New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1907-08-08
ENGLISH UNIVERSITIES.
Hos to Reform Tkem-FOreign
Students at Oxford.
London, July II.

sz,-+ -ha- they can be depended upon 10 reform
themselves but he thinks that they ought to
+ave = little time for pulling themselves to-
-a+be- before another royal commission Is ap-
-of--ed. and legislation Is proposed for shaking
+ba-7 III and bringing them into line with mod
a,T life They viii be allowed a prolonged in
.e-val Of grace. since ministers have work
enough laid out 10 occupy them during the re-
r.air6er Of their term without taking up the
.bar7v question Of university reform. The most
zealols reforners. moreover. admit that the
most urgent need at both oxford and Cam
bridge is large increase Of university endow-
rnent and that nothing should be done 10 in
-e-fere with The financial operations Of those
strenuous academic beggars Lord Curzon and
ne Duke of DevOnshire. Money is wanted alike
from young fanatics and moss-grown reaction
arles and until both universities are enriched
Fv private benefactions and enabled to estab-
fish new professOrships. TO broaden and multi
ply courses Of instruction and 10 supply add
tional buildings legislative proposals and inves-
legations by commissions viii be resented as
rne5dlesome and untimely- Even the German
universities. which literally supported by
TIE state. left 10 govern themselves IN their
own way without interference from the Reich
stag. Their liberties have never been chal-
lenged since Frederick the Great reinstated
Christian Wolf al Halle after he had been eX-
PEELED hereto The two English universe
ties are equally Jeal Us of their rights as self
governing strongholds OF learning.
Il has been Bishop Cores privilege in the
Hous- OF Lords TO frame Indictment against
he un5versiJi-s much more serious than the
snpeal Of the six tutors any recent agitation
for reform from within. OF all the English
r-elates he is most closely in touch with the
new democracy. and he commands attention
-rbsn he proves how hollow IS the academic
toast that the universities training the
governing classes" The working classes, he
os=errs with absolute truth, are beginning TO
govern the kingdom. and they are excluded
r-7---e u nl1z-c-oTTndE
ne sons Ct the wealthy-the majority OF them
idlers. The bishop did not refer to the German
universities. hut he might have strengthened
his argument il he had done In the father
land where education made compulsory at
least a century before Mr. Forster's act
rassed in England. the universities have been
brought within the reach Of the poorest stu
dents Among the 10000 university students a
a-ge proportion represents the poor professional
and working classes. The doors are opened TO all
aurCarts IN democratic spirit and poverty
Is not an obstacle 70 equipment for the highest
educational y orh- How strong is the contrast
AZ oxford and Cambridge. where students are
nor welcomed unless they have much as
S1;.00 70 spend in the course Of year. The
COLLEGES were primarily hGstels where poor stu
dents were lodged. fed and supplied with
Ngious atmosphere while they were obtaining
higher eGucation: but they aEe mainly rec
rea1i01 grounds for well-born idlers. who live
luxu-loCs'y and are incapable of serious work.
There are workers who make use OF scholar
ships, and are classed for honors by virtue Of
hard and continuous reading but these make
60 small group in comparison with the non
sIudious pass-n1en who amuse themselves with
enIerta--Ing one another and with field sports
and ara out Of place in a working university.
Khar Dr. Gore favors Is a radical reform by
which the idlers viii tee excluded and workers
substituted for them L will involve a com
piete change Of teaching and examination. by
which The energies Of coaches. tutors and pro-
fessors viii not be taken UP with what is prac-
ucaly grammar school work but he reserved
for earnest students with Z passion for knowl-
edge Other reforms vaguely limited at the
revision of the scholarship and fellowship sys-
ten. higher standards for entrance and pass
examinations and q distribution Of the wealth
Of the colleges for the relief Of the poverty Of
the universities The utility Of these remedial
measures : not questioned by the reformers.
who Tant u restore the oldtime mission of the
universities and 10 adapt them 70 modern life;
but -hey re ar a loss 70 understand how these
beneficial changes are 10 he effected when the
nonresident masters. whose names are kept
o. the books. invaria bly, muster in full force
and pErTote the progressive men. So long as
degrees are easily obtained without conscientious
work md here is a governing body opposed TO
any changes Of system reform from within
seems iUFracticahIe An act Of Parliament is
indispensable Z the colleges are ever to he
brought under business mana cement. endow-
nents used for the maintenance Of professors
snd the universities opened TO poor students
content with frugal living and eager for thor
olgh training There are no institutions in the
world with such linitless resources for passive
resistance 70 reforms as oxford and Cambridge
ihe E-tra-conserTarive idea Of an English uni
NersI-y is thar = IS school of manners for the
educa-l0D q gentlemen. with side shows and
paying 1elds for athletics A college. according
n ms T-eU-, IS nursery under paternal disc-
pine where the defects of public school educa-
n o--s,--
Esro ~ bumpti0us young men are taught what
usg ought 70 have known before entering the
unl'ersity- trimmed and polished I'm manners
sno sufficiently coached by expert tutors n
sot them 70 retire after three years with
Mediocre degree. Il is considered a little democ-
-ecy because the sons of rich merchants and
oenkers or Of barristers and clergynen live
temporarily terms OF equality with the sons
u utled families, and the dwelling process is
VS.fleo 70 that extent. II the cost Of living in a
.olege has risen generation after generation it
+ because the rich are bette of than they
ana can afford 10 make more generous allow
ahces Tor Spendthrift sons. Something must he
zone wiki them when they ara too old for public
SCHOOLS. and the discipline and supervision Of
-aInliH life In college hardly fail to eXer-
Use z restraining and moderating influence over
men, and they are encouraged 10 stand for
.-,nors L they disposed 10 be ambitious
These are the academic explanations Of higher
educational processes At oxford and Cambridge
"ot when TIE last Apologize word is said II
mans true that endOwmeuts originally created
Joy the benefit Of penniless students are mainly
employed Tor the education of well-to-do idlers
~ho nave little heart for serious work, and that
iie Standards OF efficiency and culture are lower
10 be
he Rhodes scholarships have brought nearly
t%o hundred foreigners into residence at oxford
no Imposed obligation for the extension of
university courses and The influence Of this