A history of the University of Oxford

by George C. Brodrick

Local examinations, and board for examination of public schools

But the impulse given to academical education by the legislation of 1854 is not to be measured solely by the internal growth of the University, now accessible to every class in the nation. Since that period it has initiated and carried out two educational movements of national importance, the one in concert, the other in friendly rivalry, with the University of Cambridge. The first of these was the scheme of local examinations for pupils of middle-class schools, established by a statute passed at Oxford in 1857, afterwards adopted by Cambridge, and now exercising a regulative influence on middle-class education throughout England. The examination of public schools by a joint-board representing the two Universities was originated in 1873, and was doubtless facilitated by the fear, then prevalent, of State-inspection being applied to endowed schools. At these examinations certificates are granted, which, under certain limitations, carry with them an exemption from Responsions at Oxford, as well as from a part of the ‘previous examinations’ at Cambridge, and of the military examinations. Such certificates may be regarded as supplying the rudiments of a missing link not only between secondary and University education, but also between secondary and professional education.

Commission of inquiry (1872) and Act of 1876

In the meantime, a new wave of democratic sentiment in Parliament impelled Mr. Gladstone to issue, in January 1872, a commission to inquire into academical property and revenues, as a preliminary step to further legislation. The functions of this commission were strictly limited to investigation and to matters of finance, no power being entrusted to it either of passing judgment on the actual application of University and college funds, or of suggesting a better application of them—much less of entering on general questions of University reform. These questions were destined to be reopened, and a fresh appropriation of academical endowments to be made, by the Conservative Government which came into office in the spring of 1874. At this period the system established by the Oxford Reform Act of 1854, and the executive commission thereby appointed, had barely taken root, but a vigorous agitation was already in progress against it, mainly on the ground that it had done too much for educational competition and too little for learning or research. The principle upon which a fresh commission was now demanded was not so much the expediency of redistributing college revenues for the benefit of the colleges themselves, as the expediency of diverting them from the colleges to the University, especially in the interests of Natural Science. The Marquis of Salisbury, as Chancellor of the University and an important member of the government, heartily espoused these claims, and introduced a Bill expressly designed to enrich the University at the expense of the colleges.

Commission of 1877

This Bill was passed, with some amendments, in 1877. Its preamble recited the expediency of making larger provision out of college revenues for University purposes. It proceeded to institute an executive commission, armed with sweeping powers of revision and legislation; but, as a safeguard for the interests of colleges, it gave each college, not indeed a veto upon the statutes to be framed, but a share in framing them, by means of elected representatives, associated pro tempore with the commissioners. It further enjoined that in assessing contributions on colleges, regard should first be had to the educational wants of the college itself. Accordingly, the commissioners sat for several years, and elaborated an entirely new code both for the University and for the colleges, repealing all previous college statutes or ordinances, but leaving the legislative constitution of the University untouched. They charged the colleges with an aggregate subsidy of 20,000l. and upwards for the endowment of professorships and readerships or lectureships, the contributions of wealthy colleges being fixed on a higher scale than those of poorer colleges. By the same process they set free a certain amount of University income for such objects as the maintenance of buildings and libraries. They regulated the payment, duties, and appointment of professors and readers, as well as the nomination of University examiners, which had been subjected to much criticism. They made some approach towards an organisation of University teaching, by grouping studies roughly under Faculties, and giving ‘Boards of Faculties’ a certain limited control over the distribution of lectures. They formulated extremely minute rules for the publication of University and college accounts. They remodelled the whole system of college fellowships, attaching the greater number of them to University or college offices, but retaining about one hundred sinecure fellowships, terminable in seven years, with an uniform stipend of 200l. a year, and subject to no obligations of residence or celibacy. With certain exceptions, they abolished all clerical restrictions on fellowships or headships, but regulated various details of college management and tuition which the former commissioners had left in the discretion of each governing body. They established an uniform standard of age and value for college scholarships, requiring, as a rule, that no candidate should have exceeded nineteen, and that no scholarship should be worth more than 80l. annually. They also provided for the appropriation of any surplus revenues which should accrue, to college or University purposes.

Character of last reforms

It is too soon to pronounce a judgment on the effect of these reforms, some of which have not yet come into full operation, and which have been supplemented by incessant changes in the examination statutes, made by the University itself. Indeed, notwithstanding the bold amendments which it has undergone, the constitution and educational system of the University must be regarded as still in a state of transition. It has ceased to be a mere aggregate of colleges, but it has not ceased to be essentially collegiate in many parts of its organisation, and the dualism of the professorial and tutorial systems has been perpetuated. Professorships have been freely created, but attendance on their lectures has not been made obligatory, and it has been found easier to provide them with salaries out of college revenues than to provide them with audiences at the expense of college lecturers. The number of necessary examinations has been increased, and many obstacles have been thrown in the way of persistent idleness; but the door of the University has not been closed against complete ignorance by an effective entrance examination, and a dunce ignorant of his letters may still matriculate and reside, if he can find a college to admit him. The student is free to choose his Final School, and, unless he chooses the Classical School, he may abandon Latin and Greek, in any case, after Moderations. But a minimum proficiency in these languages is still necessary for Responsions as well as for Moderations, several alternatives for which have been offered with an utter disregard of symmetry or equality between studies. Women have been admitted to certain University examinations, but not to all, nor on the same terms as men; and the names of those who obtain honours are published in a class-list, but not the ordinary class-list. Religious equality has been established for most purposes, but not for all, and the Faculty of Theology maintains its exclusive connection not only with the Anglican Church but with the Anglican clergy. Such are some of the anomalies which have been left to adjust themselves by successive commissions and successive groups of University legislators. They have not proved inconsistent with a vigorous internal life, but while they exist and continue to be multiplied, the University cannot be said to have attained a state of stable equilibrium, nor can a poetical unity be imparted to an historical narrative of recent University reforms.

CHAPTER XVIII.
THE NEO-CATHOLIC REVIVAL, KNOWN AS THE ‘OXFORD MOVEMENT.’

Character of the ‘Oxford Movement’