80 THE ROYAL SOCIETY OF CANADA 



successful bachelors may pass into one of the professional schools of 

 the university.^ 



II. Oxford. — The second type appeared in the King's Colleges. 

 It came from Oxford. Its aim was "to give a gentleman that broader 

 and deeper culture with which custom demands he should be 

 equipped." ^ This was given through traditional studies in the 

 classics, mathematics and philosophy. "Teachers and students lived 

 together in the college in a sort of monastical society." These colleges 

 insisted upon residence with strict supervision and naturally made 

 religion an essential element in this training. 



III. Scottish. — -The third type, the Scottish, emerged during the 

 period of sectarian strife. It was more democratic and emphasized 

 learning rather than training. "It was open to all occupations and 

 sects of religion."^ It perpetuated the Bologna type of university where 

 scholars gathered from far and near to hear the great doctors expound 

 the principles of law and comment on the codes of the Romans. 

 Where and how the student lived and what he believed were matters 

 of little or no concern to his teachers. 



IV. London. — The desire to unite the colleges found a fourth 

 type in London, where an attempt had been made to provide for 

 students who were excluded from Oxford or Cambridge by religious 

 beliefs, or the lack of them. These students underwent severe examina- 

 tion tests. The few who were successful received degrees whose 

 standing was unquestioned. From the University of France, as recast 

 by Napoleon, came the idea of the examining and degree conferring 

 University of London. It was a matter of indifference to the uni- 

 versity where the teaching was done, or when, how, or by whom 

 candidates were prepared for the examination. This type of uni- 

 versity permitted colleges the most diverse in religious belief and in 

 government, the most distant in situation, to conduct their teaching 

 as they wished, and yet to join in submitting their students to a 

 common test and to receive the same degrees. 



V. State University. — The fifth type, dominating the period of 

 national expansion, is the State University. It does not ignore the 

 necessity of training, or the desirability of residence, yet it is open to 

 all sects and occupations, and it makes the advancement of learning 

 and the application of science to the service of man a fundamental 

 aim. Moreover, since it receives its support from the people it must 

 be subject to their control and carry to them what they need but can- 



^Universities Handbook, Universities Bureau. 

 ^Paulsen: German Universities, p. 1. 



^Lord Dalhousie's Letter to Earl Bathurst, Dec. 14, 1817, Hind, King's College, 

 p. 50. 



