of well-planned reading is assigned or suggested for the Vacation. This again, however, is not ‘required reading’. There is no compulsion. Under such a system the responsibility resting on the individual undergraduate himself is only too evident, and is keenly felt. The lectures being purely formal, it is in his College rooms or at home that he does his reading, his writing, his thinking. It is to the Tutor that he looks for guidance, advice, and inspiration. It is in ‘the Schools’ that his scholarship, the results of his private reading, of the weekly essays, of ripe reflection and solid thinking, are tested. With only two University examinations in the course of his three or four years at Oxford, the training of the memory means more than mere memorizing. There is no opportunity of finishing each Term’s work in succession, and forgetting during the next what has been painfully acquired in the preceding Term. It means training the judgement and the powers of reflection, introducing unity and consistency into the mass of acquired facts and of contradictory points of view, assimilating it all, making it a part of one’s self. ‘Reading for the Schools’ has its limitations and its dark side, but the best products of the tutorial system may well challenge comparison. [Sidenote: The teaching staff.] Each College has its own teaching staff of Tutors and Lecturers. It is, of course, impossible for the ordinary College Tutor to supply instruction in all the various fields of knowledge. The difficulty has been met by appointing members of the instructional force of other Colleges, and very frequently also University Professors and Lecturers as College instructors, who in this way become responsible for some part of the ordinary College tuition. Thus it happens that an instructor may be lecturing as University Professor or Reader on one day, and on the next in his capacity as College Lecturer. By means of this closer organization of the teaching force, together with the system of inter-collegiate lectures, the tuition supplied by each College is very complete. Many of the College Tutors have their own special field of work, or are engaged in research; but most of their time is given in this free personal intercourse with the students entrusted to them, which, begun perhaps at a breakfast table, has come to mean much more than the mere professional interest of a far-away instructor to his wards. If Oxford has been reproached for a lack of the scientific spirit and the spirit of research, a very just and adequate reply may be made in the words of a present-day Oxford Tutor, that ‘the energy which elsewhere goes entirely to the advancement of knowledge is with them (the Tutors) largely devoted to the training of character’. [Sidenote: ‘The Schools.’ University Examinations.]