course of study thus sanctioned and required by the university, and not in the course adopted by any colleges separately, that the Oxford education properly consists. The establishment of such a system of training as is requisite for the first degree is, in fact, that which constitutes Oxford a university —that is, a place of education, as distinguished from a mere place of study. If (to be more explicit) Oxford afforded all the facilities, which it now does, for learning the ancient languages and the various branches of elegant literature and science, and tutors and professors gave separate testimonials of proficiency in the several branches, the value of these testimonials would be quite distinct from that which is now claimed for a degree-testimonial. They would imply no more than proficiency in certain studies specified by the several certificates. What an Oxford degree now indicates is, that the graduate is instructed, not specifically in this or that particular branch of knowledge, but generally. In other words, it is not a testimonial of attendance on particular courses of teaching, but a testimonial of having received that instruction which, taken altogether (in universum), constitutes, according to the decision of Oxford, an educated man. This, at least, is the case with respect to the degree of Bachelor of Arts, which is, accordingly, the main degree to be contemplated in taking a survey of the university education. There are likewise, it is true, degrees in the several faculties, of which some notice will be taken presently; but these (with the exception of the degrees in music) presuppose the university education to have been attested by the previous step of B.A., or (what amounts to the same) by testimonial for it.

It is obviously, then, the key to the whole inquiry into the Oxford education to know what it is that the university, as such, requires-what are the subjects of its public examinations, how they are conducted, and what proficiency entitles the candidate to a degree, or to some class or mark of distinction higher than the mere degree. Next, and in connection with this, we should examine the plan of instruction which the several colleges adopt; this latter being necessarily shaped in reference to the public examinations. Under this twofold division, then, of Public Examinations and College Preparation, the details which we are about to give of the Oxford system of education will be arranged. But before we enter on these details, we must draw the reader's attention aside for a moment to some features in the scene, which it will be more convenient for him to notice at once.

Oxford we compared, in the opening of these remarks, to some antique edifice, parts of which have been converted to uses not contemplated in the original building. This is a

pretty correct representation. In its early constitution, and in the gradual additions which for many ages were made to the great machine of public education, the model now exhibited in the universities of Germany, for instance, was kept in view. Thus professorships, or readerships, in the different arts and sciences were established; and these, together with some of more modern date, although no longer the main sources of instruction, are, in many instances, very efficient, especially in respect to those branches of study which are excluded from the requisites for a degree. Such, for example, are the professorships of Hebrew and of chemistry. At the same time, the object which the university now accomplishes by means of these professorships, as well as by the public honours and rewards for particular branches of knowledge, independent of the degree-examinations, falls under the view of facilities afforded, encouragement given to study, but is no part of its system of education. One who gains a prize, or who profits by attendance on the chemistry lectures, is honoured by the university, and has derived instruction provided by the university, but neither the acquirement nor the mark of distinction reckon towards his degree. His testimonial of having been educated by the university, and of having satisfied the university of his proficiency as one of its educated members, is quite another thing. In short, the account of what Oxford does in this way, makes part of the answer to the question-What may a student learn at Oxford? But the information respecting the degree-examinations and the method of preparing for them, is the reply to the question

-What must a student learn in order to be educated at Oxford? - What is required in order to obtain from the degree-examiners either a bare testimonial or a place of honour? Many of the facilities and encouragements of particular branches of knowledge do, however, harmonise with and advance the system of education, as will appear from the following statement of them.

The prizes, for example, are given for the encouragement of composition, in prose and in verse, in Latin and in English; and proficiency in all these points enters into the qualification for the simple degree or the honorary degree *. These prizes are annual, and five in number. There is one for the best English and another for the best Latin prose composition on a given subject, and a third for the best English essay on some theological question. These are restricted to Bachelors of Arts, or at least to those of standing for that degree, and not beyond that standing. There are two more, one for the

By this name, for want of a better, we denote a degree accompanied with an honourable distinction. It is sometimes called simply obtaining a class.'

best copy of English verses, the other for the best copy of Latin verses, on a given subject; and these are restricted to under-graduates, or rather to those who are not yet of standing for their degree. All the subjects are proposed in June or July, and the decisions take place in the May of the year following. The successful compositions are then recited by the prizemen at the commemoration, or great annual festival in act-term, which closes the academical year, and is followed by the summer (or long) vacation.

There are also public scholarships, which operate in a similar way, as rewards and encouragements of general proficiency or particular acquirements. Of these the Vinerian, or law scholarships, are conferred by the votes of convocation, in reference to general merit; whilst the Ireland are adjudged, by a board of examiners specially appointed, to the best candidates, after a strict examination in Greek and Latin scholarship. The Craven scholarships, again, are, with some restriction in favour of founder's kin, bestowed on classical merit. There are likewise scholarships for Hebrew and others for mathematical proficiency, both of which will probably produce as marked effects on these respective studies as the Ireland scholarships have on philological pursuits. These, however, are but newly instituted, and not yet, indeed, brought into operation. For the Hebrew the university is indebted principally to its present liberal Regius professor; the others have been established through the joint contributions of colleges and individuals.

Together with these encouragements which stimulate to study, the university affords facilities for the acquirement of various branches of knowledge, as well of those which do not, as of those which do, enter into the qualifications for a degree. The several professors of geology, chemistry, and many other subjects excluded from the public examinations, are always provided with a class, often with a numerous one. Nor are the professors of those branches, which the university includes among the studies for its first degree, necessarily unemployed. It may seem at first sight, indeed, that the demand created by the public examinations would operate on these especially; even as a Hebrew scholarship must increase the Hebrew professor's classes by exciting numbers to the study of that subject. But this is not altogether the case. The demand for instruction that is created by the degree-examination is met, almost exclusively, by lectures delivered in the several colleges and halls, or rather by private college and hall tutoring; so exclusively, indeed, that although some knowledge of Greek is essential for any degree, and a considerable pro

ficiency for the higher class degrees, the Greek professor has no lectures. On ancient history, indeed, and on moral philosophy, the respective professors do deliver regular courses of lectures; nor are the indefatigable exertions both of the Regius professor of Divinity and of the Savilian professor of Geometry, superseded by the circumstance that each separate college provides lectures on these subjects.

For all further information respecting the professorships, public scholarships, prizes, and other endowments, which we have classed under the general description of encouragements and facilities for learning, we refer the inquirer to the Oxford Calendar, and proceed to the main point-the statement of those studies which the university requires that its educated members should have pursued—the proficiency in these necessary to entitle the candidate to his testimonial of education-the method adopted for ascertaining this proficiencyand, lastly, the mode of training the student for his examination.

The present examination-statute requires that the candidate for the degree of B.A.—the education degree-should display some acquaintance with the facts and doctrines of the Christian religion, and especially with the peculiar tenets of the Church of England, as set forth in its articles-some proficiency in the Greek and Latin languages-in one or more of the ancient philosophical treatises, or, in lieu of this, in a portion of ancient history-some knowledge, also, either of the elements of logic or of the elements of geometry.

For the mode of ascertaining the requisite proficiency in these several points, the examiners are left, in the main, to their discretion. Some specific directions, however, are given. The candidate must be tried in translating from the original language of the Gospels. His acquirements in Latin and Greek must be proved by examination in at least three different authors; of which, however, the historical or philosophical work, in which he is examined as to his knowledge of ancient history or philosophy, may make one. It is further required specifically that part at least of this examination should be conducted orally, and that the examination in religion should be, in part at least, always so conducted. The main object contemplated in this latter rule is to familiarise the future candidates with the test to which they in turn must be subjected. It has also an obvious tendency to stimulate and control the proceedings of the examiners themselves, by bringing them more immediately under the inspection of the university at large. And hence, with a view to prevent the system from sliding at any time into a mere secret tribunal,

every candidate is obliged to present a certificate of having been present throughout one day's examination; and so strictly has this regulation been enforced, that, although it has formed part of the statute for nearly thirty years, only one dispensation has been granted, and that under the express understanding that it was not to be converted into a precedent. At the same time, the principle on which it is founded cannot be said to be universally approved. The benefits of having part of the inquiry, at least, oral and public, are too obvious indeed to be altogether overlooked; but objections are still raised by some, on the ground of the greater facility with which a mere paper system might be conducted.

So much, then, of the detail of examination is specified; but by far the greater part is left to the discretion of the examiners, and not a little in practice to the option of the candidates. The examiners are entrusted with the adjustment of the standard of proficiency, and with the further process of ascertaining this proficiency in each case by means of translations, particular questions, and other modes of trial both oral and in writing. The candidate, again, is permitted to name his books, subject, however, to the approval of the examiners, who are, besides, left at liberty to examine any candidate in whatever classical authors they may think fit. The following may serve as a specimen of the ordinary lists admitted by examiners-Logic; Virgil; Cicero de Officiis; the five latter books of Herodotus; Porson's four plays of Euripides.

The above statement applies to those candidates who aim at no more than barely to satisfy the requisitions of the statute. The statute, however, contemplates a much higher standard of qualification as always likely to be exhibited by a portion; and for these it provides, accordingly, honours additional to that of a mere degree, and gives directions respecting the award of such honours. It provides, for example, that the names of those who are found deserving of these extra honours should be printed, arranged in four classes; not, indeed, on a principle of mere relative merit as displayed at each examination, but according to a fixed standard of merit for each class: it may, therefore, happen, and has actually happened, that either a higher or a lower class should be vacant. The names in each class are arranged alphabetically. It has repeatedly been proposed to alter this part of the system, by arranging them in order of merit; but a considerable majority has always been opposed to this change. In favour of it, it has been urged that candidates of very unequal merit are often placed in the same class,