4 SCIENCE PROGRESS 



As we must look to the Universities to help us at least 

 out of some of our difficulties, Lord Curzon's scheme is of no 

 small importance as a public document. It is clearly the work 

 of a diplomatist and is distinguished by its comprehensive 

 consideration of all shades of University opinion ; but from an 

 educational standpoint it cannot well be regarded as other- 

 wise than an incomplete statement of the case : the really 

 important issues are scarcely touched upon. Lord Curzon 

 does not recognise, perhaps it was scarcely to be expected 

 that he would recognise, that the creation of a different intel- 

 lectual atmosphere is required rather than any mere reorgani- 

 sation of forces ; the future aims and objects of the University 

 are in no wise clearly or even nebulously defined in his docu- 

 ment. In point of fact, the complexity of the problem to be 

 solved is far greater than is either indicated or implied in 

 the Chancellor's statement of principles and methods of 

 University reform. 



It is the curse of both Oxford and Cambridge that in so 

 far as the Honours students are concerned the system is a 

 prize system — one of downright open competition for place 

 and for advertisement. We stand alone among the nations 

 in this respect. But having given up the Bull-ring, Cock- 

 fighting and Prize-fighting, we might well give up Memory- 

 fighting; having abolished the system of payment by results 

 from the elementary schools, we might well be content to 

 abandon it at our Universities. 



The work of the German Universities is carried on without 

 scholarships, without Fellowships — entirely without prizes ; it 

 may be added also, without Convocations and entirely under 

 the management of the Professoriate. As Professor Percy 

 Gardner points out in his Oxford at the Cross Roads : 



" The ultimate idea of the German University education 

 is purely intellectual and scientific. To secure the most con- 

 summate masters of knowledge in its various branches and to 

 set these proficients to carry on their own studies to the utmost 

 point and to impart their results and methods to their pupils, 

 such is the business of those who govern the Universities of 

 Germany. ... It is in the first place intellect which the Univer- 

 sities cherish and foster but intellect in close relation to fact and 

 to reality. . . . The intellectual idea, the intense respect for fact 

 as fact has never (he says) been dominant (in Oxford). . . . The 



