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meant no more than a little difficulty in distinguishing between the interests of Balliol and the interests of the universe. In one direction it brought him into direct collision with a more advanced wing of reformers. Pattison imagined that the primary end of a university was to diffuse intellectual light, and inferred the propriety of devoting college revenues to the 'endowment of research.' There, as we find, Jowett had his reserves. He drew the line distinctly at the point at which the interests of the university might conflict with the interests of the colleges. To divert money from 'prize fellowships' to professorships was to sacrifice a stimulus to students and a certain bond of connection between the colleges and the outside world, in order to enable a few men to devote themselves to 'minute philosophy' and elaborate pursuit of useless knowledge. He looked with suspicion upon certain tendencies of modern Oxford. The present teaching, he says (about 1878), is 'utterly bad for students,' but 'flattering to the teacher.' The old-fashioned college tutor, if he did his duty, gave 'catechetical' lectures; that is, he dealt with students individually, stimulated their minds, and investigated their progress. The new professor