There are two questions which are of vital importance to every person who is considering a Rhodes Scholarship, whether Candidate, member of a Committee of Selection, or a chosen Scholar. What advantages does a Rhodes Scholarship offer? What opportunities does Oxford offer to a man who has won the Scholarship?
The ultimate answer to both depends upon the type of man who is chosen; while two very important factors are the spirit in which the Scholar accepts his appointment and the course which he chooses to follow at Oxford.
There can be found no better statement of the qualities which are desired in the typical Scholar than that which Rhodes himself suggested (see p. 18). In this outline, Rhodes, consciously or unconsciously, epitomized the qualifications of the best product (in theory at least) of the Oxford life and system. Naturally, the better the adaptive possibilities of the material, the better the chance of turning out a finished product of the desired quality.
A few words may serve to emphasize the comprehensiveness of these qualifications. Rhodes’s first requirement was that regard should be paid to ‘literary and scholastic attainments’. However, to this qualification he gives, in his scheme of units, but three points in ten. He desired neither ‘bookworms’ nor ‘grinds’; but men with the broad interests of the student, which lie not alone in intense study of books, but in a wide humanity and true culture. Rhodes preferred men who, with fixed habits of work and high scholastic ambitions, at the same time are alive to the importance of guarding ‘lest our culture separate us from humanity’; he believed that education consists in giving as well as getting, and that the danger of too high scholastic aims lies in drawing the scholar away from active participation in the political and social life of his fellow students. For this reason, while he insists upon a high standard of scholarship, he gives seven points in ten to qualifications other than scholastic.
‘Fondness for, and success in, manly outdoor sports’ ought not to allow of much misinterpretation. Yet Rhodes Scholars were once advertised as ‘all athletes’, and there has been disappointment in some quarters because they are not ‘all athletes’. There are degrees of athleticism. One may be athletic without being an athlete. And it has happened that one may be a Rhodes Scholar without being particularly athletic. However, ‘fondness for manly outdoor sports’ is above all a characteristic of Oxford men. ‘Exercise’ is a part of Oxford life. The athlete has great advantages in the Oxford system. The man who comes to Oxford without athletic propensities and without a hearty interest in sports is apt not only to have a dull time of it, but to find himself in an ‘unhealthy, enervating atmosphere’. It is not necessary that one be a ‘record’ man or a ‘star’, but the athletic qualification should be given its proper significance.
The third qualification resolves itself into honest manhood and good-fellowship, and is closely linked with the fourth, which insists upon moral force of character and the qualities of leadership. These requirements do not mean that one shall play the ‘lion in society’ any more than that he shall attempt to dominate in the activities of his College. They mean that he shall possess the moral and social qualifications, the personality that will make him fit into the Oxford system; it means that he shall be a straightforward, enthusiastic, ‘social animal’; that he shall enjoy, and find interests in, and improve by, comradeship and mutual friendships. If an Oxford student neglect the ‘social side’ he will have lost some of the best opportunities which Oxford life affords.
Rhodes on one occasion defined a University education as the ‘education of rubbing shoulders with every kind of individual and class on absolutely equal terms’; and it was this education of which he wished the Rhodes Scholars to partake.
Moral force of character is a qualification which cannot be too much insisted upon. Cut off from home ties and home influences for three years, with six months of each spent in travel and among strangers, with the opportunity and at the same time the necessity to decide nearly all questions which arise without check and with little counsel, moral force and will power are not only invaluable, but indispensable assets. The question of age has here an important bearing. No definite age can be set as absolutely the best, but the general experience so far would seem to point to a desirability that the men be mature. By that we mean that a man should have arrived at a point where his experience, his knowledge of himself and of men, and his knowledge both of books and of business, render him capable of forming quick, accurate, and independent judgements, of choosing his work, of initiating and pursuing his own plans, of working without a task-master and independent of mere textbooks; of carrying his plans to fulfilment, and of accomplishing his work in spite of a multitude of distractions and side interests which will make constant bids for his attention.
There is, however, danger in choosing too mature a man. He may be so advanced in his studies or so old in his habits as to find Oxford unprofitable or uncongenial. He may be so deeply interested in his definite line of work, or ‘take himself so seriously’, as not to ‘mix’ well. He may be so set in his ways as to be unadaptable to Oxford ways. There is such a thing as too much self-reliance. The Rhodes Scholar should have ‘independence of character’ and should have ‘principles’, but he should not assert an aggressive individuality. He should be able and ready to get into sympathy with English life and English ideals; he should remember ‘when in Rome to do as the Romans’, in so far as the customs of the Romans do not conflict with his principles and ideals; he should ‘catch on’, be able if necessary to rearrange his wardrobe and his vocabulary, and to readjust his political and social vision. All this a man may do without losing one particle of his own local or national patriotism.
Rhodes’s favourite maxim was ‘do the comparative’. That would perhaps be his first injunction to Rhodes Scholars. He asked for men—the greater their ability the better; he did not demand the superlative; but he did object to less than the ‘comparative’ in any respect.
It must be plainly evident from what has preceded on the subject of Oxford, that the choice of a College is a matter of very considerable importance. Although in some ways not of so much consequence to students from abroad as to Englishmen, yet in others it is even more desirable that the foreign student be satisfied with his College environment. An English student, no matter what his College, will probably have a number of friends and old ‘school-fellows’ in other Colleges. A student from abroad, an American for instance, will be more limited to chance acquaintances among the students outside his own College. Moreover, to the Rhodes Scholar Oxford becomes in a sense ‘home’ during his three years. And when all points are considered, one’s impressions of Oxford and of Oxford men—and to that extent of England and Englishmen—are bound to be influenced predominantly by the character of his immediate surroundings.
Englishmen are influenced in their choice of a College by several motives: family associations, ‘school’ traditions, scholastic reputation, social character, athletic fame. Some men go where their fathers went; others where their school-fellows go; others to Colleges which are ‘high’ on the river; others to ‘football’ Colleges; others where ‘Honour men’ are sought; others where they happen to obtain or expect to obtain ‘scholarships’ or ‘exhibitions’; and still others—where they can.
The Rhodes Scholars will not ordinarily be so directly affected by these considerations, but will be no less inclined to look to the traditions and history of the College and the character and personnel of its past and present student body and the ideals which the College represents. The names on the tutorial list will be of decided interest, especially to the man who contemplates advanced work; but this consideration should weigh even more with the student who is going to do undergraduate work for the reason that in the former case the man who is doing research work will very possibly work under a ‘Tutor’ outside his College, while nearly always those doing undergraduate work are under Tutors of the College to which they belong.
Under the present arrangement a Rhodes Scholar, when appointed, is to send to Mr. Wylie, along with his credentials (see p. 42), a list containing the names of several (five or six) Colleges in the order of his choice. One has no assurance that he will be admitted to the College of his first choice, as the methods of selection and the limits of accommodation of individual Colleges, as well as the provision of the Rhodes Trust that the scholars shall be distributed among the Colleges, prevent the entrance of large numbers at any one time into any one College.
Thus it is important that one be careful not only in making his first, but in making his second, his third, and even his fourth choice. One should carefully consult what sources of information he can, and be as familiar as possible with the characters of the Colleges which he names in his list.[78]
Expense, for instance, may be considered by some. There is some difference between the cost of living at various Colleges. Yet one should not let a difference of a few pounds outweigh other considerations which, were that eliminated, would attract him to other Colleges. The advantages which one thinks he may obtain from congenial surroundings—the influence of certain traditions, the presence of certain Tutors—the atmosphere which is best adapted to one’s disposition and to his work; these should be the considerations which determine a choice.
It may be of interest to future applicants, in this connexion, to know that a thick volume of eulogistic letters of recommendation, &c., is not so highly prized in Oxford as it may seem to be in certain other places. The facts—all of them—are wanted, in a plain, matter-of-fact, concise form. But pages of glowing praise are likely to cause first amazement, then amusement, then suspicion, and sometimes rejection in certain Senior Common-rooms in Oxford.[79]
It has been often asked: how may one know whether he is going to obtain ‘Senior or Junior standing or neither’? A positive answer is difficult. However, any one may at once learn from his own University whether it is affiliated with Oxford or not, and whether his local standing will entitle him to Oxford Senior standing.[80]
If not, he may still entertain hopes for senior Standing in case he has obtained ‘honours’ (e. g. Phi Beta Kappa, or summa cum laude) with his degree. The student who cannot qualify for Senior standing may reasonably expect to obtain Junior standing if he has a degree and can show a satisfactory record in a satisfactory course.[81]
To make the most of his opportunities it is essential that the Rhodes Scholar shall as early as possible choose the course of study which he wishes to pursue at Oxford. Owing to the difficulty of adjusting himself to the Oxford method and system, one is likely, unless he studies the matter out carefully, to lose much valuable time. As soon as appointed the Rhodes Scholar should inform himself as quickly and as thoroughly as possible, from what sources may be available, and further, if necessary, by correspondence, as to the opportunities and facilities and the requirements for work in the subject in which he is interested. It should be borne in mind that Oxford does not draw a sharp line between ‘undergraduate’ and ‘graduate’ study; that reading for the B.A. degree in an Oxford Honour School is to a large extent ‘specializing’, and that the work need by no means be a repetition of what one has done elsewhere in getting his B.A.; that the tutorial system calls for a large amount of private reading with elastic limitations, with much work during Vacations; and that this system will require in most cases a radical readjustment of habits and methods of work.
A brief restatement of courses and combinations of courses which are most readily open to Rhodes Scholars may simplify this problem to some extent. Every Rhodes Scholar has before him the choice[82] (1) of reading for a B.A. in one of the nine Honour Schools; (2) of doing ‘special study’ for which a Diploma is granted; (3) of doing research work for the Bachelor’s degree in Letters or Science; or (4) of taking the course for the degree of Bachelor of Civil Law. In some cases two of these courses may be combined.
The fact that more than half of the Rhodes Scholars now in residence, after having taken their B.A.’s in American or Colonial Universities, are reading in the Honour Schools, is evidence sufficient to show that they are able to find courses leading to the B.A. in Oxford which are considerably more than mere repetitions or reviews of their former courses. The Classical, the History, and the Law courses have proved especially available.
Most Rhodes Scholars, in case they do not receive Senior standing (which permits them to read directly for their Final Schools), find it advisable to take Pass Moderations or the Preliminary Examination in Jurisprudence (‘Law Prelim.,’ see p. 79) rather than Honour Moderations, so as to begin reading for Final Schools as soon as possible.
Most Rhodes Scholars will require their full three years for doing an Honour School, unless beginning with Senior standing or giving up several Vacations to hard study. Students with Senior standing, or, in some cases, with Junior standing, will be able to finish their work for the B.A. at the end of the second year, leaving the third free for special study (e. g. for a Diploma, or for a B.Sc. or B.Litt. or B.C.L.). However, where a man wishes to take his Honour examinations at the end of his second year, he must, unless he be already well up in his subject, be ready at once for hard and consistent work.
It may be found very practicable and profitable to combine studies leading to a Diploma with a course of reading for the B.A.
For the advantageous pursuit of research work for the degrees B.Sc. or B.Litt., it is necessary that the student fix upon some clearly defined and limited subject for original work, and it will be a great advantage for him to have already become acquainted with research methods in his home University. The research student at Oxford is thrown largely upon his own resources as to method. The guidance and advice of Professors and Tutors who are specialists will be of great value; but this is in most cases limited to a few hours per Term of private audience. If the student is well up in his subject he may generally complete the work for a B.Litt. or a B.Sc. degree in two years. Or, if he has done special work in preparing for an Honour School during his first two years, he may be able to obtain a B.Litt. or B.Sc. at the end of his third year.
The work for the advanced degree of Bachelor of Civil Law covers a much wider range of studies than is required at most American Law Schools; but it is not so practical. Special attention is paid to the study of Roman Law, a fair knowledge of Latin being required. The course of study includes the general field of English Law, Jurisprudence, and International Law. The work in English Law will prove a valuable foundation for those intending to practise in American Courts. Most of the work for the degree must, however, be done in private. There are lectures, to be sure, and there is the weekly conference for an hour or two with the Tutor, during the eight weeks of Term. It is very advisable, therefore, that Rhodes Scholars who have had only a general course in Law or who have had no legal training whatever before coming to Oxford, should read for the Bachelor’s degree in the Honour School of Jurisprudence, and not to attempt to enter upon the more advanced work for the B.C.L. immediately. Practically all the work done for the B.A. degree in Jurisprudence will be of value in reading for the B.C.L. degree, which may possibly be taken during the third year by the more ambitious students. Such a course of study, however, will leave the Rhodes Scholar with little or no time for travel during his Vacations. It will mean close, persistent, hard work throughout the entire three years, during Term-time and during most of the Vacations.
Attention ought to be called to the opportunities offered in Science and Medicine at Oxford, which seem to be generally underrated. The laboratory facilities are in most cases adequate and the staff of instruction very large and efficient.[83] The long residence requirement for the degree in Medicine makes it impossible for the Rhodes Scholar who intends to stay at Oxford for three years only to take this degree.
It is not necessary to repeat here what has been said about the value of an Oxford education from the broader point of view of the Oxford life sketched in a previous chapter. Add to the many opportunities for broad culture and social training the opportunity of meeting Rhodes Scholars from all parts of the British Empire, the United States, and Germany. The friendships formed will prove not the least of the many opportunities and the pleasant experiences of the three years at Oxford. The student, in whatever sphere his interests lie, will find golden opportunities, not so much for getting the most out of life, but for putting the most into it, and enriching it, with wise experience, pleasant memories, and high ideals. ‘The embryo doctor, lawyer, journalist, clergyman, politician, who aims at the highest can by the help of this bequest spend three additional years, unoppressed by anxious care, in laying broadly and firmly the intellectual basis on which his professional work is to be done.’ For the benefit of those who are thinking of entering the public service of their country, the words of Mr. Harris, United States Commissioner of Education, may be quoted here:—‘We must educate hundreds of our scholars and politicians in studies of Jurisprudence and International Law; we must have a corps of trained specialists who know the minute details of each great nation’s past history and present achievements—Great Britain, Germany, France, Russia, Austria, Italy, Spain, Holland, Belgium, and the Scandinavian countries. The Rhodes bequest is the most timely of gifts for higher education, because it gives opportunity to begin this education of that class of our population which will furnish our consulates, our home offices, and our embassies with attachés. Out of the most successful of these will come by and by our foreign ministers and our home experts in diplomacy.
‘England is the best place in which to begin this work. The excellence of the University of Oxford is without doubt the training of the ready gentleman who cannot be pushed off his feet by an attack upon the weaknesses of his personality. His training at Oxford gives him that secure self-possession and self-respect which commands the respect of his fellows. Our American students need have no fear that they will lose their nationality at Oxford, for they will find the English ideal of a gentleman exactly fitted for Anglo-Saxons everywhere. The more perfectly they accept its training in this regard the more ready they will be for the great work of extending our American influence in the councils of the world.’
Stubbs said, in his inaugural address as Professor of History at Oxford, ‘We want to train not merely students but citizens; and citizens of the great communities—the Church and the civilized world; to be fitted not for criticism or for authority in matters of memory, but for action.’ Oxford has long been the training-school for the great men of England, but she has of late years made it more and more her endeavour to conform to this ideal—that is, to train men for action. Whatever the defects of the system, it nevertheless remains true that the Oxford student is brought under the influence of the same scholastic training which the rulers of the British Empire have enjoyed; and he not only sees and feels the working of that machinery, but he is, as an undergraduate, intimately associated with the men who will within the next half-century lead in English life and thought.
Add to these opportunities and influences the advantages of travel in England and on the Continent during the half-year of Vacation, of becoming familiar with modern European languages, of studying political thought, the Press and public opinion, the institutions and customs and characteristics of the different countries, of getting a first-hand acquaintance with contemporary Europe (not to mention the advantages for the study of history and art), and of looking at American and Colonial affairs through European spectacles. The Japanese are sending students in great numbers from one country to another, students who observe and compare and test—and they are choosing and adopting the best which they find in each. Why should not other nations learn more from one another? Wider experience and wider knowledge mean broader and saner judgements, a truer perspective, a clearer vision, a juster and more sympathetic appreciation of the achievements, the methods, the objects, and the ideals of the contemporary nations, together with a better understanding of one’s own country and a better equipment for and a higher ideal of the duties and possibilities of citizenship.