478 
NARCRE 
TWilevy ete OMe 
LJ QI2 
exception of one of the smallest of the Canadian 
institutions which boasts the right of conferring 
degrees every university of the Empire would be 
represented. At the last moment the Chancellor 
of the Western University of London, Ontario, 
arrived in the somewhat better-known city of the 
same name, and the tale was complete. This is 
a fact of no small significance, especially when 
the character of the delegation is considered. 
Fourteen of the universities over seas were repre- 
sented by their Executive Heads, and amongst 
the remaining delegates were thirty-six professors. 
The proceedings of the Congress have been so 
fully reported in the daily Press that it is unneces- 
sary to go into details. We can but attempt to 
give a general idea of the trend of its deliberations. 
Each of the six chancellors who presided over its 
sessions touched upon a different aspect of univer- 
sity work. Lord Rosebery, in his opening address, 
dwelt, very naturally, upon the importance of the 
Congress from an Imperial point of view. 
“T cannot but help hoping that this congress, when 
it shall have separated, will leave behind it in some 
shape or another some permanent channel, however 
slight, through which the universities of the Empire 
can continue to communicate with each other when 
necessity shall arise, either as to methods or as to 
men, or to obtain hints from each other as to the 
best ways of working out their several problems.” 
“T do not think that any intelligent observer can 
watch the course of the world without seeing that a 
great movement of unrest is passing over it—I cannot 
doubt for good. For the purpose of guiding that 
movement we need all the men that the universities 
can give us—not merely the higher intelligences that 
{ have spoken of, but also men right through the 
framework of society from the highest to the lowest, 
whose character and virtues can influence and inspire 
others.” 
Lord Curzon pleaded that whatever further 
developments may occur in professional and tech- 
nical education—and it is inevitable that it 
should become still more highly specialised—there 
is need for the humanities. Mr. Balfour, presiding 
over the session devoted to a discussion of the 
special problems which face a university in the 
East, dwelt upon the “collision which must occur 
between the growth of scientific knowledge in all 
its branches, and the traditions, beliefs, customs, 
which, after all, are the great moulding forces of 
social man.”’ Lord Rayleigh placed the advance- 
ment of his subject in the forefront of a professor’s 
duties. He also strongly urged the exaction of a 
higher standard of English from students, and 
of the capacity of giving expression to their 
thoughts. Lord Kenyon, who took the place of 
Lord Haldane, whose new duties made it impos- 
sible for him to attend, presented the case for the 
modern universities. The veteran Lord Strath- 
cona gave an eloquent account of the history of 
university education in Canada. 
Among the subjects which attracted most atten- 
tion may be mentioned the specialisation of uni- 
versities. Sir Alfred Hopkinson, Dr. T. H. 
Warren, Sir Arthur Riicker, and Sir J. J. Thomson 
pointed out that it is no longer possible for any 
university to represent all branches of knowledge. 
NO. 2228, vot. 89] 
Any attempt at external control would be a fatal 
mistake. Universities must meet local needs; 
they must also give the most generous oppor- 
tunities to the departments over whom their 
greatest teachers preside. As the Vice-Chancellor 
of Manchester expressed it— 
““A great teacher arose in some subject—no one 
could foresee where it would be—he attracted students 
to hear him, drew to his lectures and laboratories 
men keen in pursuit of learning and science, whose 
researches he would direct, encourage, and stimulate. 
A wise university would provide him with assistants, 
enlarge his laboratories, even when it involved serious 
strain on its resources.” 
Specialisation requires greater mobility both of 
teachers and students. Interchange of teachers 
was urged by Dr. Barrett, of Melbourne, and 
others; especially in such subjects as geography, 
economics, Colonial history, and anthropology the 
migration of teachers would be as valuable to 
themselves as to the students and to the smaller 
universities which cannot maintain chairs in sub- 
jects for which the demand is relatively limited. 
Prof. Smithells urged the whole-hearted accep- 
tance of technical and professional subjects and 
their embodiment in the university system on the 
same basis as other subjects, since universities 
alone can exact such a standard of preliminary 
training as makes higher work and _ progress 
possible. 
As was to be expected, the question of entrance 
tests gave rise to an animated discussion, in which 
Mr. Matheson, Sir Edward Busk, Sir Christopher 
Nixon, Sir Alfred Hopkinson, Sir Oliver Lodge, 
and representatives of the Colonies took part. The 
balance of opinion was strongly against a uniform 
matriculation examination, and equally strongly in 
favour of ‘“‘greater trustfulness in accepting one 
another’s results.” If A. is satisfied that the 
students which it admits have received a satisfac- 
tory school education, B. should allow them to enter 
its portals without further examination, even 
though they have not complied with all the tests 
which it imposes upon its own matriculants. 
As a tribute to the memory of Dr. R. D. 
Roberts, the first secretary of the Congress, who 
died last November, a whole session was set aside 
for the subject of University Extension, to which 
he devoted his life. 
The project for establishing an Imperial Uni- 
versity Bureau was warmly advocated by Dr. 
Parkin, and accepted by the Congress with equal 
enthusiasm. One of the delegates of the 
University of London opposed it at the private 
meeting, on the ground that the work would 
be done more effectively by the Education 
Department, but when the vote was taken he 
had but one supporter. All the other delegates 
present voted in its favour. It will be primarily 
a bureau of information. In its journal or year- 
book will be recorded all changes in subjects 
taught, equipment and personnel which occur in 
the universities of the Empire. It will answer the 
questions of Colonial students who are selecting 
a university in the Mother Country, and of stu- 
dents and teachers who think of emigrating. Sir 
