they stood a chance of knowing what they did get up much more thoroughly and with more satisfaction to all parties. In respect to those who were candidates only for Mathematical distinction, an occasional abuse of the old system was effectually guarded against. It had sometimes happened that men with more ambition for University Honors than Mathematical ability or steady application, had, though deficient in their low subjects, managed to secure respectable places by lucky speculation in cramming parts of high ones. By making all the candidates pass a preliminary examination in the low subjects this occurrence was at once prevented.

But the Classical men were not satisfied with the point they had gained. They continued to agitate the question, and finally in 1849 opened the Classical Tripos to the First Class of the Poll and the men gulfed in Honors. This change was effected in the face of strong opposition, and some have prophhsied very deleterious consequences from it. For my own part, I doubt whether it will have any effect for good or evil. The grievances of Classical men in my time were these; first, the uncertainty of the amount of Mathematical reading required of them; secondly, the annoyance of the Mathematical examination coming so soon before the Classical. The former was remedied by the change of 1846, the latter was not remedied by the change of 1849.

In 1848 it was provided, by the way of giving the Professors something more to do, that all candidates for an ordinary Degree, should, during their Undergraduateship, be obliged to attend for at least one term the lectures of one or more of the following Professors: Regius Professor of Physic.

Professor of Moral Philosophy.

Professor of Chemistry.

Professor of Anatomy.

Professor of Modern History.

Professor of Botany.

Woodwardian Professor of Geology.

Jacksonian Professor of Natural and Experimental

Philosophy.

Downing Professor of Medicine.

Professor of Mineralogy.

Professor of Political Economy.

Downing Professor of the Laws of England.
Regius Professor of Laws.

Also, that all students going out in Civil Law and not taking a First Class in that faculty, should, before receiving their Degree, attend for one term the lectures of one or more of the first eleven Professors above named.

The Classical Tripos received in 1849 the addition of a paper of questions in Ancient History-an addition not made before it was wanted, as minute scholarship was threatening to banish, under the invidious name of (6 cram," all antiquarian learning from the University.

The Little-Go did not escape notice among all these alterations. Old Testament History, Arithmetic, and two Books of Euclid were added to it. Ecclesiastical History was also added to the fixed subjects of the Poll. Such a general stir woke up the King's men, who voluntarily put themselves on a level with the other Colleges by renouncing their privilege of taking Degrees without passing the examination.

But the most important change was made in 1848 by the establishment of two new Triposes, those of the Moral Sciences and the Natural Sciences.

The former includes Moral Philosophy, Political

Economy, Modern History, General Jurisprudence, and the Laws of England; The latter, Anatomy, Comparative Anatomy, Physiology, Chemistry, Botany, and Geology. They are open to all Bachelors.

On the benefits to result from the establishment of the latter examination, it may be premature to offer an opinion; that of the former is clearly destined to be of much importance and value. It is, in fact, nearly equiv. alent to carrying out for the whole University the course of reading pursued for the "Metaphysical" papers in the Trinity Fellowship. There are but two objections to its becoming immediately popular. One is the want of pecuniary stimulus, direct or indirect, to the successful candidates. This will be obviated in time. There is no want of liberality on the part of Englishmen to encourage every form of learning. Dr. Whewell himself has here led the way by founding two annual prizes of fifteen guineas each for the two candidates who pass the best examination in Moral Philosophy. The other is one which I do not know if those actually on the ground have paid much attention to, but it struck me, looking at it from a distance and remembering my own experience, with great force. The examination is held just between the Mathematical and Classical Triposes, and consequently those who are very anxious or at all doubtful about their Classical Degree will hardly be able to attend to it.

[In 1850 an external force was brought to bear on the University. A Royal Commission was appointed (and a similar one for Oxford also) "to enquire into the State, Discipline, Studies and Revenues" of the University and the separate Colleges. Some persons, both in and out of England, thought that this Commission would have much the effect of opening a railroad

through a long secluded tract of country, and that something very stunning in the way of improvement would result from it. On the other hand some of the "Dons " talked as if the Christian religion and probably the whole world were coming to an end. The two Commissions sat for nearly two years and the results of their inquiries were embodied in two huge "blue books" which I remember receiving in 1852 (characteristic gift!) from Lord Stanley, now Lord Derby. If anything else besides the "blue books" took place of and in consequence, I am unable at this distance of time to recall it.]

THE CAMBRIDGE SYSTEM OF EDUCATION IN ITS INTEL

LECTUAL RESULTS.

Κρεῖττον γάρ που σμικρὸν εὖ ἤ πολὺ μὴ ἱκανῶς περᾶναι.

PLATO, THEAT. 187, E.

HERE are some subjects in treating of which we

THER

can plunge in medias res. The subject of this chapter is not such a one. We must, in discussing it, bear in mind the advice of the giant in the French fairytale, to "begin at the beginning." Before investigating the merits of any particular scheme of education, we must understand clearly what we mean by education, and what we consider to be the object of it. This going back to first principles is, doubtless, a great bore in many cases, as where the Congressman, recorded by Sands, began his speech on a question of paving Pennsylvania Avenue with a historical dissertation on the Constitution of the United States; and such an announcement made formally at this stage of a book is very like admonishing the adventurous reader who has travelled so far that now is the time for him to repose after his labors. Nevertheless, it is very necessary on some occasions, if he would avoid that satisfactory state of things which is called in Latin controversia, and in English cross purposes. For the term education is a tolerably comprehensive one, covers a great deal of ground, and may be taken in a great many different acceptations. Ask one man to define education for you, and he will tell you (truly enough, too, in one sense) that every