45 scholarships every year at Oxford and Cambridge. However, in the short term his efforts were doomed to failure; Manchester was forced to become a fee-charging school. In 1962 James moved to the University of York, named as Vice-Chancellor. He was involved with every detail of the university's development. He described his work with the architects as one of the most exciting times of his life. The institution which he helped to shape exhibited many characteristics of Oxford; James stressed that at least half the students should live on the campus; he housed them in separate colleges which were conceived not simply as halls of residence, but as the centres of the university's social and academic life. To create the closest possible relationship between teacher and taught, tutors as well as students were given rooms in the colleges; and the tutorial became the basic form of instruction. Half of the undergraduates were women. James' prescription for running a university was simple: get extremely good men on your staff create a place where schools will want to send their best people look after the students when you have got them. He proved more successful than many of his peers in dealing with the student troubles of the 1960s. He made himself available for discussion with anybody. Upon his retirement in 1973, the president of the student union lauded the respect and admiration which the Vice-Chancellor had earned. Further interests James was chairman of the 1953-1954 Headmasters' Conference. As a member of the Central Advisory Council on Education he was part of the 1959 Crowther Report on secondary education, which contained two of his special concerns - the raising of the school leaving age to 16; and for specialised studies in sixth forms. James was a member of the Standing Commission on Museums and Art Galleries, as well as a member of the Press Council. After his 1973 retirement from, James served on the Social Science Research Council. He also chaired of the Personal Social Services Council, and the Royal Fine Art Commission. He broadcast in both the radio and television versions of The Brains Trust. However, he campaigned vigorously against popular television, holding that it produced a "diseducative" effect on young viewers. James set forth his educational ideas in two books, An Essay on the Content of Education (1949) and Education and Leadership (1951). His Elements of Physical Chemistry, written in