308 

Trinity College, in 1873. Delegates from all the uni- 
versities of the Empire and many of those of the 
United States, as well as representatives of local 
lecture centres and tutorial classes and local education 
authorities, will be invited to attend a conference, to 
be opened on July 6 by Lord Balfour as Chancellor 
of the University, which will last until July to. The 
annual summer meeting will be held at Oxford on 
July 27, when Sir Michael Sadler will deliver the in- 
augural lecture of a course on “‘ Universities and their 
Place in National Life.’’ The list of lecturers will 
include Prof. Clement Webb, Dr. Selbie, Canon 
Ollard, Principal Ernest Barker, Dr. Cranage, Dr. 
L. P. Jacks, Mr. Ramsay Muir, Sir Gregory Foster, 
Principal Childs, Mr. J. A. R. Marriott, Mr. Albert 
Mansbridge, Mr. J. R. M. Butler, and Miss Maude 
Royden, and probably Dean Rashdall, Prof. Rait, 
and Mr. Coulton. The subsidiary subject of study 
at the meeting will be “‘ The Social and Economic 
Problems of English Country Life,’ introduced by 
Sir Daniel Hall. The following statistics are taken 
from annual reports for 1921-22 on’ University Ex- 
tension work of the Universities of Oxford, Cam- 
bridge, and London, the figures for the several uni- 
versities being given in the above order: number of 
courses, I2I, 92, 144; enrolment, 12,000, 11,721, 
12,431. Summer vacation courses are being organ- 
ised this year by or in connexion with almost all 
the English universities, the University of Wales, and 
the University of Aberdeen. Holiday courses for 
foreigners will be provided at Cambridge and London. 
THE results of a comprehensive investigation of the 
home-residence of university students in 1920-21, 
undertaken by the United States Bureau of Educa- 
tion, have been tabulated in Bulletin, 1922, No. 18. 
On an average, one-fourth of the students in the 
universities and colleges of a State came from outside 
the State and 14 per cent. came from foreign countries. 
Of these 6900 foreigners, Asia contributed 2506, 
North America 2156, Europe 1379, South America 
563, Africa 223, Australia 61, China 1443, Canada 
1294, Japan 525, West Indies 396, Russia 291, Mexico 
282, India 235, Central America 184, France 160, 
Great Britain 149, South Africa 141, Brazil 126, 
Norway 94. From United States possessions (chiefly 
the Philippines, Hawaii, and Porto Rico) there were 
1456 students. The returns published by the Uni- 
versity Grants Committee for the same year show 
that of full-time students in universities and university 
colleges in Great Britain in receipt of treasury grant 
(but excluding Oxford, Cambridge, Guy’s Hospital 
Medical School, and Trinity College, Dublin), 42 per 
cent. came from places beyond 30 miles from the 
institution, 6-2 per cent. from beyond the United 
Kingdom, and 1-7 per cent. from foreign countries. 
Turning to the Universities Yearbook, 1922, we find the 
percentage of students from outside the United King- 
dom was 8, the difference being due to including 
returns from Oxford, Cambridge, Dublin, and Guy’s : 
Asia contributed 1576, Aterica 781, Europe 645, 
Africa 1187, the Pacific 281, China 143, Canada 200, 
Japan 73, West Indies tor, Russia 91, India 1240, 
France 62, U.S.A. 400, South Africa 832. Similar 
statistics in the Swiss Bulletin Universitaire of Nov- 
ember last show that of students attending the seven 
Swiss universities in 1922, 20 per cent. were foreigners, 
the proportion being highest in Fribourg, Geneva, 
and Lausanne; at the Federal Polytechnic, Zurich, 
the proportion was 16. 
In view of the recent recommendation of the Board 
of Education’s Consultative Committee that more 
attention should be paid in secondary schools to the 
cultivation of music and that this subject should be 
NO. 2783, VOL. I11| 
NATURE 

[Marcu 3, 1923 
given full recognition in the first and second school 
certificate examinations, the report recently published 
by the United States Bureau of Education (Bulletin, 
1921, No. 9) on the “ Present Status of Music In- 
struction in Colleges and High Schools ”’ is of interest 
to teachers and others in this country. 
that nearly half of the universities and colleges in 
America allow entrance credit in musical theory and 
more than one-third in “‘ appreciation,’ ee 
history, form, and so on. Recognition of appli 
music for entrance qualification is a matter of very 
recent development, but already in 1919 more than 
one-sixth of these institutions allowed entrance credit 
in piano, violin, etc., and half as many recognised 
performances in orchestra, glee-clubs, and chorus — 
singing. In 25 per cent. credit for applied music is 
allowed toward the B.A. or B.Sc. degree. In general 
it may be said that there is ample evidence of increas- 
ing interest in the development of music as a social, 
cultural, and professional subject in the universities 
and colleges. The same may be said of the high 
schools, where orchestra is becoming an increasingly 
important feature of school life and courses in har- 
mony and appreciation are often provided. The re- 
port does not distinguish between boys and girls 
except as regards glee-singing, of which there appear 
to be almost as many boys’ as girls’ courses. The 
fact that credit toward school leaving certificates is 
granted in a large proportion of the schools offering 
music courses seems to indicate that there is an 
effort to present these courses in a manner sufficiently 
thorough to make them compare in requirement with 
the other courses of the high school. 
Aw American criticism of higher education in Aus- 
tralia and New Zealand has been published by the. 
United States Bureau of Education in Bulletin, 1922, 
No. 25. It is based on a visit to Australasia in 1920 
by Dr. C. F. Thwing, president emeritus of Western 
Reserve University and author of “ Universities of 
the World ”’ (Macmillan, N.Y., 1911). Among other 
differences between American and Australian uni- 
versities Dr. Thwing notes that whereas one half or 
more of American undergraduates look forward to a 
business career, most of those in Australia are pre- 
paring for the professions and only a very few go 
into business: most of the engineering graduates 
enter the Federal Public Works departments. Train- 
ing for the professions, while thorough in a practical 
sense, lacks generally the liberal foundation given in 
the American college. Dr. Thwing, who is interested 
chiefly in the sociological aspects of university ques- 
tions, considers that notwithstanding the apparent 
success of the adult-education movement in the 
universities, their influence on the community is 
slight and there is a tendency for their members to 
confine themselves to their special work and avoid 
all public responsibility. He believes that in the 
presentation of many subjects, such as government 
and economics, teachers are liable to be hampered by 
the fact that the university depends for grants for its 
support on a government which is often controlled by 
doctrinaire leaders of the so-called working classes. 
Until recent years no chair of economics was estab- 
lished in any university, although education for 
citizenship should have been one of the principal 
services of the university to a community in which 
there is a dearth of men of any great distinction in 
the political sphere, and parties are generally content 
with negative cries. While Dr. Thwing was gathering 
materials for his account of Australasian universities, 
Prof. E. R. Holme, of Sydney, happened to be simi- 
larly engaged in studying higher education in America 
and preparing his book on “ The American Univer- 
sity.” 
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