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Providing instruction in the humanities, the Senate emphasized the University's unique status was not the education of a high-status elite, but rather the education of every student, regardless of class. Hence, the curriculum promoted democratic rule (the "five freedoms"),[230] academic freedom, and pluralism.[231] To ensure that the education was practical, the Senate insisted upon a "practical" curriculum. Lectures were to consist of "a short lecture followed by a discussion or demonstration"[232] and all classes had to last two hours, except in the case of tutorials where classes lasted for three hours. It was primarily the University's "first class minds" that had caused Oxford and Cambridge to develop Inns, and for Oxford in particular it was intended that this system for the practical teaching of undergraduates provide not only means for students to pass exams, but also to develop "the right sort of mind (and character) for the administrative and other work of government, in particular for upper-class careers in the Church and state, in commerce and industry, and in the professions." [133]

Impatient of the backwardness of the traditional curriculum, at the 1877 meeting of the Syndicate of University Pastoralists, the Headmaster of Chigwell School, Nathaniel Henry Birtwistle, had recommended a more practical approach to the teaching of the classics. From him the idea filtered through to the Senate in February 1878 where it was adopted by the Senate as the "new curriculum" and the "new method" of teaching, with the proviso that the classics should be taught in a leisurely manner, concentrating on the essentials. Hence, the main features of the new curriculum were the teaching of Latin, Greek and English along with the essentials of modern languages (including French and German). In 1878, the change in the teaching style was put into practice across the system: a new curriculum for the classics was introduced. According to Francis J. Bremer, the President of the University from 1920-1944, the Senate was most concerned with the practicality of the teaching method which would issue, as it had at Chigwell School, in an education for the masses. The classics had previously only been taught for a short time in the first year before students were put straight into the next course. d2c66b5586