Publisher's Synopsis
Excerpt from Studies in Higher Education in England and Scotland: With Suggestions for Universities and Colleges in the United States
The oneness of the New World with the Old is found in the par allel story of the planting of American colleges along the Atlantic seaboard and by the western pioneers on the prairies and beyond the Rockies. Indeed, the similarities between the British and Ameri can institutions grow upon one who studies them. Knowing the de scent of the American from the English college, one is prepared for the family likeness, and recognizes that the differences are largely superficial. Both are at work upon the same great problems. Each may learn from the other. The British commissions and delegations of teachers have not been slow in recent times to visit America and to profit by American educational experiments.
The subject of this bulletin has an immediate practical as well as a theoretical interest, in view of the considerable and increasing num ber of American students in the United Kingdom, in addition to the nearly 100 Rhodes scholars from the United States in residence at Oxford. A better understanding of the higher education of the two countries will cement the bond of common anglo-saxon institutions, language, literature, and international obligations.
The institutions in England and Scotland fall into eight groups, consisting of four types of universities and four kinds of colleges. They are, in the approximate order of their evolution: I. Oxford and Cambridge, with Durham as a modern variation. II. The Scotch universities, St. Andrews, Glasgow, Aberdeen, Edinburgh. III. London. IV. The new or provincial universities at Manchester (victoria), Birmingham, Liverpool, 'leeds, Sheffield, and Bristol.
V. The independent university colleges at Exeter, Nottingham, Reading, and Southampton. VI. Technical colleges and schools. VII. Agricultural colleges and schools. VIII. Women's colleges.
The older groups have been the direct or indirect progenitors of the younger. Over and above formal affiliations, all the groups are more closely interrelated than the public are aware of, by the pres ence on their faculties of the graduates of the different institutions, by joint examining boards, and by common representatives on their governing boards. On the other hand each institution of the same type has the most distinct individuality.
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