In the case of the four chief Scottish universities, Oxford, Cambridge, and a few other old seats of learning, the funds derived from benefactions centuries old paid all the expenses of the university until the time of the war. With the increased cost of living, however, these established benefactions meet but 70 per cent, of the expenses, and the other 30 per cent, is gained through fees and through a grant from the Government. The newer universities, like Manchester, Liverpool, and Leeds, are supported by voluntary contributions and by local levies.

Although this moy seem to be in some ways like the State universities in the West, there is an essential difference. In America the State not only contributes to the support of the school, appoints its officials, and, as in the case of evolution, restricts its curriculum. On the other hand, the British university that is supported by local funds still retains its independence, for the towns have acted in a most generous fashion, allowing the universities to spend the money as they think best.

English Graduates Equally Loyal

You must not think, however, that the alumni have no further interest in the university once they have received their degrees. They are in spirit intensely loyal, and at least as much concerned as the alumni of American schools in the essential welfare of their colleges. They are not of the same importance in the government of their schools as are American alumni, however. On the court, which corresponds to an American board of trustees, they have not more than a representation of one out of every three members. The chief control resides with the faculty, a practice which is, of course reversed in America.

There is one other comparison that occurs to me between American and British universities, a comparison which may be of less general interest, but one which interests me particularly. It is a comparison of the American and British methods of teaching science. I am myself a former professor of chemistry and I am now in this country addressing the Institut of Politics on the subject of "Chemistry and World Peace", so I have good cause to study the relative methods of scientific instruction.

Scientists in U. S. Often Commercial

In America I notice that most of the students who major in science are anxious to use their knowledge in a vocation. As a consequence, here your finest men are often absorbed into industry, while in Great Britain our best men, if they use their scientific knowledge at all, stay in the university, where they become research specialists and teachers. In the long run it, perhaps, does not make much difference to science, as American industries no less than American schools have their laboratories for research. It merely reflects in one instance the different attitudes of the American and the English student