Higher Education and Research Bill

Debate between Lord Krebs and Lord Winston

Committee: 1st sitting (Hansard): House of Lords
Monday 9th January 2017 Lords Chamber

[Lord Winston (Lab)]

It is a pleasure to see the Minister for Universities standing listening to our debate on this important issue. We are grateful for his attention to our comments. I will make two points from examples of my own experience; sometimes the House benefits greatly from that. I am very much aware of what the noble Baroness, Lady Deech, just said about Germany in the 1930s and the effect of government on the universities, which affected German universities for a long time after the war.

In the mid-1970s, I was a visiting professor for a year at a university in Belgium—one of the oldest universities in Europe. The department in which I worked was one of the world’s leading departments in reproductive physiology, to which came Spaniards, Italians, Brits, Americans, somebody from Australia, a large number of people from South America and some people who managed to get out of the Eastern bloc. The department worked on a major world problem—that of contraception at a time when the World Health Organization predicted that there might be as many as 100 billion people on the globe by the end of the next century. In addition, at that time in vitro fertilisation was not possible. It was a Catholic university. The head of the department, who was probably one of the most famous leading scientists and clinicians in reproductive biology in Europe, faced a considerable threat from the Church in that city. Eventually, with government support, not only was he passed over but he had to leave that environment as a result of the extreme pressure which came partly from government and partly from the Church. That kind of thing could happen again. The head of the department ended up mostly in private practice. The numerous foreign students from all over the world left that department and its huge prestige was also lost. Therefore, freedom of speech and expression in universities should be written into the Bill. I hope that the Government will look at this issue very carefully and perhaps encompass it in a definition.

The amendment refers to universities making “a contribution to society”. I work at Imperial College London and the huge contribution that has been made to society through connections with schools is extremely rewarding. As we spread our word, that has made a massive difference to the aspirations of young people, not only in the East End of London but right across the United Kingdom. More and more universities are becoming involved in developing greater connections with society. That is important for undergraduates and school students. It is vital to extend those connections. That is another reason why the wording to which I have referred, or something similar, must be included in the Bill.

[Lord Krebs (CB)]

My Lords, it is perhaps not surprising that those of us who are academics are concerned about definitions because one of the things we always teach our students is to define their terms. Hence, I support this amendment which seeks to define what we are talking about. At the same time, we should recognise that over the centuries universities have changed. In England, between the 12th and the 19th centuries, there were just two universities—Oxford and Cambridge—which served largely as institutions for educating people for careers in the Church or in canon law. The modern university as we understand it, an institution which combines research and teaching, was essentially invented in Germany by Alexander von Humboldt in 1810, when he founded the University of Berlin. However, in spite of the changing details of what universities do, they have certain enduring qualities and properties that we should cherish and ensure are retained during the passage of the Bill.

I offer two quotes. We have already heard one excellent quote from the noble Baroness, Lady Wolf. One of my quotes is from the then Poet Laureate, John Masefield, when he was offered an honorary degree by the University of Sheffield in 1946. He said, among other things about a university:

“It is a place where those who hate ignorance may strive to know, where those who perceive truth may strive to make others see; where seekers and learners alike, banded together in the search for knowledge, will honour thought in all its finer ways, will welcome thinkers in distress or in exile, will uphold ever the dignity of thought and learning, and will exact standards in these things”.

That is the spirit in which, during the passage of the Bill, we should consider what a university is. My second quote reverts to perhaps the most famous treatise on universities, written by John Newman in the middle of the 19th century. I will not attempt to read the whole book to your Lordships, but just one brief quote. He says that,

“a University training is the great ordinary means to a great but ordinary end; it aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to popular aspiration, at giving enlargement and sobriety to the ideas of the age, at facilitating the exercise of political power, and refining the intercourse of private life”.

These are high-flown ambitions for universities, but ones that we should uphold today, not resorting to a purely instrumental view of universities that are there for economic benefit and training in technical skills.