6 and definite attainments, will be directly useful to the holders, as a means of securing good employment or promotion. They will thus open the road to advancement in life to the industrious students in our institutions. Such is a brief explanation of the scheme propounded by the Society of Arts. The Society of Arts,' says Dr. Booth, does not profess to teach; it leaves 'education, and the instruction which is the chief instrument of 'education, in the hands of the educational institutions of the country. But it does profess to test and to set its seal to the attainments of those whom it examines, in the shape of the cer'tificates it awards and the prizes it bestows.'* The notion of advancing popular education, and the industrial interests of the community, by examinations and certificates of this nature, is not a new idea. It appears that Mr. Leonard Horner, in his Hints for the Improvement of Mechanics' Institutions, suggested a similar plan; indeed it was, to some extent, carried out in connexion with the Edinburgh School of Arts. In a paper published in 1837, Mr. Charles Baker distinctly advocated a course of the same kind.† And Mr. Hole, in his essay, 1853, suggests the propriety of holding periodical examinations, by competent boards, and the granting of certificates as the result. But the scheme of the Society of Arts is the first bold attempt to embody the idea in a practical shape. In their hands the theory has assumed a form that will try its value. The Society of Arts have already held two examinations. The first, of which the notice was very short, took place in London, in June, 1856; and the second in London and Huddersfield simultaneously, in June, 1857. Last year fifty-six students came up for examination from twenty-four or twenty-five institutions and schools. Of these seven obtained prizes in money, and about forty others got certificates. In the present year one examination was held at Huddersfield for the North of England, in order to save the students the expense of going to London. At both places together about two hundred and thirty candidates were examined; one hundred and twenty-two at Huddersfield, and the rest in London. The Huddersfield candidates came from twentyseven institutions, and those of London from about the same number of places. The following table exhibits the numbers examined in the different branches at each place. We give it in extenso, because it shows the range of subjects, and constitutes a sort of index of the relative amount of attention bestowed on the various departments among the members of these institutions. * How to Learn and What to Learn, p. 23. The awards made at each place consequent on the examinations, were as under : London. 21 Prizes ditto 39 First-class Certificates 66 First-class Certificates 82 Second-class ditto 66 Third-class In reference to the whole subject, the various parts and features of the scheme itself, its character in relation to Mechanics' Institutions, to popular instruction, and to employers and the industrial interests of the country, much might be said in the way both of commendation and of suggestion. We shall confine ourselves to very brief remarks on a few of the numerous points that offer themselves on review. 1. There can be no question that examinations are valuable means of education. They bring into action the principle of emulation. Emulation is an indigenous element in the human constitution, and its proper development is highly beneficial. It has been largely employed, with good results, in the higher NO. LII. education of our public schools, colleges, and universities. It prompts to exertion and excellence in every sphere of human action. The scheme of the Society of Arts involves the application of this principle, in a new form, to the education of the people. On this account we think the project important, and entitled to a fair examination and trial. If the principle of emulation can be legitimately and extensively applied here, it must become a powerful agent for good. And is not the plan before us capable of such an application? It interferes with no political or sectarian party or action. It appeals directly to the people themselves. Its practical adoption will engage the people in zealous efforts for their own improvement. If brought into general operation it must extend education and improve its agencies. It will effect these objects legitimately by fostering habits of study among the people, and by stimulating our youth to the ardent and vigorous pursuit of useful knowledge. If we are not mistaken it will prove one of the most important measures of our day for advancing popular instruction. It should be remembered that, as yet, only about fifty Institutions have taken part in it, and that there are, in the country, from seven hundred to one thousand. 2. The Society of Arts, by its independent position, its unsectarian and long-established character, is admirably fitted to inaugurate a system of this nature; but it is questionable whether, if these examinations are brought into full operation, any one central organization should guide a work so extensive and so intimately connected with the progress of the nation's intelligence, and with the action of this intelligence on the industrial pursuits of the people. In order to the adoption of a system of this kind throughout the country, it will be essential that the centres of examination be numerous. In view of this fact, might not county associations establish boards of examiners that should grant certificates which would be entitled to equal confidence with those issued by the Society of Arts? 3. Although examinations are valuable in education, they are attended by difficulties and dangers. Speaking of examination, Sir William Hamilton observes: This, of all academical 'exercises, is the one most generally useful; provided it be fully and fairly carried out, which it rarely if ever is. In relation to the highest ends of instruction, a single examination for certificates is particularly liable to perversion. Not to speak of formal cramming or copying, Professor Whewell has said-and the experience of every one practically acquainted with teaching. and examinations will confirm the observation-that, Knowledge * Discussions on Philosophy, &c., p. 769. Advantages and Defects of the Scheme. 331 acquired merely with a view to examinations, is generally very shallow and imperfect, and soon passes out of the mind when 'the occasion which prompts the effort is past.'* Dr. Booth's remarks on these points are well put, but they are by no means conclusive against the evils. While, therefore, we believe the system may be productive of great benefit, we must say it behoves those engaged in working it to see that it is not delusive. The managers of institutions will do well to secure periodical examinations of their students, that the regular progress of these may be ascertained and the soundness of their acquisitions tested as they go along. Let the final examinations exhibit knowledge that has been thoroughly digested and assimilated by the student's own mind. 4. It is important, both to the friends of education and to students, that correct views should be taken as to the mode in which certificates will be practically useful to the holders. It is obviously an error to suppose that employment will be given to a person simply because he holds a certificate. In the 'Declaration employers say they will regard them as testimonials worthy of credit.' Dr. Booth holds that this does not go far enough. We think it goes as far as it is desirable that employers should go in such a document. Some friends of the plan say that, all other things being equal, employers should give a preference to persons holding these certificates. But what does this mean? Practically considered the statement is vague enough. It is unreasonable to expect that employers will enter into any definite engagement as to the precise mode in which they will act in such matters. The certificate will be of value as indicating a certain amount of knowledge or intellectual culture, which ought to ensure a better application of all trade, technical, or professional knowledge, and of all other particular qualifications a person may possess. The certificate will not supersede the necessity of these, but, where they are, will inspire confidence that they will be more skilfully and successfully applied. The intelligence and culture implied by the possession of a certificate should not leave all or any other things equal; they should make all other things better. 5. By connecting educational pursuits so directly with subsequent occupation and advancement in life, there is danger of leading parents and young men to take low and incorrect views of education-of teaching them to regard it merely as a means of gaining so much specific knowledge to fit a person for such or such a particular occupation. In our commercial community there is already too much of this, both among the labouring * Of a Liberal Education, p. 133. class and among the trading portion of society. They too often want their children to learn just those branches of knowledge which they conceive will fit them for the discharge of the particular duties in life for which they are intended. This is a one-sided and an essentially low and erroneous view of the nature of education. The principal end of education is not the impartation of knowledge, but the development of the faculties and powers of man as a rational and moral being. The proper discipline of mind and the formation of character are inconceivably more important than the mere acquisition of knowledge. By leading us to look at immediate results-results exhibited in examinations and in the attainment of worldly success-there is danger of this system fostering low notions of the great work of human culture. We cannot by any means concur with the views advanced by Dr. Booth on this head in Systematic Instruction and Periodical Examination (pp. 19-22). 6. The range of subjects for examination is extensive; but there are one or two omitted which we think should have been included. The history of Rome is taken along with the Latin language; but not only is the history of Greece omitted, but the history of modern European States is altogether overlooked, except that of our own country. In a country like ours the study of history should be encouraged as a means of enlarging the mind, and especially as the medium of training it to think aright on public questions. Again, English grammar is not in the list. English literature is found there, and at this we greatly rejoice. In the Examination Papers for 1857, we have questions in relation to the grammar and structure of the Latin, French, and German languages; but not a single question on the grammar or structure of the English language! This appears to us a grave omission in the programme. 7. Text-books are very properly named in the programme in some departments. Few things will be of more service to students than the titles of the best works in the different branches of knowledge. Care should, however, be taken that the books are good and appropriate. This is the case in most instances, but not in all. In Political Economy, for instance, the books mentioned are, Smith's Wealth of Nations, Whately on Value, and The Phenomena of Industrial Life. Now, we do not say that these are not valuable works; but they do not present political economy in its present state, in a scientific form, nor are they suitable in other respects. Smith's is an elaborate and valuable work, treating of many questions not strictly belonging to Political Economy, and developing doctrines, now exploded, on some most important points. Phenomena of Industrial Life |