[480] institution of teaching, it is not ONLY an institution of education, it is not ONLY an institution of research, but it unites all three functions. And the way in which this is done determines largely the character of a university.^a In history, for instance, the educational^b element, in a very definite way–namely the education to a gentleman–was the main function of the British universities (especially the English, not so much the Scottish). There the education to the gentleman who is supposed to become, in an aristocratic feudal culture, the leader of the nation, in the future, the mediator with the colonies, with the Empire sections–all this was the problem; therefore the educational element, by far, was more important than the teaching of contents and the research, which was often completely lacking in these colleges. In France, the teaching^c element is predominant, and not the teaching of the gentleman

but the teaching of the high bureaucracy, and in earlier periods, of the leaders of the Church, the leaders of State and Church, but not in terms of the Gentleman-ideal, as in England, but in terms of the learned man who is able to apply his learning in the administration of the ecclesiastical and political functions. In Germany the educational ^delement was also very weak at the universities. I used to say about myself, the higher the place of learning, the worse the teachers, from the educational point of view. This was generally true– the best educators were the teachers in the general public schools, the grammar schools, as they were called in England. By far the worse educators were we, the university professors. So the educational element was very badly developed in