limited principles which he pretends to know, and is able to apply them in their proper significance.

185 We should, by these considerations, be led to recommend that, in the general Examinations of a University, students should be so examined that it shall appear that they are fully possessed of their lower mathematical subjects, before they are allowed to compete for the prizes which are assigned to high mathematical proficiency. Retaining the distinction which we have already explained, of Permanent Studies and Progressive Studies in mathematics, we may say, that all students should be ascertained to have attained a sound knowledge of the Permanent Mathematical Studies, before they are admitted as competitors to those examinations for honours, in which an acquaintance with Progressive Mathematical Studies is required. If this condition were established and enforced, we cannot doubt but that it would prevent students from hurrying on, in their reading, to the widest generalizations and newest methods of analytical authors, leaving the elementary principles and their simpler applications very imperfectly possessed and understood; a line of reading which there is reason to believe is now not

uncommon.

186 Something of the same kind may be said of classical studies: but in these, the precipitate advance from the lowest to the highest usually takes place at an earlier period; often, as we have said, at school, before the student arrives at the University. The Examination by which this subversion of the due succession of the student's classical labours is to be prevented, ought therefore, in the state of things which here prevails, to take place at an early period of the student's University progress. Indeed, considering that the evil which it is sought to remedy, is one which prevails rather in the conduct of classical studies before the University career than during its progress, it would

seem that the purpose would be best answered by placing the Examination at the time when the student enters upon the University. An Examination taking place at that time, in which the power of construing Greek should be required, and a correct and familiar acquaintance with Latin, would secure to the Universities those conditions without which they cannot effectually discharge their office, namely, a higher Classical teaching than is given in Schools; and would in a short time produce a material improvement in those schools in which there exists such perversions of sound educational methods as I have spoken of.

187 Such an Examination, requiring a familiar acquaintance with Latin, and a competent knowledge of Greek, in every student who was admitted to reside in the University, might advantageously be combined with a thorough examination in Arithmetic; of which, for reasons above mentioned, a full and ready knowledge should be considered as requisite for every one entering upon his university career. If the students of our Universities began their College and University life with the attainments required in such an Examination as I have just described, (which are by no means beyond the reach of ordinary schoolboys,) and if, from the point thus secured, they were conducted onwards by a progressive scheme of College Lectures and Examinations to the final Examinations of the University, framed upon such principles as have been explained, I do not think it can be doubted that the Education of a great part of our students would be much more complete and satisfactory than it now is, without any impediment of any disadvantageous kind being thrown in the way of a love of knowledge and a love of honour such as now prevail.

188 I have spoken of a progressive scheme of College Lectures and College Examinations, by which men should be led to the final Examinations of the

University for Degrees. It will, of course, be impossible to frame a scheme which shall be suited to all the varieties of talent and attainments which will exist in a numerous body of students; and I have already said something of the means by which a general College System may be adapted to pupils of various degrees of ability and industry. But it is not necessary, nor is it desirable, that prescribed College studies should occupy the whole of the student's time of study. The more active and intelligent minds will find additional employment for themselves in favourite provinces of literature and science. Moreover, in addition to the course of instructions and Examinations appointed for the general mass of students, the Universities offer, to the more able and more ambitious among them, occasions and temptations to exertion, in the various prizes which have been at various times established; these prizes being, for the most part, held forth as the rewards of individual exertion, and not connected with any progressive Scheme of College and University teaching. I speak of Medals for Prize Poems, of University Scholarships, and the like. Such prizes are proper objects of ambition to those students who, by their previous attainments, or their energy, are able to strive for them without too much interrupting their participation in the general scheme of College and University teaching. But to make such prizes the student's main object in his University career, is to run into the errour which we have already mentioned (177). It is to look upon the University, not as a teaching, but as a prizeawarding body. The fatal consequences of the prevalence of such a view with regard to the general position of the University, we have already spoken of. We may add, that the effect upon the mind of the candidate himself is entirely adverse to the progress of his intellectual Education. He who employs his time at the University in a series of struggles for detached prizes,

is likely to go backwards, rather than forwards, in his intellectual culture, while this his practice continues. For the preparation for an examination or a prize, has, in its immediate influence, little that improves the mind. On such occasions, knowledge is acquired by forced efforts, for a temporary purpose, is imperfectly assimilated, and is soon lost again. In such a course, there is no connected system of study, no intellectual progress, no pursuit of knowledge and truth for its own sake. A University life, filled with such attempts, is a career of ambition, of which the objects are trifles, because they are stripped of their educational value. In order that the students may not be too much occupied with these merely occasional objects, it is desirable that the progressive scheme of studies which is sanctioned by the Colleges and by the University, should be invested with such dignities, honours, and advantages, as to make it the main object of the great body of the students;-the guide which regulates their studies, and the source from which they hope to derive their most valuable and most valued distinctions.

189 The views which I have brought forwards and attempted to establish in the preceding pages, offer many maxims which are applicable to the present state of Classical and Mathematical Teaching in the University of Cambridge;-some of them applying in support and confirmation of our present practices; others of them pointing out changes by which our system might become more efficacious in promoting a Liberal Education among our students. I shall take the liberty of tracing more particularly the application of remarks of the latter kind, in a spirit as far removed as possible from any willingness to find fault, or levity in proposing change. I have already said that several important changes have recently been introduced into the system of this University; others are still suggested; and it appears proper to consider what is the general ten

dency of these changes, and whether it leads to a result of which we approve. I have endeavoured to lay down principles by which we may form some judgment on such points. But in order to apply these principles, I must place before the reader a general view of the recent changes which have been made in the Educational System of this University. After such a survey, we shall, I trust, be enabled to see how we may preserve what is beneficial in the tendencies of our recent changes, and how we may avert the evils which have been pointed out in the preceding pages as the results of errours in Educational Legislation.