a few of the older pupils at such schools should as external students be examined for degrees by distant universities, which in such a case, are merely outside examining bodies. I can see the gradual increase in importance of such secondary schools leading to the establishment of something higher—namely, colleges of university rank—and I can see such affiliated colleges becoming universities themselves perhaps after a period in which two or more of them federated themselves as universities. But I say that there ought always to be some examination machinery by which a student who is too poor or who through any other circumstance is unable to attend a university college may be encouraged to study by himself, by having his attainments tested.
In this address I have said nothing about the education of women. I have always advocated higher education for girls, but it is surely wicked to teach girls as if they were boys. Men are concentrative, and they specialize; women observe more and more about many things, and they really have more capacity for acquiring mental power. Until quite recently girls were saved from stupidity, but the high schools are now giving a crammed knowledge of facts and of the opinions of the tribe, so that girls and women are ceasing to think for themselves. The education of men is in a bad way, but that of women is becoming much worse.
I think that in this address I have put forward no idea that I have not already published time after time in the last thirty-five years. I put these views forward again because, after much thought and much experience, I still think them to be correct, and I feel sure that they must prevail. But I must confess that it is only a very hopeful man who can peg away at a thankless task as Dr. Armstrong and I have been doing so long.
