The residential feature of the Oxford system, on the one hand, and the stress laid on culture for its own sake, on a liberal education, on the other, has not been very favourable to the growth of special or graduate work. The Oxford life makes heavy demands on the student’s time. An ideal of culture and scholarship (in the English sense of the word) will not have much in common with the demands of technical and professional training, with ‘specialization’ and the scientific spirit. Conservative as Oxford is, it has not shut its doors to the spirit of the times. Despite Ruskin, ‘science’ has made decided inroads and is to-day firmly entrenched in Oxford soil. The new University Professorships and Lectureships were another sign of the times. The extension and perfecting of the examination system to meet the new conditions, and the absence of any demand for ‘research’ work, discouraged the growth and development of the Professorial system, and most of the Professorships suffered by atrophy of functions and became part of the larger inter-collegiate system. This must not be interpreted to mean that all work became undergraduate in character. No greater mistake could be made. As has been said, there is no hard and fast line at Oxford where undergraduate work ends and graduate work begins. But it is true that, apart from the work in Natural Science and Medicine, Oxford makes little pretence of teaching method _as method_. By an extension of the tutorial system, it substitutes the direct personal contact between the Professor and the student. There are advanced lectures, to be sure, but they are purely formal. Wherever there has been a demand for it, Professors have always been ready to organize small classes for special study—on the model of seminars, or even to accommodate their lectures to the needs of advanced students. There exists to-day a very substantial framework on which is being organized an efficient Graduate School. New departments are not created at Oxford ‘by act of legislature’, nor are they grafted on to the system. They must be a growth—a natural growth from within. With the institution of the new ‘Research degrees’ in Letters and Science[60], a good beginning has been made in the way of a school of purely post-graduate study. Recently, also, certain endowments for research have been established or reconstituted. The institution of ‘Research’ Fellowships, as apart from the ordinary teaching Fellowships held by College Tutors and Lecturers, is but another indication of this new spirit and of the new demands. Moreover, many College Tutors are working in special fields or engaged in research, and are always ready to advise the student or to give special individual instruction.