THE ECONOMICS OF UNIVERSITY EDUCATION 371 



pupils. They cannot, therefore, be solely responsible to them, 

 but must, in large measure, be responsible to those who control 

 the funds which make the education of the pupils possible. 



As matters of practical educational politics, the first and 

 second propositions on which Adam Smith's position is based 

 are thus not, perhaps, disproved as questions of theory, but are, 

 by almost universal consent, ignored as matters of practice. He 

 disapproved of endowments for University education, whereas 

 to-day efficient University education is only possible by the aid 

 of endowments and subventions. He thought that the student 

 should practically demand the education which he thought most 

 suitable, whereas he must now, within certain limits, take what 

 is thought best by those at whose expense he is in whole or in 

 part educated. 



And this brings us to the third question raised by our author. 

 If the control of the student over the teacher is lessened or 

 removed, by what is it to be replaced, or is education to be 

 entirely dominated by the teachers? 



Nowhere in this country has the latter ideal been accepted. 

 In the older Universities large powers are entrusted to the 

 graduates — that is, to past students, as members of Convocation. 

 In the newer Universities the powers of Convocation are in 

 general only advisory; and I frankly admit that I think this is 

 the better alternative. Adam Smith, however, does not refer 

 to Convocations or any form of control other than that of a 

 bishop, governor, or minister of state. It is a curious proof 

 of how great men are limited by their surroundings, that it 

 should never have occurred to him that the principles of re- 

 presentative government could, with suitable modifications, be 

 applied to educational institutions. Nearly all modern Univer- 

 sities in this country are governed by bodies on which laymen 

 and experts are mingled. Provided the shares of power are 

 properly distributed, this forms perhaps as good an arrangement 

 as can at present be devised. It brings into close touch the 

 educational expert and representatives of public opinion ; it 

 secures external supervision over the educational work without 

 sacrificing that freedom of the teacher which is the essential 

 basis of a University system. 



Have "public endowments," said Adam Smith, "contributed 

 in general to promote the end of their institution? Have they 

 contributed to encourage the diligence and to improve the 



