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DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1917, No. 16 STUDIES IN HIGHEREDUCATION IN ENGLAND AND SCOTLAND wrni SUGGESTIONS FOR UNIVERSITIES ANDCOLLEGES IN TIIE UNITED STATER , By GEORGE EDWIN MACLEAN FORMERLY PRESIDENT OF THE STATE UNIVERSITY OFIOWA I WASHINGTON GOVERNMENT PRINTING OFFICE 19I7 ADDITIONAL corms OP TIM PUBLICATION MAT III PILOCUIRD ROM TIN BUTIRINTENDENT OP DOCUMENTS GOVIINISINT !SUITING °MCA WAEISINOTON, D. C. AT 25 CENTS PER COPY CONTENTS. Letter of transmittal Pg 5 Preface Introduction__ 9 PART LIIISTOIIGL STUDIES NDSUGGESTION/I. Chapter I.First group of universitiesOxford,Cambridge, Durham__ Chapter H.Scotch universities- 13 St. Andrews 46 Glasgow se Aberdeen Edinburgh 61 Chapter IIIUniversity of London University College 67 King's College r Imperial College of Science and Technology 77 The London School of Economics and Political 7S Science fk2 A group of institutions belonging to theuniversity Brown Animal Sanatory Institution 85 85 Physiological Laboratory S Francis Galton Laboratory for NationalEugenics $0 Goldsmiths' College 86 The organization of the university 95 Chapter IV.The new or provincial universities Manchester 102 Birmingham 112 Liverpool 116 Leeds 119 Sheffield 125 N., Bristol 127 Chapter V.Independent universitycollegesExeter, Nottingham, Read- ing, Southampton 130 Chapter VI. Technical colleges andschools 136 Chapter VII.Agricultural colleges andschools Chapter VIII.Women's colleges 139 143 PANT H.TOPICAL STUDIESAND SUGGESTIONS. Chapter IX.Organization andadministration ofuniversities. Chapter X. University officers 159 170 Chapter XLProvisions for thefaculty_ 182 Chapter XILState aid andvisitation Fr- 190 Chapter XIII.Coordination ofinstitutions______________ ________ Chapter XIV.--Applied science and '195 professional education___,__________ 20,5 Chapter XV.Advanced studyand research without graduate Gager XVI.Laminations schools__ 214 228 8 Pam Chapter XVILCurricula _ Chapter X VIII.Student life Chapter XIX.--Erniversity extension teaching 249 ParrIII.-STATISTICAL TABLES. Table 1. Oxford, Cambridge, DurhamFinances, staff, and students____ 258. Table 2.Scotch universitiesStaff and students, 1912-13_____________ _ 260 Table 3. Scotch universitiesFinancial statement, 1003 -1913 261 Table 4.University of LondonStaff and students_________ Table 5.University of LondonFinanclal statement 263 Table 6. University of London institution for instruction and research 264 Table 7. New or provincial universities Staff and students In 1912-13_ IN16 Table 8.New or provincial universities Financial statement, 1963-1913_ 267 Table 9.Independent university colleges 4 268 Table 10.Independent university collegesFinancial statement 269 Table 11. Agricultural and technical colleges and schools Staff and students 270 Table 12.Agricultural and technical colleges and schoolsFinancial statement 272 Table 13.Women's collegesStaff and students_ ________ 273 Table 14.Women's collegesFiggincial statement 274 Table 15.Range of salaries_ " 275 INDEX 277 LETTER OF TRANSMITTAL I5EPARTICENTor THE INTERIOR, BUREAU OF EDUCATION, Washington, March 10, 1917. SIR : Because the changes in tendencies and ideals inhigher educa- tion in Great. Britain and the consequent changes inthe curriculum and the details of administration in colleges and universitieswithin the 'last few years contained so much of general interest forhigher education in the United States, in 1913 I commissioned Dr.George Edwin MacLean, formerly president of the State Universityof Iowa, to make a careful first-hand stud5, of thenewer features of these institutions, and to prepare a report on them for this bureau.This study was made by Dr. MacLean, with thegenerous cooperation of university and.college officials between 1913 and1915.The report thus includes an account of progress until the beginningof the present war.I recommend that these reports be publishedas bulletins of the Bureau of Education under the titles, " Studiesin higher, education in England and Scotland" and "Studies in highereduca- tion in Ireland and Wales." Respectfully submitted. P. P. CLarrox, Commissioner. The SECRETARY OF TILE INTERIOR. 6 at PREFACE. The object of this study, and oe the precedingone devoted to Ireland and Wales, is to point out facts andtendncies in higher education in Great Britain by which Americanuniversities and colleges can profit.Since May, 1913, the compiler of the bulletin has visited 56 institutions, of which 18have been universities, 14 university colleges, 24 colleges and technical and'agricultural col- leges and sarools.' The wide diversity in the institutions dueto differences in age, type, and even' race, may easily lead oneastray in a comparative study of them.' The differences in phraseologyamong the British institutions themselves, and in turn thedifferences between their usages and those current. in the United States, must be constantly kept in mind to prevent confusion of thought. Uniformly the officials and other members ofthe staffs of instruc- tion of the institutions as wellas. prothinent educationists in the national boar& of education and eminent leadersin the world of politics and thought, have shown courtesiesto the writer and have put at his disposal important documents, to all ofwhom he makes grateful ackriPirledgment. ,A They are as follows: UniversitiesOxford. Cambridge,London, Durham, St. Andrews. Glasgow, Aberdeen, Edinburgh, Wales, Dublin (Trinity College).National University of Ireland. Queen's University of Belfast. Victor's Universityof Manchester; Birmingham, Liverpool. Leeds), Stitt Beld. Bristol; university colleges,at LondonUnivernity College, Kings College, King's College for Women e..atNewcastle--Armstrong College, Dundee. a,pd the Department of Medicine; Cork, Galway, Dublin,Aberystwyth, Bangor, Cardif, Reading. Exeter; colleges, technical end agricultural collegesand schools (outside the Incorporated colleges), at OxfordRuskin College, LadyMargaret Ball, Somerville; at CambridgeGirton, Newnham, Selwyn ;at LondonImperial College of Science. Bedford College for Women, East London .College, LondonSchool of Economics, Gold. Blur College, Woolwich Polytechnic; at ManchestertheMunicipal School of Tech - nology; at GlasgowRoyal Technical College, West ofScotland Agricultural College; at DundeeTechnical College; at AberdeenCity's DomesticScience School, Gordon'. College; at EdinburghHerlotWatt College; at DublintheRoyal College of Science. the Albert Agricultural College, Glaanertn, AlexandraCollege; at BelfastRoyal Bel- fast Academical Institute, Municipal Technical institute.The Irish and Welsh instite- Lions mentioned above will be treated In the bulletin and Wales, on Higher Education in Ireland STUDIES IN HIGHER EDUCATION INENGLAND 4LND SCOTLAND. INTRODUCTION: The present is a moment of the keenestinterest for the study of institutions of higher learning, particularly ofuniversities, in"Great Britain.Before the war they were ina stage of such rapid evolu- tion as to leave the question in the balancewhether the outcome would be revolution or reform. Thewar heightens the interest.Will it arrest their development or accelerate it? The agitation of a half century, whichculminated in the parlia- mentary universities' acts of 1854, 1856, and1858, largely shifted the English and Scotch universities froman Elizabethan to a Vic- torian administration and atmosphere. Thelast 60 years have seen continuous changes wrought within the universities,in part of their own motion, and in part by royal commissions andacts of Parlia- ment. The report of the royal commissionon university education in London in 1913, andrumors of further royal commissions, show the end is not yet.The universities are beginning to feel theeffects of the educational era inaugurated inEngland for elementary edu- cation by the act of 1870, and continuedby a series of educational acts.The aspiration for a national trystem ofeducation, which ma- tured early in Scotland, andwas formulated in Wales to the extent of founding its national university in1893, is strong in England, and would make the universities the coordinatingcenters.The people are beginning to look to the universities and colleges athelight and power stations for the "school power," which Dr. Sadlerhas put next in importance to "sea power" for theIsland. The rise of the industrial age brought home to Englandas a world power, especially by the increased competition in tradeand manufactures of the United States, and particularly of Germany,the need for the promotion of technical schools and of attentionto modern languages and applied science in the higher institutions. Imperialism has stimulated the universitiesto affiliate or recog- nize colleges throughout the Empire.In 1912 it became a conscious force in the university's sphere throughthe first congress of the uni- versities of the Empire, and it seeksa permanent organ of expression in The Universities Bureau of theBritish Empire. Thewar has intensified the note of imperialism. 9 10 HIGHEE.EDIJOATION IN ENGLAND AND SCOTLAND. Romance surrounds the genesisand growth of English universi- ties.After the evening and the morningof the twelfth and thir- teenth centuries, when the lightof Oxford and Cambridge dawned, there came six centuries of rest fromthe making of an English uni- versity by a people otherwise so active.At length religiousreac- tions, science, industrialism, andnationalism brought a new creative day in the nineteenth century, inwhich appeared the three Universi= ties of London, Durham, andthe Federal Victoria University,to- gether
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