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mere competitive examination by an Examining Board. In point of fact, the two schemes have no connection with each other, and I am not aware that the latter plan has ever been seriously brought forward in Scotland. The form which has been persistently brought forward in Scotland was long ago indicated in a motion which I had the honour of carrying, in the Ediuburgh Council, so far back as April, 1861. It was then unanimously resolved

"That it is expedient to consider whether the scheme of open teaching in the University by University graduates, under proper regulations and restrictions, might not be introduced into or extended to all the Faculties of the Scottish Universities."

That, according to my observation, is the idea which has been brought forward in Scotland, both before and since the passing of the Universities Act of 1858; and it is as far as possible from the idea of mere examination or competition. It is rather one of teaching in the University and by University graduates, and is founded as much upon the ancient University principles and traditions as upon the practical expediency which we think it possesses. We hold that the teaching in the University was originally open to all University graduates; indeed, graduation included and almost meant the doctorate or power of teaching, first in the University which conferred the degree, and then in all the Universities of Christendom. Gradually a certain number of the graduates came to monopolise the teaching, and these are represented in their exclusive possession by our present professors, other graduates not being allowed to teach the same subjects in the University, and their prelections not being recognised for graduation. But the really open teaching with a view to graduation to which I refer, survives in the Universities of Germany under certain restrictions; and it is this that the General Council of Edinburgh, and a good many members of other Councils, have desired to see introduced, however slowly and cautiously, into our Scotch system. To show that this is the form in which it has been all along proposed, I may be permitted to quote a few sentences from the statement with which I introduced to the Edinburgh Council the resolution it adopted in 1861:

"In Germany, as is well known, not only are there two ranks and kinds of professors,—the ordinary professors constituting the Senatus, and the extraordinary professors, also, though less liberally, paid by the Government, and teaching within the University alongside of, and in competition with, the ordinary professors; but there is a separate order of privatim docentes, who may be defined teaching graduates. These, however, are distinguished in this from the old University doctor or graduate of the Middle Age, that not only are they confined to a particular subject, but they are not allowed to teach until they have approved themselves, either by a strict examination, or by presenting to the Senatus some work of acknowledged learning, or otherwise. But then, being' licensed, they teach in the University as graduates of the University. And this is what is meant by open teaching in the University, the liberty of graduates, masters, or doctors to teach on their own subject in the University, having first satisfied. the University authorities of their sufficient or eminent ability so to do. It is evident that this " "open teaching is quite an elastic term, the teaching being more or less "open" according to the regulations and restrictions which the wisdom of the University authorities may see fit to impose."

I may add that open teaching in the Universities, in this sense, does not mean within any particular University buildings; it means, as a member or recognised teacher of the University, attendance on whose class gives the right to go forward to graduation.*

What then are the advantages of this system of open or extra-mural teaching?

They are at least four-fold:

1. It would fill up gaps in the teaching, by adding to the

* I presume that the "extra-mural" teaching, mentioned in the Universities Bill, may include the teaching of men who are not professors, but who may have rooms within the University buildings conceded to them. A man may be intra-mural and not be a professor, and a man may be extra-mural and yet not extra-academical.

subjects and sciences represented in the University. There are subjects and studies of great interest and importance which you may not be able to add to the already numerous classes necessary for graduation. You cannot make them compulsory, and you cannot get the Government to endow them all offhand. But let the University do what it can itself. The least it can do is to authorise any of its own graduates, who has given himself to the subject and become highly distinguished in it, to teach it under University sanction. He may not keep up a class, but do not forbid him to try. It is not the business of a University to glory in its own impoverishment. It is part of its work to be hospitable to all learning,-to "methodise, perpetuate, and apply all knowledge which exists, and to adopt and take up into itself every new branch as it comes successively into existence." And this aspect of the scheme is free from any objection of competition with the existing professors. In so far as it is realised, it is gain without loss,-mere enrichment of the University. It may be said that this part of the proposal, where the subject is not compulsory, will come to nothing,that men of fortune will not, and men without fortune cannot, teach in a University for mere love of a subject in which they are distinguished, but where they cannot make money. I do not believe it. I believe distinguished men will be found from time to time to do this. But let it at least be tried. It is not the part of a University to take precautions against its own improvement and its own enrichment.

2. It would attract to every University town the ablest and most rising men in every department of science. This has always been held to be one of the chief functions of a University. It is a studium generale, a universitas of scholars, a congregation and constellation of intellects, a kind of metropolis of mind. In stating this, I cannot do better than use the words of Dr. John Henry Newman: "Excellence implies a centre. And such is a University. It is the place to which a thousand schools make contributions; in which the intellect may safely range and speculate, sure to find its

* Historical Sketches, Vol. III., p. 16, originally published in 1856 under the title, Office and Work of Universities.

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a missionary and a most complete and

equal in some antagonist activity, and its judge in the tribunal of truth. It is a place where inquiry is pushed forward, and discoveries verified and perfected, and rashness rendered innocuous, and error exposed, by the collision of mind with mind, and knowledge with knowledge. It is the place where the professor becomes eloquent, and is preacher, displaying his science in its most winning form, pouring it forth with the zeal of enthusiasm, and lighting up his own love of it in the breasts of his hearers. It is the place where the catechist makes good his ground as he goes, treading in the truth day by day into the ready memory, and wedging and tightening it into the expanding reason. It is a place which wins the admiration of the young by its celebrity, kindles the affections of the middle-aged by its beauty, and rivets the fidelity of the old by its associations. It is a seat of wisdom, a light of the world, a minister of the faith, an Alma Mater of the rising generation. It is this and a great deal more, and demands a somewhat better head and hand than mine to describe it well." In Germany and England this concourse is in different ways kept in view and promoted. Our system alone ignores or rather discourages it,—even with regard to our own alumni. We do not invite scholars from elsewhere, as of old, we do not even retain our own. Instead of collecting the rays of light into a blaze, we disperse them into the surrounding darkness, and forbid them to return. Formerly, all graduates were bound to teach in their University; now, however distinguished they are, and however ambitious to serve it, they are not permitted to do so,-not even when their teaching will infer no competition with others.

3. It would open a career to men of learning, science, and thought. In Germany the body of privat-docenten forms the nursery of the professoriate, and from it are supplied the extraordinary and ordinary professors. In this country no man thinks of devoting himself to being a professor. However strong his passion for the subject, however high his attainments in it, however true his vocation,--he is stopped at once by the external fact that there is no such career. Usually he takes some other profession; and the other profession destroys the original scientific impulse, or the

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scientific impulse destroys the profession-or each does its best to destroy the other. Now, the privat-docent system meets this in the very best way, for it not only opens a career to the scientific impulse, but it tests its strength and endurance. Every Scotch boy fancies he would make a good professor, if he were dropped from heaven into a chair. But under this system the aspirant would have, in the first place, to pass a high examination, or at least show high distinction in his subject; and this at once blows away the mere light impulse of incompetence. And then, besides all other safeguards by way of regulation, there remains the final security, that he is obliged, by sheer force of mental power and eminence in his department, to keep up a class, not one member of which is obliged to attend; and to keep the class so numerous that (either in money or reputation) it shall pay him to keep it ;—and he has to do all this in some cases in rivalry with a professor, a man of established eminence, who has a seat in the Senatus and probably an endowment. The difficulties are all but insuperable. But they are not insuperable, and they are precisely of the kind which has always been an attraction to genius. Still keep the Temple of Knowledge high upon its hill; but let the path be free, and let him whose sword can keep his head cut his way thither. Only open the gates, and I believe you will find there are still Scotsmen to do in their own Universities what they did in the old days in every University of Europe.

4. It would stimulate and supplement the teaching of the professoriate. It would stimulate it, in the first place, by mere pecuniary interest; for it is not probable that any chair will be, or desirable that any chair should be, so endowed as to make the attendance in the class a matter of indifference to the professor pecuniarily. But it is quite plain that where the system succeeds at all, there results a far stronger stimulus from the general life and healthful emulation which it must produce. Now, this spur of a generous emulation has always been held to be peculiarly appropriate to the pursuits of learning and intellect, and above all, to the University. In England, they have it by the co-existence of colleges, and of so many tutors and professors, all engaged in the same work, and to