——— 
JUNE 13, 1912] 
NATURE 385 
there are numerous bright and dark lines as yet 
unidentified. The spectrum somewhat resembles 
those of nove in the early stages, but the lines are 
narrower, and the enhanced lines, such a prominent 
feature in what has been called the ‘‘typical’’ nova 
spectrum, are comparatively few. From the dark 
silicon lines Prof. Frost finds a practically constant 
radial velocity of —82 kms., which is, however, not 
shared by the narrow, dark calcium line at K. Mr. 
Merrill has found bright companions to the silicon 
lines on spectrograms taken at the Lick Observatory, 
so that Prof. Frost’s value of —82 kms. may prove 
to be too large. If hydrogen and helium radiations 
behave under pressure like those of metallic vapours, 
the observed displacements would indicate a pressure 
of something like 200 atmospheres in the emitting 
mass, with normal pressures in the absorbing layers. 
SECONDARY OSCILLATIONS IN RaDIAL-VELOCITY 
Curves.—In quite a number of cases the velocity 
curves derived from the spectroscopic examination of 
binary systems have shown a secondary oscillation 
suggesting a departure of the orbit from the true 
elliptical form, such as might be caused by the 
presence of a third body, but some doubt has always 
remained as to the objective reality of such 
departures. 
In an attempt to settle this question, Dr. 
Schlesinger studied the spectrograms of 30 H Urse 
Majoris, especially taken on fine-grained plates; this 
star has provided a typical example of the secondary 
oscillation. He found that the sharp K line did not 
exhibit this peculiarity, and concludes that the 
secondary oscillation is only apparent. Possibly the 
inherent difficulty of measuring the broader hydrogen 
lines introduces a systematic error which has been 
insufficiently reckoned for when apportioning the 
weights to the various measures (Publications of the 
Allegheny Observatory, Nos. 15 and 16, vol. ii.). 
CONGRESS OF UNIVERSITIES OF THE 
EMPIRE. 
ifs is surprising to learn that the Empire boasts, at 
the present moment, fifty-four seats of higher 
education entitled by Charter or by Act of a Colonial 
Legislature to the style of university. Advisedly we 
write, at the present moment. Last summer Queens- 
land and Hong Kong added two to the list; the Uni- 
versity of Western Australia came into being on 
January 1; those of Calgary and British Columbia 
are still younger. It is the age of universities. 
When the Victorian Universities of Manchester, 
Birmingham, Liverpool, and Leeds made their 
appearance they were viewed with considerable mis- 
giving from Oxford and Cambridge. The older 
universities feared lest they should suffer severely 
from the competition. The number of their students 
and their efficiency have increased as rapidly as their 
rivals’. 
British universities, whether at home or overseas, 
have developed in every case along natural lines. 
None has been planted in a community by the State 
or by a wealthy benefactor, fully equipped and staffed. 
Each has commenced its embryonic life as a college— 
the beginnings of the ancient universities can be but 
dimly discerned—and has passed through a larval 
stage as a university college before it received its 
degree-giving powers. In its adult form it has 
adapted itself with remarkable ingenuity to its par- 
ticular environment. As compared with those of the 
Continent and of America, British universities are 
characterised by their idiosyncrasies. Very justly, 
they are extremely jealous of State interference with 
its inevitable tendency towards uniformity of pattern. 
NO. 2224, VOL. 89] 
However undesirable 
If this capacity of adaptation be the genius of our 
universities, if each must work out its own constitu- 
tion, define its aims, devise methods proper to its 
sphere of work, ‘“‘ Why,” it may be asked, “summon 
the universities in parliament?’’ This question may - 
be answered, if on no higher ground, by assuming 
that the discussions of their delegates will make for 
economy of time and labour. Underlying their 
diversities, there is much that is common to all seats 
of learning. Conference and comparison of experi- 
ence will clear the mind of many misapprehensions, 
and, focussing attention upon matters of immediate 
importance, will reveal the way in which difficulties 
have been or may be dealt with. Every teacher who 
takes an active share in academic life groans under 
the intolerable burden of ‘‘university business.” 
Time and thought which might be devoted to re- 
search are absorbed on a lavish scale in the drudgery 
of keeping the university machine up to date, mend- 
ing and modifying, not driving it. If a man-hour be 
taken as the unit, fifty units of intellectual energy 
wasted daily is a moderate estimate for one of the 
larger universities. It may be predicted that during 
the four days’ session of the congress some progress 
will be made towards settling policies which would 
take a longer time to formulate if considered by each 
university as a problem peculiar to itself. 
There are many forms of academic activity which, 
for their effective promotion, demand cooperation. 
For some the discovery of a common path is needed; 
others require that the several universities agree to 
diverge. The ever-present question of a satisfactory 
test of fitness for admission is an illustration of the 
former class of problems. At what stage of training 
should a lad be allowed to follow special studies? 
How are we to ascertain whether the gymnastic of 
the school has rendered his mind sufficiently strong 
and agile? When may he cross the frontier which 
separates school from university? The congress will 
endeavour to delimit the adjoining provinces, and 
incidentally to introduce a scientific boundary line— 
to agree upon a parallel which may be crossed at any 
point. Schoolmasters will be very grateful if it 
simplifies their task, reducing in some degree the 
complexity of the arrangements necessary for the 
teaching of their higher forms. Their work is con- 
fused at present by the bewildering variety of 
entrance tests for the different universities, the pro- 
fessions, and the public services. 
As an illustration of the subjects of the second 
category proposed for discussion, we may cite 
“specialisation among universities.” It is impossible, 
nowadays, to make adequate provision for advanced 
work in all subjects at any single institution. Some 
tendency to specialise is the characteristic mark of 
every vigorous university. Uniform distribution of 
effort is proof of mediocrity. It is unmistakable 
evidence of the absence of any teacher whose fame 
attracts students, whose learning fits him to be 
leader of a School. Universities which have teachers 
of renown concentrate, almost unconsciously, upon 
the branches of study which they represent. Local 
surroundings also point the way to specialisation. It 
is eminently desirable that universities should foster 
the sciences upon which depend the industries of the 
districts which they serve. Specialisation at once 
raises a further question. It is in the interests of 
scholarship that a senior student should find his way 
made easy to a university of high repute in the sub- 
ject of his choice. Every inducement should be held 
out to him to seek a famous School. Free trade in 
students ought to be a governing principle of the 
Empire. Yet many artificial barriers still remain. 
le it may be that undergraduate 
