thinking I am indignant at all the cheap satire levelled against the college tutorial system, the curriculum of the Schools, the examinations and their results, which forms the staple of the irresponsible criticisms of the daily, weekly, or monthly press, of the pamphlets of the man with a grievance, and of the harangues delivered when educationalists (horrid word!) assemble in conclave.
The first problem that must be faced is that this University is a place of Education as well as a place of Research. It is sometimes difficult to correlate its two functions: it often seems difficult to determine how far they can or ought to be discharged by the same body of workers. But, whatever may be our views on this point, there remains the obvious fact that we are confronted by a large body of young men who have to be educated, and that the larger proportion of them are intended for careers for which no technical Schools-curriculum exists. For this let us be thankful; I shudder to think that there are fanatics who would be prepared to draw up the regulations for a special education for any line of life—journalism, the Stock Exchange, politics. Charity Organization, or the life of the country gentleman. But this madness is still far off—practically our problem is to deal with some 150 or 200 undergraduates destined for the most various occupations in after-life, who unite in thinking that the Modern History School suits them better than any other of the avenues to a degree which the University at present offers. Of this body a very small proportion are destined in the end to take up the burden of original research. I agree with Professor Firth—so doubtless does every one here present—in regretting that the percentage is so small; but it can never be much larger—unless indeed some strange
