Perhaps the most characteristic and salient feature of the Oxford system is the personal tuition, the private and informal teaching, which each College provides for its members. On admission to the College, the newcomer is assigned to a Tutor under whose guidance and supervision he is to pursue his studies, not only during Term-time at Oxford, but also during the Vacations. The conscientious Tutor gets to know his protégé intimately, his strong and his weak points; he can gauge accurately and justly his qualities, capacities, and possibilities; he is in a position to recognize and to provide for his particular needs. The personal equation is here all-important. The strongest point in the system may be at once the source of its greatest weakness. A few sober-minded, persistent, and strenuous individuals may achieve moderate success despite an incapable Tutor. On the other hand, a strong, sympathetic, and conscientious Tutor may often work wonders with unpromising material. [Sidenote: The method.] An Oxford man ‘reads’ for his degree. This is characteristic. Much as depends on the Tutor, in the last resort the student is dependent on himself—on the ‘reading’ he does privately. The Tutor is merely an adviser and a guide; there are disciplinary rules, to be sure; but there are no final grades at the end of each Term’s work, and there is no actual compulsion. A man may do much or he may do little—that will depend entirely upon himself. This is ‘his business’, and so long as he conducts himself properly, the Tutor has practically no means of constraint, except to remind the student of the Damocles’ sword in the shape of the University examinations. The whole system is based on individualism—on a free and easy relationship between Tutor and taught. It is conscientious individual effort under capable and sympathetic supervision that leads to success in the final examinations—‘the Schools’. The Tutor advises the student to attend certain lecture courses; he suggests certain books for private reading, the result of which is generally embodied in the form of an essay, or essays, to be read to the Tutor once or twice a week. The Tutor makes his comments and criticisms, and an informal discussion almost invariably follows, not always restricted to the subject in hand. Whatever may be said of ‘reading for the Schools’, it is a powerful factor and incentive in the cultivation of the reading habit, apart from the literary atmosphere of Oxford, which of itself fosters general reading for the sake of self-culture. Moreover, the academic year is very short—less than six months. The Oxford man is therefore obliged to do the bulk of his reading at home, during the Vacations which make up more than half the year—a striking contrast to the American or German programmes. The Tutor’s work and influence is not restricted to the eight weeks of Term-time, so largely given up to the amenities of life. A certain amount