September 23, 1920] 



NATURE 



131 



appeal biology makes to those on the physical side. 

 Naturalists there are, not a few ; but these, as a 

 rule, are not developed scientitic workers. The pro- 

 fessed devotee to physical science is rarely a 

 naturalist; even mineralogists are not often found 

 among them. Biochemistry has been to the fore of 

 late years, but the so-called biochemists are mostly 

 just ordinary chemists in disguise, working with 

 materials derived from animal or vegetable substance. 

 The number who have distinct biological feeling is 

 very small — ^probably to be counted on the hand. 



To meet the entirely special requirements of 

 biology, I would constitute University College an 

 Imperial College of Biological Science and Techno- 

 logy. 1 would interchange the biological staff of 

 the college at South Kensington and that on the 

 physical side of the college in Cower Street. The 

 Rockefeller gift has rendered this change one that is 

 now easier to make and more desirable than it ever 

 was. If effected, it would at least be a great step 

 towards the solution of the pressing problem of pre- 

 liminary medical education in London. 



To deal with the third of the London colleges. 

 King's, its science may well be handed over to the 

 two colleges I have suggested. Let it, then, become 

 a great independent Imperial College of Arts and 

 Economics. 



The three colleges should be federated in one 

 Ini|)erial University of London. The objective of the 

 tripartite organisation would be to make education in 

 each of the three departments effective, which it never 

 will be so long as three conflicting colleges exist in 

 which the same subjects are taught without any pro- 

 vision for the mental dissimilarities to which 1 have 

 insistently referred. 



London and the provincial universities suffer from 

 the disabihty that they afford no opportunity for social 

 training. Cambridge and Oxford necessarily rank 

 t>efore them in this respect, and the attractiveness of 

 the two ancient Universities cannot be countered, as 

 it largely depends on time and tradition. But social 

 training is of the utmost importance, and the attempt 

 must tx- made to provide it in London. 



The mAn of men who know* h men, the Man of men U he ! 

 Hit army is the human race and every foe must flee. 



If the Arts College were established on a country 

 site, such as that at Kenwood, space might be founi 

 for attractive residential quarters as well as playing 

 fields, and on these latter students from the three 

 colleges might well unite their forces; but it is clear 

 that hostels will be required both at Kensington and 

 '.". 9"^'^'' Street. If these had gymnasia and 

 ■ 11^ halls, students would be niuch brought 

 r. But even if such provision be made. Cam- 

 i^e and Oxford, on account of their social advan- 

 i,'es, will always tend to attract the intelligence of 

 I ■ nation, and the teaching centres in London and 

 • • provinces will suffer accordingly. The onlv way 

 ■ ■■'ifKrting open to the latter is that each should 

 so prominent in some special subject that, of 

 ly, those who wish to be proficient in the 



will be attracted. 



i of the three colleges would award its own 



Sir Philip Magnus, who is a conservative 



■1'^ of the present system, would have the col- 



■rs grant a diploma, leaving the degree to be 



.irded by the University. In a letter to the Times. 



June II last he remarks: "In the interests of 



liyersify education it is surciv wiser to maintain the 



•ion between a college diploma and a university 



They do not, and should not, connote the 



n.- qualifications, and for that reason, if for no 



Iter, thev should remain distinct." 



NO. 2656, VOL. 106] 



As a matter of fact, in London the diploma has 

 connoted the same qualification as the degree ; the 

 course of training at the Imperial College is the 

 sanne, whether or no the student take the university 

 degree; at most he is compelled to "cram" some 

 subject or special section of a subject not in the 

 diploma course. Such learning, we know, is almost 

 always forgotten after the examination is over. 



The degree-hunger is upon us ; students demand 

 degrees, and will have them at any cost. The ques- 

 tion is : Shall it be at the cost of their moral outlook 

 and of much wasted time, or in recognition of honest, 

 thorough work? Scientific w'orkers desire to be 

 designated by some distinct title; even the American 

 puts aside his Republican feeling and is pleased to be 

 called "doctor." 



Diploma is not an English word ; it is suggestive 

 of exhibitions and a framed illuminated certificate 

 rather than of the university. You cannot call a man 

 " Diplomat so and so " — the more so as diplomacv 

 now ranks as a doubtful profession. When Sir Philip 

 Magnus says that diploma and degree do not connote 

 the same qualifications, he has unconsciously in his 

 mind the idea that the University course includes 

 "arts" training, and counts foi "culture; but the 

 diploma-holder is not required to pass in any literary 

 subject when a candidate for the degree. 



Sir Philip Magnus, I know, fears the neglect of 

 literary study in a college such as the Imperial Col- 

 lege, though he has nothing to say against the neg- 

 lect of science in an arts course. Those who live in 

 houses built of the thinnest of glass should not speak 

 too loudly. This view is based on a fallacy, on the 

 assumption that scientific workers in general are 

 weak on the literary side, especially in expressing 

 themselves. They are no weaker than their literary 

 brethren; as a rule, both come to the University w<th 

 the same literary preparation; neither has' been 

 taught the art of writing. The art of reading is 

 acquired during youth; literary foundations should 

 be laid during the school-years, and, if well and truly 

 laid, will be built upon afterwards. The love of books 

 can come only as a free gift, through quiet suggestion 

 and. opportunity and leisure to read. The university 

 is the place for special study and self-development — 

 the place where chances sacrificed at school are often 

 recovered; but as the future student of science in 

 an efficient college will be required to record the work 

 he does in accurate and logical terms and to be concise 

 in his statements, he will, in fact, receive definite 

 literary training, maybe in advance of his literarv 

 contemporary. 



Under a federal scheme such as I have outlined a 

 student would be free to attend courses at a collepe 

 not his own, and would have credit for such outside 

 attendance. He would be as broad as his hereditv 

 would permit. 



My proposals may seem to be revolutionary, but we 

 need a revolution in education to make it effective. 

 Merely to mend and natch the old machine will not 

 help us; new ideals should prevail. We must deter- 

 mine to go forward, putting self in the background 

 and thinking only of national interests. Somewhere 

 a leader must be' found : " to see and dare and decide ; 

 to be a fixed pillar in the welter of uncertainty." It 

 is our imperative dutv to "shut together the clasps 

 of resolve." 



DreaHinK retreat, dreading advance to make, 

 Round »< revolve, like to the wounded inakr. 



.At this critical hour there can be no better call to 

 all than that of the single line in the biting, short 

 poem "To England," in a recent issue (.'\ugust 26) 

 of the Times : 



Show what you are, t/ high miut gtrntrfut ran. 



