The sun., 1918-10-20

t!of ~ En0iuad aud Scotland tpds
scfitteN by Professor william IT. Cdr-
pentcr, Of Columbia University, and teos
,rstted ~ the Educational Rerietp.1
I,HE United States Bureau OF Edu-
cation has published an unusually
interesting and helpful study en-
tiled studies In Higher Education in
England and Scotland, with Suggestions
for Universities and College in the
ruited states" by George Edwin Mac
Lean, formerly president of the State
University OF Iowa. The object Of the
study. as the author states in his
presace, is to point out facts and ten
denotes in higher education In Great
Britain by which American universities
ard colleges may profit. To obtain the
material fifty-six institutions were Wis
tied eighteen of which were universities,
fourteen university colleges, twenty.four
colleges technical ana agricultural col.
leEes and schools.
The whole is a valuable handbook
OF the higher education In England
and Scotland, moro complete and COM
prehensive in it's material and more
up to date in its statements than has
been hitherto at hand. Its value 10
also greatly increased by its definite
purpose OF making its information of
service to American education. Tho re-
port Is not a. mere compilation Of facts
and figures, but an admirably written
account of educational conditions in
,helr historical evolution. OF their ten
denotes and directions. and Of their sig
uiicance In the intellectual life Of the
nation. The American background that
IS kept in view by the writer. who
thoroughly knows the conditions OF our
own education, gives not only an in
creased value as q document, but an
added interest as literature.
The institutions in England and
Scotland with which the report II con-
cecned fall into eight groups, consist
ing OF four types Of universities and
four kinds OF colleges. In the approxi-
mate order of their evolution they
are oxford and Cambridge, with Dur
ham as a modern variation; the Scotch
Universities, ST. Andrews, Glasgow. Alb
o'deen and Edinburgh London, which
81 a way stands by itself; the new or
provincial universities, Manchester,
birmingham, Liverpool. Leeds, Sheffield
and Bristol: the independent university
colleges 4, Exeter. Nottingham, Read
irR and Southampton technical colleges
ard schools; agricultural colleges and
s'hoolS. and the women's colleges. The
older groups, says the author Of the
report, have been the direct or indirect
Irogcnitors of the younger. Over and
above formal affiliations, all the groups
a-c interrelated by the presence on
tae.r faculties of the graduates OF the
different institutions and by common
ref''esentativeB on their governing
boards. Each institution Of the same
',pa, on the other hand, has q dis
t.nct Individuality.
Tie first part OF the present bulletin
consists Of studies OF certain historical
features OF the several groups. in order
10 Justify present day conditions. The
FS,ond part is broadly concerned with
Questions of organization and admin
.syration and with suggestions for the
:olut.on OF problems common to both
sides OF the Atlantic. The third part
contains statistical information Of
various sorts with regard to the in
st'tutions under review.
The chapter ON Oxford and Cam
trlGse. from the nature Of the case, is
ore OF the most interesting IN the report.
J. the first place. we know. to be sure.
:: Il traditional and general way more
shout them than the others, and they
ere, in reality. for the part they have
-iayed in IN ehistory OF England. in its
Toiltics and letters, the most important
s.d familiar. The author well calls
hem unique among the universities of
ne world. They are, he says. nlarvels
- conpleXity. representing a luxuriant
taGgle and growth of centuries. and II
is not surprising that many half truths
abound concerning them. The grea test
sirprise, he asserts. is to find that with
'le'- outward mediRvalism and the pop
Lar notion OF their ultra conservatism.
hey are permeated with the spirit OF
]rogreSs Contrary to the ideas of
A Itch, s., ~.
ait Of their historical leadership and
'hor relations TO American institutions,
10y can teach, he warmly asserts,
'ta@y lessons to the United States. He
'st3Ns, however, the exclamation Of an
Oxford professor when the latter learned
10 purpose OF his visit TO gather hints
%" the Improvement OF American edu-
alton: Good heavens! We need that
: ~ should send missionaries to teach
US"
Attempts to differentiate oxford arid
Cambridge BY means OF broad generali-
2at.onF, the author points out, have been
made by numerous writer's as well as In
trent popular stories and phrases.
Matthew Arnold named Cambridge the
mother OF great men and oxford of great
movements. George Eliot said that at
'anbrdge everybody spoke well OF
'e.yoody; at oxford everybody criti-
,~sed everybody. An unknown critic has
-; & on even more admirably when he
'a!- that the oxford man acts as II all
'"e world belongs to him; the Cam
a'ISe man as If he belonged to all the
ord II one were to indulge IN gen.
20. .zations It might moro seriously be
s".d-tAe chaTacterizations are the au-
J.o"s own-that Oxford is progressive
eoa-eryative, Cambridge conservative
Progressive. oxford is prominently
aSsical Cambridge prominently scien-
liz oxford is philosophical, Cambridge
Nlet.cal. oxford tends to make states
On cambridge to make scholars. Ox-
] 20 contributes leaders at home. Cam
'ase pioneers abroad. Taken together
10 Is not bad equipment for service
point Of fact the leadership in church.
III" and society for 700 years has been
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