SEATS OF LEARNING ENGLISH UNIVERSITIES AND PUBLIC SCHOOLS

Evening Post, Volume LXXXVIII, Issue LXXXVIII, 12 September 1914, Page 3

SEATS OF LEARNING ENGLISH UNIVERSITIES AND PUBLIC SCHOOLS

INTERESTING LECTURE. ' Dr, H. B. Gray, a famous educationalist, and formerly president of the Educational section, of the British Association, delivered a lecture at Victoria University College last night on "English Universities and' English Public Schools." It was \illustrated by lantern slides, and wae exceedingly interesting, for, it treated, practically speaking, with the history of education m England as reflected at the great seats of learning, Oxford and Cambridge. About 250 people wero present., including a large percentage of ladies, and the speaker received the greatest attention for nearly two hours. His Excellency the Governor and Lady Liverpool were present. , Dr. Gray treated Oxford . first of all, mentioning a legend which gave the date of origin as in the time of Alfred the Great — but that was legend only. There wae some reason to believe that the University may have been established in the eleventh century. The presence of students in Oxford was first recorded in the twelfth century, and the first trace of any academic organisation — the formation of guilds of teachers and. students who had. been recalled from Paris, by Henry II. — was ia 1214. An entirely democratic charter was granted and, "thank heaven, there- wae no entrance examination." (Laughter.) In the fourteenth century Oxford was second to no university in Europe. Class distinction eet in later, and the popularity sank, and when King Charles was at war with his Parliament, the number of graduates each year was less than fifty. After. tho restoration the University again became popular, but the eighteenth century saw it sink to its very worst — Godless and without morals. A revival followed during the next century, when another wave of democratic feeling affected the college, and examinations «were placed on a definite footing. The speaker then detailed the history of the various colleges — Christ Church (^riginally Cardinal Wolsey*&), Merlon, Oriel, Balliol (dating fioin the thirteenth century,, and one of the greatest colleges of learning), All Souls (1438). New College (founded by William of Wykeha.m, wliose school at "Winchester always had the closest connection), Biascnobc (famous for its athletic prowess), Merton (the oldest). Magdalen (which has always "basked in the smiles of kings"), and the several others. Then there was the. famous Bodleian Library, with. its priceless collection of treasures. Cambridge resembled Oxford in that it was on the banks of a river — .the famous Cam ; but there was this distinction, the -town was far old^r than the University. The town was a place in which merchants congregated, ami finally btudents. A teachers.' guild -was set up, and the students clubbed together at hostels, which eventually became small corporations, and then col leges. The University was first heard of authentically during the lath rentury. -Political happenings affected this University more than Oxford, but the Cambridge institution had progressed steadily, and, with its rival, it is now the greatest seat of learning in the Empire. Cambridge was famous tor its "backs," and not so much for the towu itself. Dr. Gray then dealt with the various colleges. TheTe were certain faults to be found in the systems adopted at the Universities. Forl instance, far too many fellowships were allotted for the study ( of Greek and Latin, and, although a classical scholar himself, Dr. Gray throught too much time wa.« spent over and too much importance attached to the dead languages!,. -It was regrettable to think that a sudent must be efficient in both these subjects before he could gam entrance to the Universities. There were others who believed that the examining craze in' England was being overdone. Referring to the public school*, he said that to call thorn such in England was to make use of a misnomer. Such schools were not foi the public" generally, Out for thoso of the upper elates. A public school wais not such until it ha<l a certain social distinction. Thu tendency of the -public schools was to turn out one certain type of manhood who wae successful m dealing with peoples of lower intelligence, but who had to stake oft numerous prejudices Defore he could successfully work with a colonial of equal learning and intelligence. , But the scholars wert always well sutured and. manly.