be hoped that we shall get from Cambridge a thorough and searching review of all the consequences which have resulted from the dangerous facility with which mathematics lend themselves to examination ; and then perhaps we may see how far the — ^I had well-nigh said, prostitution — of a great science to examination purposes, has been favourable to the highest mathe- matical power, to invention, to originality of thought, to the intellec- tual character as a whole ; and how far it has been only as a coUege gymnastic, that has left the student not much richer in the qualities of mental production than what it found him. 8. Injury to suhjects. As things are, it can only be hoped that some subjects which are most fitted to develope delicate percep- tive powers will not be generally taught. To teach English literature in view of a great competitive examination is to run the grave risk of destroying the charm which many minds at a later period might find ia it. A subject full of suggestion, of delicate haM-Ughts and shadows, can only be coarsened by such treatment, and the bloom rubbed off from the bud before it has opened. You might as profitably have a competitive examination in religious feelings. 9. The uniformity produced hy prizes. The great truth that improvement depends on constant difEerence, and that to secure this difference there must be many minds thinking differently, and carry- ing their differences of thought into action and experiment, is a truth that as yet hardly bites on the mass of men. Of all truths, which Mr. Spencer has taught, none is more vital to progress. But at present almost every reformer in education, as in other matters, tries to get hold of " the system," and to give it a twist in his own direction, feeling perfectly sure that to do so is to make progress. It is hardly necessary to say that there are several distinct influences which make for uniformity : Government supervision, prizes, which make all educational effort converge in a certain direction, or a fashion mechanically obeyed, each in its own way is fatal to those individual mental differences on which progress absolutely depends. 10. The machinery employed in external competitive examina- tions is necessarily defective, and therefore must itself he the cause of certain evils. We are placed in this hopeless dilemma. We have either to sacrifice the education, which is dominated by the examina- tion; or we have to dismiss the hope of fixing the position of candidates in any precise and systematic manner. To compare men's work in a 180 THE SACEinCE Or EDUCATION TO EXAMINATION. precise and systematic manner, the work must be done under certain closely specified conditions, and therefore under limitations that are fatal to education. On the other hand, the more broadly a subject is treated, the more difficult it is to compare the work of A, B, and C, and to class them in any positive order. In this latter case the personal element of the examiner gains overwhelming importance,, and that which one able man would mark as excellent, another will mark as only fair. People have only to think how entirely it would be a matter of personal judgment to " mark " four poems of Wordsworth, Shelley, Browning, and Tennyson, to realise the im- possibility of bringing to equal values work done under the con- ditions of healthy natural difference. In whatever way the four poems were marked, it would mean individual preference, and nothing more. The values are distinct, and cannot be brought to a a common denominator. From this evil also springs another. Certain subjects tend to be universally taught, as lending themselves more easily to comparison. I now come to the apologies for the system. It is urged : — I. That it (the prize and honour systemj acts as a powerful stimulant, getting hard work out of hoys and young men, who otherwise would do little. There are certain great considerations to be opposed to this. First, that the true stimulant is interest in work — a stimulant which, when once called into existence, is not inferior in strength, and is far healthier, far more lasting, and far more fruitful in great results. The best work of the world has been done under the influence of this motive ; and we may roughly but not unfairly divide systems of education into good or bad, as they neglect or employ love of work for work's sake. Secondly, we have to deal — if we understand our business — ^not simply with youth, but with the manhood by which youth is succeeded, and our decision should be guided less by the immediate effects than the after effects. Looked at from this point of view, the question is, " Are the virtues obtained from the boy or young man only wrung " from him by external pressure, and therefore likely to cease with " the pressure ; or have the seeds of certain qualities been sown, which "will continue their growth in his after life?" We all know that it is easy to get striking effects from stimulants of all kinds, but we also know that their effect is specially for the moment, and opposed to the normal processes of health. We are told that some men have been reclaimed from idleness by their examinations- THE SACEIFICE OP EDITCATION TO EXAMINATION. 181 That is probably true enough. Under every system some men have their periods of idleness, and presently become transformed. But even could the repentant prodigals be cured by this process alone, it could hardly be claimed that a great system, which is to include those who really care for what they learn, should be framed with a special view to the sinners. And is the plea in itself thoroughly sound? If the system cures, does it not also produce the supply of those who need cure ? Boys and men are unduly attracted by games, and the pleasures of the undergraduate flesh, because their work is stripped of its own true attractions. It is much like the case of some rather low form of religion, which loudly claims to be estab- lished, because it is specially gracious to the weaknesses of men, in forgetfulness of the fact that by being established it blocks the way for those religions which appeal to higher parts of human nature. Thirdly, when we say that only by strong stimulants can work be obtained, we are unconsciously suggesting certain grave faults in the heart of our system. What the present highly arti- ficial state of education means, is that in many cases the subjects that we teach do not bite ; and the question will presently force itself upon us whether we have learnt as yet what is the true way of treating boys who are physically active and have strong tendencies to outdoor life ? Is Latin or Greek, or even Science, as it is taught, a imiversal food ; and must we not in view of the great differences of temperament enlarge the whole framework of our education ? It may be that certain arts and processes largely depending on manual skill will make up, not the whole, but the most important part of the education for such natures. What is plain is that if boys or men of vigorous, healthy characters, must be bribed to learn what very sh'ghtly interests them, there is something wrong in the narrow- choice that is at present forced upon them, and no tightening of the examination screw will help us out of our difficulties. The cynical assumption that bribes and stimulants furnish the only means of treating such natures, is but a cloak with which we are imconsciously covering up our own mistakes. Here again the evils of uniformity come into view. We mass all human nature together, irrespective of its diverging tendencies, as if it were possible to find one system under which it could be comfortably housed and nourished. But " the bed is shorter than that a man " can stretch himself on it ; and the covering narrower than that he " can wrap himself in it." Manifold are the wants of human 182 THE SACRIFICE OF EDUCATION TO EXAMINATION. nature, and manifold must be the systems to satisfy those wants. Enforced uniformity and compression of these wants are the cause of half our human aches ; and in education, as elsewhere, no small part of our failures, — and the resulting facility with which we betake ourselves to stimulants of all kinds,- — is because we do not recognise the truth that we must be for ever encouraging varying systems to grow up and satisfy varying wants. II. that men at the Universities do not care for the higher teaching ; do not, for example, attend the Professors' lectures. This is one of our favourite human devices. We make a system, which deprives men of certain aspirations, and then we justify the system by the absence of the aspirations. Given a system, which leads up to a certain portal, and we know that the practical instinct of men will discover the surest means of reaching that portal. The " coach," in this instance, is the surest means, and therefore he, and not the Professor, gets the passengers. Examinations, as they are, leave no place for the Professor. He belongs to another atmosphere, another set of conditions, and we can only be amused when some men, wholly absorbed in working the present system, taunt him with his uselessness, and invite him to conform and to become " coaches" like themselves. III. That the steady work needed for an examination developes valuable qualities, e.g., care, perseverance, concentration. Yes, and the same thing may be said of many skilled trades. Here again the defence means that some boys or men cannot be trusted to work without the use of a sort of strait-waistcoat, and that those who have not this need are to be strait-waistcoated for the sake of their inferior companions. But above all it should be remem- bered that all these good qualities are to be got in fuller and richer measure where a man's intellectual interest is aroused. Nobody denies that you can get certain immediate results from the use of stimulants. Any fool, it has been somewhat unceremoniously said, can govern with bayonets ; and any person, however deficient in in- telligence and just judgment, can educate by means of stimulants. IV. That the system saves from desultory work. It would be well to remember that to save men from the possibilities of going wrong is in most cases to render them a poor service. The man who has been carefully fenced-in and allowed few opportunities of . self-guidance is more often in the end destroyed than saved. The great service which a University should perform for men is to help THE SACBlnCE OF EDUCATION TO EXAMINATION. 183 them to discover what is in themselves, to know their own capa- bilities, and so to begin to shape the serious purpose of their lives. Desultoriaess is not always the evil it seems. It is sometimes the first tasting, the experimenting, the trying of unknown paths; a process which is necessary to some men before they come definitely to terms with themselves. It is, however, not unreasonable that the desultory man should have a strict and formal system at hand, under which he can bind himself down to his work, if he feels in need of such constraint; what is utterly unreasonable is that he, like the repentant prodigal, should expect that the system intended for those who are neither idle nor desultory shoidd be shaped in the image of his own special weaknesses. V. That the system counteracts the prevailing attraction of athletics. That is, we are to set one fire blazing against another fire, though we may very seriously question by which fire it is best or worst to be biirnt. It is worth while, however, noticing that the two movements can hardly be called antagonistic, since they flourish so vigorously side by side. Beelzebub has not so much east out Beelzebub as come to terms with him. Here again, as at so many points, we are forced back upon the key of the whole position. UutU intellectual interest is once fairly aroused by the nature of the studies themselves and the attitude of the teachers, those influences which are in rivalry with education are only too likely to remain the master forces. But allow intellectual self- guidance on the part of the student, and independence on the part of the teacher, as the true means of evoking interest, and at once the opposing influences begin to dwindle and lose their strength before that which in a fair field is a greater power than themselves. VI. That it brings the pretentious to the test, and detects the impostor. There is, one may easily believe, a certain truth in this. But the test is a scholastic test, and just as narrow and fallible as tests usually are. Life is the only true touchstone we have, and even contemporary life makes its mistakes. One doubts, moreover, whether or not our desire to erect ourselves into a tribunal for the sake of the pretentious is a vrise one, and suspects that the wheat and the tares can only be safely distinguished by the more natural pro- cesses, that come later. Any way, the impostor must not be granted greater power to dictate our educational system than the repentant prodigal or the desultory man. In truth, if we are not on our guard. 184 THE SACBiriCE OP EDUCATION TO EXAMINATION. our system will presently become one wholly constructed for all the various mental cripples that are to be found in the world, and for nobody else. VII. That you could not trust Teachers without some such test. But, once again, this is sacrificing the best to the inferior. For the sake of some third-rate or fifth-rate men, you destroy the highest forms of teaching excellence. The foundation of all good teaching is the individuality of the teacher, and this is to be given up for the sake of obtaining a certain low average result from the mass. Such is the constant effect of widely established system. Most of the systems that exist in the world seem to be specially created for the sake of the " nervous-respectables," a large class of worthy but unperceiving people, who shiver equally at the idea of possible scandal — as if the world could in any real sense be free from scandal — and of energy unregulated by themselves. Could they have their way they would gradually construct for us a millenium of common- place, white without and rotten within, the mere contemplation of which at a distance should perceptibly raise the rate of suicide. VIII. That in the case of public funds or endowments^ such tests offer the only sufficient security against misapplication. If so, I can only hope that light will be borne in upon many minds, and their owners will see that the evils which accompany grants of public money are always in the end far in excess of the benefits. The truth is, though we prefer not to see it, that no money can compensate for the mischief which inheres in these big established systems. Sterilising uniformity, loss of personal choice and of self- direction, and consequently loss of interest, are such fatal injuries, that it is in vain we turn on a river of gold to fertilise our favourite schemes. A correspondent, writing the other day, gave expression to the pious wish that educational endowments might be piled on board ship, and safely deposited in mid-Channel. Those who realise the sterilising effects of authority and orthodoxy and established system in education, of central departments and official inspections, of reforms ah extra and imposed tests, will understand in part, at least, how much might be said for the mid-Channel solution. The immediately practical lesson, however, that has to be learnt, is to allow free growth for other systems by the side of the established system, whatever it may be. Generally the official system, in despite of all its advantages, trembles, like a ghost-haunted person, for its own existence, and will not tolerate a rival. THE SACEIPICE OF EDUCATION TO EXAMINATION. 185 IX. Shews hoth Teacher and Student where they have failed. There may well be a certain truth,^tinged, perhaps, a little too much with the virtue of humility, — in this defence ; hut it is a ■question whether the familiar expression " what a shame to have set such a paper" does not sum up the normal feelings of both Tutor and Student more accurately. Under any circumstances how- ever, the indication may be as much in the wrong direction as in the right to those of a teachable disposition ; for the moral of the ■ examination is apt to be " more conformity, less independence." X. 2'Ae subjects allowed to he taken up are now so many, that no one can complain of restrictions in choice. It is a gain to a man that he should be free to choose his subject, but far transcending the importance of the subject is the method of its treatment. The most subtle and at the same time the most mischievous restrictions are those which prevent the free handling of a subject. One who wished to lead the life of a student of natural science would pro- bably be nearer his goal by studying philology under a great teacher, teaching in his own way, than by filling his mind with text-books, ■directly bearing on his subject, in view of an examination. XI. The system may not he the hest for the highest class of mirids, hut is for the m.ass of men. That is impossible ; for the mass depend on the higher minds, and if these are hindered in their development, and so cannot act on the mass by influence and example, the mass will remain what they are. The mass are not advanced by systems, but by the action of all that is best and highest among themselves, and for the sake of the mass the best must always have free play. The two interests are inseparable ; and just as the world has partly learnt that the best can hardly advance unless the mass are advancing, so has it still to learn that the mass cannot advance except under the stimulus of their best minds. It only requires to thiuk carefully of the improvement of plant and animal to see that all improvement is through the best, •and the fact that in the case of men we have to deal with the elements of influence and example takes nothing away from the same truth as applied to them. XII. I'hat preparation for examination exactly foreshadows ■the hurried preparation for work which lawyer, doctor, politician,