Tutorial Fellowships. At Cambridge there is no general limitation of the number of Fellowships, and though there, as at Oxford, the number of Fellowships at certain Colleges is below the statutory number, certain of the Cambridge Colleges have been able under their Statutes to increase the number of their Fellowships since 1882 as funds have become available. 103. We recommend that any limitation of the number of Fellowships should be removed from the Statutes of all Colleges at the two Universities where it now exists, subject to the provision that no new Fellowship be created, or continued beyond a vacancy in it, unless the College has reason to expect that a stipend, or dividend, of not less than £200 a year can be secured to each Stipendiary Fellow. With a view to facilitating the operation of these powers of increasing the number of Fellowships, we further recommend that the new Fellowships created may be either permanent Fellowships or temporary additional Fellowships lapsing at the end of three years from the date of their creation unless re-created for further periods of three years' duration. We submit recommendations with regard to Fellowships generally in paragraphs 119 to 130 below. (2) RESEARCH AND ADVANCED WORK. 104. In discussing in this section of our report the arrangements for research work at Oxford and Cambridge, we use the word "research," as we have already stated in Part A of the report, to cover not only (i) the actual study and collation of new material, or the 105. We have given anxious consideration to the present arrangements for advanced teaching and research at Oxford and Cambridge, in view of the supreme importance to both Universities of maintaining the highest possible standard in each branch of work. The absence of effective and systematic arrangements for the supervision and instruction of advanced students must not only imperil the future supply of teachers for the University, but also deprive the existing teachers of a branch of work which is peculiarly stimulating to many of the finest minds. The neglect of research would be even more disastrous. A University can only flourish if it is a seat of learning as well as a school for undergraduates. Its teachers must be men of learning, absorbing and utilising, by steady research, the new material which constantly becomes available throughout the field of knowledge, and themselves contributing to the supply of such material, according to their abilities. In the absence of research, teaching itself must inevitably lose both solidity and freshness and must become fatally impoverished in all its branches. Moreover, there are certain problems of research which need the combined work of numbers of workers in various branches or sub-branches of study; only a University can usually undertake such tasks, and the teachers of the University cannot retain the energy required for them unless they are secured sufficient leisure for the purpose. That the truth of these remarks is fully realised both at Oxford and at Cambridge is shown unmistakeably by the representations submitted to us from each University. We have received valuable suggestions on the subject from a special Oxford Committee on the Needs of Research, from the Committee of Cambridge Graduates and the Oxford Reform Committee, and from leaders of many branches of study at both Universities; all of these have strongly urged the necessity of new measures for the improvement of research and advanced work (see "Summary of Memoranda," sections A. 3, A. 5, and A. 21, in Appendix 2) Before making the suggestions which follow below for the reorganisation of existing arrangements, we desire to emphasise the value of the work which has already been accomplished at Oxford and Cambridge, both in research and in advanced teaching. There is no doubt as to the high intellectual standard attained by the teachers of both Universities, or as to the distinguished work which they have produced for years past in all branches of thought. So far as the limited revenues have permitted, each University has endeavoured to cover in its activities the whole field of modern learning and science, and between them they have trained up a very high proportion of the leading men in almost all subjects, literary and scientific alike. In paragraphs 21 and 22 we have outlined the recent developments in the various Schools and Departments at each place. While, however, freely admitting the great value of all that has been accomplished, we desire now to urge upon the Universities the need for making still further provision for advanced teaching and research. Without such provision, we fear that, in view of the rapid growth of knowledge, the position of Oxford and Cambridge as centres of intellectual and learned life will before long be seriously imperilled. We have already suggested in paragraph 89 that the organisation of advanced study must be undertaken primarily by the Faculties. We mention in the succeeding paragraphs what are in our opinion the chief defects in the existing arrangements and the steps which we recommend in order to remedy them. 106. We have described in paragraph 23 above the comparatively recent developments in the character of the teaching given to undergraduates by the Colleges at Oxford and Cambridge, and in particular the growth of methods of closer personal tuition, first at Oxford and subsequently at Cambridge also. In our opinion this system of personal tuition is of peculiar value and has greatly increased the efficiency of both Universities as teaching institutions. But while recognising that this is so, we desire to point out that at the present time the system is attended by certain weaknesses which will have serious effects if not remedied without delay. In the first place, the teaching of undergraduates, good as it is, would be still better if the teachers who are responsible for it were able to spend more time on research work and on the instruction of advanced students. Secondly, although, as we have said, much original work of distinction has already been produced at both Universities, we feel that the amount produced ought to be larger, particularly in some subjects, considering the excellence of the personnel. Thirdly, there is at the present time an increasing pressure of advanced students from the Empire and abroad who desire to come to Oxford and Cambridge for intellectual life and teaching of the highest order, and it appears clear that owing to concurrent pressure of ordinary undergraduates on the resources and space of the University, the needs of the advanced students will not be adequately met in future if energetic steps are not taken to provide specially for them. In pointing out these weaknesses in the existing system, and in making the suggestions referred to below for remedying them, we do not mean to suggest that it is desirable to encourage students without special aptitude to engage in research work. We have explained our point of view on this subject in Part A of our report (paragraph 38 ad fin.). We are anxious to secure increased facilities and encouragement at Oxford and Cambridge for the best students, so that as many of them as possible may in future engage on original work suited to their tastes and abilities. Until this result has been secured, there will be serious loss to the community, and we are satisfied as to the need for some changes of system, as well as for the provision of increased funds, at both Universities. We proceed to deal in the ensuing paragraphs with the following points in order : (i) Teachers and research work. (ii) Graduate Studentships at Oxford and Cambridge. (iii) Provision for Graduate students from other Universities. (iv) Material equipment. (v) Publication of results of research. (i) TEACHERS AND RESEARCH WORK. 107. Professors and Readers.-We recommend the revision of the Statutes defining the duties of Professors and Readers. In particular, the present Oxford Statutes are too precise in laying down a minimum number (and sometimes an excessive number) of lectures to be given, while on the other hand they do not mention specifically the duty of assisting advanced students. In our opinion the tenure and duties of Professors and Readers should be prescribed, in each University, by the University from time to time and not by Statute. We suggest that normally a Professor should be expected to give his whole time to the duties. of his Chair, which should be held to include original work by the Professor himself as well as the general supervision of instruction, and of research and advanced work, in his subject and department. His responsibility for such supervision should be laid down definitely at the time of his appointment. We More Professors and Readers are required in some subjects, and some Readers should be raised to Professorial status. We submit recommendations under this head in paragraph 38 above. also deal in paragraphs 217-9 with the question of stipends. 108. Lecturers and Tutors (or, at Cambridge, Lecturers and Supervisors or Directors of Studies). In many Colleges at the present time the ordinary College teachers have not sufficient. time during term for research (as defined in paragraph 104 above). The conscientiousness and devotion which they have displayed in teaching the undergraduates are admirable and cannot be praised too highly, but nevertheless their absorption in this and other work is endangering the quality of the Universities as seats of thought and learning. The following remedies suggest themselves to us : (a) The payment of adequate stipends. The payment of better stipends would tend to secure more time for research, as teachers would no longer be forced to take extraneous work in order to add to exiguous incomes. Adequate stipends would be equally important as enabling teachers to travel in the vacations; travel is essential to some kinds of research, particularly in History and kindred subjects. We submit further observations with regard to stipends in paragraph 130 (see also paragraphs 101 and 103). (b) The reduction of the amount of tutorial work per teacher. This result could be obtained by three methods which we describe below, and which may be regarded either as alternatives or as three parts of one scheme. But the second of the three methods is, in our view, greatly preferable to the first, and in most cases to the third. The first alternative would be to reduce the number of undergraduates at both Universities. The resulting loss of fees would entail financial complications; and the reduction of numbers would be most undesirable on other grounds, so long as the present pressure of competent candidates for entrance continues. But should the second alternative mentioned below be found impracticable, the first would become necessary if the standard of Oxford and Cambridge thought and learning is to be maintained in the future. The second alternative is to increase the number of teachersProfessors, Readers and all classes of lecturers and teachers alike. This is, in our opinion, the right solution. In the interests of research as well as of teaching, the attainment of such an increase, together with the grant of proper salaries, should be one of the primary objects to be aimed at in allocating grants that may be made to the Universities by the State. The third alternative would be to effect a reduction in the amount of College tuition per undergraduate. The amount of time which should be devoted per week to each undergraduate undoubtedly differs from subject to subject, as well as from individual to individual; the present amount could, we believe, be reduced in some cases. We do not, however, believe that any great relief to overworked tutors or supervisors in general is obtainable in this way, and, as we have explained in paragraphs 37458 D 23 and 99 above, we attach great importance to the maintenance of the tutorial system in general. We strongly urge, however, that any facilities secured by State grants, directly or indirectly, for the increase of College or Faculty staffs should be used to secure more time for research, as defined in paragraph 104, and not to increase still further the provision for the individual teaching of undergraduates. (c) Other conditions. A young graduate ought in our opinion to be given a period wholly or largely free for travel and research. before he is fully plunged into the work of lecturing and tuition. We submit recommendations on this point and on other conditions relating to Fellowships in paragraphs 119 to 130 below. It has been suggested to us that arrangements should be made to grant College and University teachers a regular "Sabbatical at intervals, with complete relief from teaching; or, alternatively, special leave of absence with full pay, in exceptional cases, so as to enable individuals to complete research work already in hand. For reasons of public economy, we do not propose the institution of a "Sabbatical Year," but we strongly urge the creation of a central University Fund, assisted out of the general grants which we are recommending from public funds, to enable a specially qualified Professor, Reader or Lecturer to take a period of absence exceptionally for travel and research, without loss of income. The grants from the Fund should, in our opinion, be allocated on the recommendation of the proposed Board of Studies and Research. In addition, we hope that Colleges which can afford to do so will assist members of their teaching staffs in a similar way. (ii) GRADUATE STUDENTSHIPS AT OXFORD AND CAMBRIDGE. 109. Some provision is made by existing University and College Studentships, or by Senior Scholarships, for graduate students who have taken their degree at Oxford or Cambridge ; but the Studentships or Scholarships so offered are insufficient both in number and in value, particularly in some subjects. The amounts awarded to these Students and Scholars, University and College alike, should be made sufficient to support them at the post-war scale of prices, and should include an allowance for travelling abroad, when necessary. 110. The poorer Colleges, which have been able to make little, if any, provision for such Studentships or Scholarships, are at a disadvantage as compared with richer foundations, and their best men must suffer in consequence, except in so far as they are successful in obtaining Studentships or Scholarships offered by another College for open competition. We consider that the need for an increased number of Studentships or Senior Scholarships would best be met by providing a number of University Studentships, open to men and women alike. We hope that one result of this provision will be that Colleges will be less disposed to give Fellowships to graduates as soon as they have taken their B.A. degree, and that it may also facilitate the growth of the custom, already adopted with great success in some Colleges, of granting Fellowships on the merits of dissertations or of original work actually done. Whether these particular results follow or |