172 REVIEWS — THE COTJBSE OF COLLEGIATE EDUCATION. 



has a tutor whom he terms his privat docent, while his Professor often 

 closely corresponds to the Scottish "Extra-academical lecturer." The 

 Cambridge man, calling to his aid a private tutor terms him a 

 coach, whilst the Edinburgh student styles his equivalent a grinder : 

 both sufficiently expressive tropical terms. The one takes up his 

 laggard pupil and coaches him on to the most advanced rank attainable 

 by him ; The other grinds the dull novice up to the requisite degree 

 of sharpness and polish, while the real amount of coaching or grind- 

 ing demanded for the entrant, be it remembered, depends alike at 

 Berlin, Cambridge, Edinburgh, or Toronto, on the standard which 

 each University fixes as the indispensable requisite for its honors and 

 rewards.* 



As to the English Universities, their one radical defect as national 

 institutions notoriously lies in this, that the change of opinions in a 

 large portion of the community has degraded them from universal, 

 and national, to merely denominational Schools of learning, a subject 

 no longer overlooked in the reforms now in progress. But no 

 institutions in the world turnout a greater number of highly qualified 

 teachers on the subjects specially cultivated by them. Apart from the 

 tutors, public and private, numbering hundreds, within the circuit of 

 the two Universities, Oxford and Cambridge provide professors and 

 teachers, in their own special departments of classics and mathematics, 

 to the great majority of the public schools of England and the Colo- 

 nies. The colleges of London, Manchester, Birmingham, and Dur- 

 ham, all the great public schools, and even mathematical and classical 



the University foundation. The majority of these professorships are hooorary 

 appointments ; the emoluments are trifling; and when, as in the case of Dr. Arnold, 

 when filling the Oxford Chair of modern History, the duties are fulfilled, they 

 consist of a brief course, in his case of only eight lectures, or in that of Sir James 

 Stephen, the Cambridge modern history professor, of twelve lectures, on subjects 

 quite apart from the regular course of studies taught by the College Professors or 

 Tutors. The discrepancies between the two American writers quoted above are 

 amusingly significant even in trifles. "Instead of the old names of Freshman and 

 Sophomore, borrowed from the English Colleges, we will take" <fce, writes Dr. 

 Tappan, (p-tO) while Mr. Bristed at the commencement of his Cambridge experi- 

 ence, notes that " there are no such beings as Sophomores at an English University," 

 (p. 18. ) and at a later date, when familiar with Germany as well as England, he 

 6peaks of " the barbarous term of Sophomore, a name to which it is hardly neces- 

 sary to say there is nothing answering in the Colleges of any other country, [but 

 America.]" (p.437.) 



* Bristed, thus writes of his Cambridge Tutor : " Travis certainly put more in- 

 to me in seven months than I could have acquired by my own unassisted labors 

 in two years." 



