Students of Affiliated _Colonial_ Universities or Colleges, who satisfy the conditions for advanced standing prescribed by the particular Oxford Statute for their respective Universities or Colleges, are excused from the qualifying examination held by the Rhodes Trust for the Rhodes Scholarships. At present all Candidates for Rhodes Scholarships in the _United States_ are required to pass this examination, though it is probable that a similar exemption will soon be granted to students of Privileged American Universities. All Rhodes Scholars are accepted by Oxford Colleges and by the University without further test, the qualifying examination for the Scholarship being accepted by the University of Oxford as the equivalent of ‘Responsions’, the first University examination. Less than a half-century ago, the collegiate system was still supreme; it was to the College, that the undergraduate looked for ‘nutrimentum spiritus—et corporis’. There was but little University teaching and no University life. The examination system—introduced in 1805—was gradually raising the standard and requirements of scholarship. But for a few Professorial lectures, the University did practically nothing to provide for the teaching of its members; it merely conducted examinations and granted degrees. With the widening bounds of knowledge, and the incorporation of new subjects in the University Examination Statutes,—and especially with the successful invasion—despite Ruskin’s defiance of ‘Science’ and the scientific spirit, the inevitable duplication of instructors and the consequent necessary increase in College expenditure made the need of a closer and more effective organization of the teaching body more and more imperative. One of the first steps in this direction—which also marked the first encroachment on the old collegiate system—was the establishment in 1877-82 of the new University Professorships and the extension of the University Museum and scientific laboratories. This was followed by the large development of the system of inter-collegiate lectures and by the appointment of University Professors and of lecturers and tutors from other Colleges to assist in the tutorial and lecture work of the separate Colleges. These developments have overcome most of the serious defects of the decentralization of the collegiate system of teaching, felt in the lack of continuity or in the unavoidable overlapping of lecture-courses, as well as in the duplication and the inadequacy of the instructional force at any one College. They have provided the material out of which is being gradually evolved and organized a ‘graduate School’. In the closer relations between University and College, and in this more effective organization of the teaching body, Oxford is approaching the American and the German systems. [Sidenote: Character of courses.]