The Sun.
London, England, 1866-09-22 00:00:00

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ing should be pursued with a el 444;•
r. a •
to succeed in life, and to carry
successfully; and the other was that idshoutibe /ado
as theoretical as possible, and that it was degrading
education to make it practical. The first kind of
people agreed with the proverb, "Knowledge is
power," and the second that " Learning is better than
houses or land." The first endeavoured to make educa-
tion subservient to business, and the second would
rather give an unpractical turn to education for the ex-
press purpose of diverting the mind from that which
would be considered sordid. Both these views were
correct to a certain extent, but he thought there was a
middle course. He would say to them, " Make your-
selves masters of your business ; never allow your busi-
ness to be master of you." Let them remember that
they were men before they were tradesmen, and let
them always endeavour to turn to good account all
that they had learnt either as men of business or
good citizens or good Christians, so as to be good
men during the whole course of their lives. (Ap-
plause.) Althonh great results had shown them-
selves in Devonshire, he looked for still greater from
that system which had now taken root in the eounty.
her a
saw no
Mr. E. BOWRING seconded the motion, and ob-
asser;lerd. Dull haveicfonthteenldaeddietshweyersehtoouldhave, the, h franchise,
h i s
reason why they should not enjoy the privilege of
competitive examinations. (Laughter.)
Mr. T. D. ACLAND having acknowledged the vote
of thanks for the delegates,
The Right Hon. Mr. LOWE was loudly cheered on
rising to address the meeting. He said he came merely
as a spectator of the interesting scene which had
passed before them. The question of middle-class
education was referred to a Royal Commission on
which he had been invited to serve—an honour which
he had declined; but be had been examined as a
witness, and the Commission was shortly about to
report. It would therefore be rather unbecoming in
him to offer opinions which might or- might not
Coincide with those on that subject on .which the
Commissioners had done him the honour to examine
him. Again they were not here to consider the
question of primary education, on which he might
have had something to say, and it would be wasting
their time if he were to enter on that subject. He
felt, therefore, that he was restricted to narrow
grounds ; but he would venture to make one or two
remarks on the subject of that meeting. He had him-
self always approved strongly of these examinations.
They seemed to him to be defensible on the old
principle on which the striking of money was
adopted and defended. Originally money was treated
as an article of commerce—it was bought and ex-
changed by weight and according to quality ; but
this system was naturally found to be inconvenient,
cumbrous, and one which led to a great deal of
fraud, and it therefore occurred to some wise man.
—history did not say who—to save all this trouble
by casting on the State the responsibility of testing
the quality and weight, and then by a stamp to fix
its value. This was nothing more nor less than what
these examinations did. A. man professed to be able
to teach children. The parent could not examine
himself, and was obliged to take him on trust; or,
what was worse still, to take him upon testimonials..
(Laughter.) The two Universities, therefore, could
not, in his opinion, employ their time better then by
saving the parent from this embarrassing position,
and interposing to put their stamp on the literary
abilities of the schoohnaster—a course which was
fraught with the same advantages as the stamping
of money. By this system the article passed cur-
rent at once—persons got the full benefit of it ac-
cording to the stamp ; and the literary attainments
of the man were thereby made of immediate mer-
cantile value. (Hear.) Some reference had been
made to the subject, and he might say that he had
been desirous to see women have the advantage of
these competitive examinations. They were some-
times met by the argument that women were diffe-
rently constituted from men; but if they were dif-
ferently constituted they would not be able to obtain
the required standard, and when they came to be
examined would be plucked in the most ungallant
manner. (Laughter.) But he conceived that
nothing could be harder than that a young woman
who had acquired such a degree of knowledge as
would enable her to pass one of these examinations,
and thereby secure a certificate which would enable
her to get her livelihood, should be debarred from
coming forward simply on the ground of her sex.
(Hear.) He trusted these examinations would have
the effect of sweeping away all these distinctions.
He had long held the opinion that examining bodies
were too numerous, for while nothing could be better
than competition between persons to be examined,
nothing could be worse than competition between
the persons examining. The result of too many
examining bodies was, that there would be different
standards and different certificates of merit, and the
greatest competition would be among those which
gave the worst and lowest examinations. He did not
mean to say that this was likely to be the case with
the two great Universities ; but the principle in itself
was not a good one, and it would be far better if the
two bodies could be induced to combine together
and establish a joint system of education. (Hear,
hear.) He looked forward to the advancement of
those principles with great pleasure, for he believed
they contained in them the germ of much more
good than had been yet attained. Middle-class ex-
aminations were still in their infancy, and the time
would come when a young man who applied for a
situation of confidence would be called on to
produce a certificate to show that he had spent his
youth profitably and well. This would act bene-
ficially on the profession of the schoolmaster,
and react on the parents, who would be let to
•
see that the State had provided a means whereby
they could judge where to send their children
better than incrusting them to the care of the man
who puffed himself, or who gave the most prizes, or
who knew best how to talk over a boy's mamma.
(Laughter.) The best men would be known to be
those whose pupils got the most prizes at these exa-
minations. (Hear, hear.)
Votes of thanks having been unanimously passed
to the local examiners, and to the noble president,
the meeting separated.

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