Frazer. — On University Education, 165 



to be attached to it in a general examination for degrees, afford occasion for 

 considerable differences of opinion ; for, naturally, every man will be inclined 

 to estimate highly the special branch which most engages his own attention 

 or is most congenial to his mind. The question as to the comparative claims 

 of the ancient classics and of modern science naturally crops up hei*e. One 



or two brief rules might be laid clown, helping to secure a firm general basis 

 for the arrangement and comparative value of the several branches of college 

 study. 



1. The student should be expected to attend for at least half the year, say 

 25 weeks in all, at the proper work of their classes, apart from preliminary 

 and final examinations. 



2. Students should attend college classes and lectures five hours a day for 

 five days in every week of the term. This would give 25 hours a week, 

 or 625 hours for each annual course, and 1875 hours for the three years. 



3. The number of points for the degree of B.A. should be made 1875 and 

 should be apportioned among the various subjects according to the number of 

 hours devoted to the study of them. 



4. Students might then have absolute freedom of choice as to the subjects 

 they wished to be examined upon. Two-thirds of the whole number — that is 

 1 5 250 — might be the minimum for taking the degree of B.A. 



5. When candidates for university degrees appeared from outside the 

 colleges precisely the same numbers might be required of them under the 

 same examination. But the subjects of examination should be confined to 

 those taught in the affiliated colleges, and to the same comparative estimate of 

 value. 



Of course the subjects taught in any particular college will depend upon 

 the judgment of the Governors, and upon the will of those who may from time 

 to time provide endowments ; and it is even desirable that a college should 

 afford a certain variety of subjects beyond the absolutely necessary curriculum. 

 But it were well that some definite course should be indicated, embracing both 

 ancient and modem literature, philosophy, and science J in short, indicating 

 the subjects in which a well-informed man might be expected to be instructed. 

 To such a complete course the highest honours ought to be confined. For it 

 is as well in this place to point out that a university or college course of 

 education has not so much in view the professional knowledge or training 

 which may be required for the definite occupations or pursuits of after life 

 as that solid and liberal foundation of varied information and intellectual 

 discipline upon which the after structure of professional acquirements may 

 be safely and securely raised free from that bias and tendency to empiricism 

 which an exclusively professional training is almost certain to produce. 



