That the public establishments for education in Great Britain have for their general object a certain more elevated and scientific information of the student, together with those of Germany, particularly the Protestant, but are at the same time materially different from these in their constitution, I may consider as a fact already known to a considerable portion of my readers. Whoever has read upon this subject the well-known works, not unfrequently contradictory to one another, of Wendeborn, Küttner, Göde, and Meiner, to him, perhaps, I shall not be able to communicate much additional information upon this subject.

I have frequently observed, that even men of letters have had but a very faint and general idea of this difference, and by no means any clear perception of what is peculiar to the British Universities. Having, there fore, had an opportunity of becoming acquainted particularly with those of Oxford and Cambridge, I shall here confine myself to a description of them: for Dublin in Ireland, as well as Edinburgh, Glasgow, and Aberdeen, in Scotland, are very differently constituted; the three latter, indeed, have a much greater resemblance to those of Germany.

I hope the following account, which I have made as concise and comprehensive as possible, will be acceptable to many besides academical men, since Universities are institutions in which all educated members of a state, and all fathers and mothers, should take the most lively interest. Besides, such institutions have not unfrequently, in these our troublous times, afforded matter of discussion and controversy: the public voice upon this subject has of late been expressed louder than ever; and it has even been conceived, by more than one person, that all the faults of our German Universities would be effectually remedied, if they were re-modelled according to the English fashion. It may also be expected, that an old member of an University has directed no inconsiderable share of

his observation to such institutions. Alike avoiding all inclination indiscriminately to admire or to condemn either what is foreign or domestic, he has endeavoured to draw an impartial comparison; and, in the communication of his results, he has sought that moderation which he has himself found wanting in many authors who have preceded him.

We shall first take a view of the general state, the discipline, the lite rary and political constitution of the two Universities of Oxford and Cambridge, such as they appear to an observer, these being very similar in both. Then, after having taken such a survey of these celebrated seats of the Muses, and formed a clear idea of their exterior and interior, the short description which I shall give of my stay in both places will become more intelligible, and perhaps be read with greater interest.

The peculiar constitution of these two learned establishments bears the decided stamp and character of their founders, as well as of the time in which they were instituted. Every thing in them shows the most intimate connexion with ecclesiastical and religious objects. As in all Catholic countries, it was believed in England, where the system of the Romish hierarchy was established at an early period, that the existing religion would be best supported by those institutions in which a number of young men should devote themselves entirely to theological studies and regular prayer; whether thereby to prepare themselves for ecclesiastical duties, or whether, renouncing the world, they were to dedicate themselves to an ascetic life. But colleges, understood in that sense, which were founded partly by rich individuals, and partly by kings and queens, differed from the ordinary convents in this, that most of them even at the beginning had at least some scientific tendency, and that the business of scholastic teaching properly fell within the plan of their founders. Since, however, the twelfth and thirteenth centuries, the idea of

an University was gradually extended; the teachers of the sciences were no longer chosen from the clerical order, and the objects of instruction were no longer confined to Theology, but, besides the preparative branches of classical and philosophical studies, Medicine and Jurisprudence were admitted. The professors enjoyed great privileges, given them by popes, emperors, kings, and cities, by means of which they by degrees formed an independent body, which produced long before the Reformation the most learned men and writers in all departments. The extraordinary conflux of scholars, who were at tracted by the fame of celebrated professors, soon introduced all those evils which are inseparable from the free association of a great number of young men, in those years in which all inclinations are excited, and the passions burn with violence. It was to check these evils, that, instead of allowing the students an unrestrained freedom, without any directing su perintendence, the idea was conceived of separating them into smaller societies, and of providing them maintenance and accommodation in large buildings, now called Colleges, which should be richly endowed, and should offer advantages to those who resided in them. Such were the institutions in the Universities of Salamanca, Bologna, and Paris; but in none has there been shown such liberality as in the foundations and endowments of Oxford and Cambridge. The colleges of these two cities, which derive their celebrity from them only, considered as the several parts of a whole, form, properly speaking, the University. The heads of these, as well as all members who enjoy a dignity or degree, whether called doctors, masters, or fellows, have a seat and a voice in the greater council, or convocation, as it is called in Oxford; the representatives of the several colleges form the lesser council. This council, therefore, does not consist of professors only; but these belong to it only as being members of a college, or as having an academical dignity. Full convocation may probably contain a thousand members. But as these cannot always be present, a certain number has authority to decide on any measure. The num

ber even of sixteen or twenty persons possesses in Oxford full authority on the occasion of conferring or proposing a degree. In Oxford, this is called congregation; in Cambridge, the caput; to form which, four persons are sufficient. Each University, besides many offices and denominations differing from those among us, has its chancellor and high steward, elected by itself. Both of these are, as is still the case with the rectors in many German Universities, always persons of the first rank in the kingdom. These hold offices of dignity merely, and not of employment. The representative of the chancellor, and properly the administrator of the University business, is the vice-chancellor, who is chosen annually from the heads of colleges. He is, as the pro-rector amongst us, the ever present head of the University; conducts all business in the convocation or senate as president; and has likewise, in matters that are not of such importance as to be brought before the proper courts, a peculiar jurisdiction, to which even the citizens are amenable, in so far as they are connected with the University. Besides four assistants, the pro-vice-chancellors, the next in rank to the vicechancellor are the two proctors, and next the pro-proctors. These are likewise chosen annually from the masters, and, properly speaking, are the directors of the police, and are empowered to banish from the city, arrest suspicious persons, and to visit improper houses. discipline is strict, duly enforced, and appears to have an almost unlimited influence. Here, however, it is equally unable to prevent all excesses and violation of rules as it is in the German Universities. Yet here it is exercised on a more regular principle, exactly according to the established law, and extends itself even to the townsmen, in as far as they may be the aiders and abettors of any transgression of the laws. In this case, a townsman, who allows in his house any riot, disturbance, or unlawful behaviour, may soon be deprived of his livelihood, as soon as the vice-chancellor finds it salutary for the good of the whole. At the very time I was in Oxford, there appeared on the walls a printed adver

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tisement, by which a horse-dealer was suspended from his business, because he had lent to some students a light, dangerous vehicle, called a gig, which is forbidden by the statutes, and I was assured the decree was irrevocable. The lightest punishments for any violation of the discipline on the part of the students are additional exercises to be performed in writing. Repeated transgressions are frequently followed by dismission from the college, which may, as among us, either be accompanied by a Consilium abeundi, or in more aggravated cases be made publicly known. This necessarily implies the loss of numerous advantages and privileges. The refusal, likewise, of a degree, or any considerable delay in receiving it, is frequently attended by the most painful consequences.

If, then, the English Universities, as we have hitherto considered them, have been found in no inconsiderable degree to resemble our own, particularly if we regard these in their ancient constitutions, and as possessed of all their ancient rights, although they are much more independent of the government than ours; we shall, on the other hand, find a still greater difference between them in every thing that relates to the method of teaching, and study. Among us, the lectures of the professors are the essential part of the whole system, but in England these are almost entirely of inferior consideration. When the young student has left one of the public schools, such as Eton, Westminster, or Harrow, and intends to go to Oxford or Cambridge, he enters in one of the colleges, becoming, according as he may obtain a stipendium, a scholar, exhibitioner, or servitor; but if he lives upon his own means, a nobleman, gentlemancommoner, or commoner. The name of student, instead of fellow, is used in only one college, Christ-Church, where it denotes the members on the foundation. Any person may live in one of the colleges for three or four years, without being required to attend the university lectures. Each college has a greater or less number of tutors, whose business it is partly to give instruction themselves, and partly to direct the private studies of

the young men. These studies consist chiefly in the continuation of the knowledge acquired at school, particularly in the study of Greek and Latin authors, or what is called in England classical learning. At this period, no one thinks of any definite profession to which he may devote himself; and the course of education is exactly the same for those who are destined for the church, the law, or for medicine. After each one has decided on his profession, the lectures of the professors are occasionally attended; but that neither by all, nor with any regularity. The course of instruction, however, is scarcely to be compared with that in our Universities. Many courses of lectures contain during a whole year only twenty lectures of an hour's length, or at most forty. Dodwell, the celebrated professor of history, gave only twenty lectures in three years. At present, however, I would not speak of regular courses of lectures so much as of professions. Many students leave the University without having determined whether they are to be divines or lawyers. The celebrated physician, Dr. Wil lis, who attended the late king, had previously been a clergyman. The professorships are either royal or private foundations. The king nominates for the several departments of theology, law, and medicine, for the Hebrew language, the Greek language, and for natural history, only one professor. All other appointments have been founded and endowed by private persons, and generally bear the name of the founder. Thus in Oxford there is the Margaret's-professorship, founded by Margaret of Richmond, mother of Henry the Seventh; the Camdenian professorship of ancient history, founded by William Camden; and the Laudian professorship of Arabic, by Archbishop Laud. The same is the case in Cambridge. Of any kind of emulation or rivality between the professors, there is not even a thought. They are generally the only ones in their departments, and are little solicitous whether their lectures are attended or not. Notwithstanding this, one must pay for attendance, and there are few lectures to which there is free admission.

When, therefore, we consider the English Universities in a literary point of view, it will appear evident, from what has been already observed, how very far in this respect likewise they differ from ours. In an English University, one may ask in vain for a list of the lectures. The catalogues of lectures in our Universities would there produce a singular effect. A great part of them would scarcely be understood. Then, how entirely different is the course of study! How entirely are they ignorant of the nature of separate lectures upon the different branches of theology, philosophy, jurisprudence, and their auxiliary sciences! How little value is there in general attached either to systematic method, or to universality of knowledge! The young student's advancement in knowledge, after his school education, and the direction to be given to his mind, almost entirely depends upon one or two tutors, to whom the head of the college may recommend him on entrance. From these tutors, whom the young men attend in their chambers, without the most rigid regularity of the hour, and to whom they pay a considerable fee, they receive instruction, together with others who have made the same progress with themselves, for three or four years; they read ancient authors, and study a little philosophy, mathematics, or physics. The tutor gives them assistance, prescribes them exercises, repeats these with them, or requires an account of what they have read or prepared. The consequence of this will clearly be, that the indolent and the dull will make but little advancement. Many English authors, who have them selves lived in such colleges, have declared, that one had frequently reason to be satisfied, if he had not unlearned at the University what he had brought to it from school (as is frequently the case amongst us), since so much depended upon the circumstance, whether the tutors were not only experienced in teaching, but whether they faithfully and skilfully fulfilled their charge, and whether the directing person had sufficient influence and zeal to make them adhere to their duty. there are not wanting cases, in which, if we reckon the hours employed in

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receiving instruction, the whole number would not amount to more than one a-day during a year, or in which, much disadvantage would not be found to have been occasioned by frequent interruptions. Besides, as the qualifications of those who are candidates for official situations are extremely moderate, one powerful stimulus is entirely taken away, which amongst us exerts a great influence upon those whose ardour in the pursuit of knowledge we could not well expect to be altogether disinterested. When, therefore, even in such a faulty constitution of things, any distinguish themselves by real learning, as very many have done, this is unquestionably due rather to their own meritorious exertions, than to be attributed to the merit of their literary education.

Besides the above-mentioned exercises, in order to obtain a general view of the employment of their time, examinations are held at the end of the several terms, as they are called, in which the students must give an account of the authors they have read, and whatever they have done besides. Prizes likewise of different kinds, which are proposed, excite their emulation. After a residence of four years, the lowest degree, that of bachelor of arts, is taken.

The strict adherence to ancient forms and established customs, and the mutual rivality of different institutions, which have so much influence in preventing any deviation from existing rules, in order that all cause of reproach may be avoided, have unquestionably contributed greatly to maintain that strictness of discipline which we have before described, while this has likewise preserved a certain character and certain manners. It is evident, at the same time, that, while severe punishment may be sufficient to repress any public eruptions of insolence or passion, it does not necessarily ameliorate the character, or render the manners pure and guileless; and he would betray the greatest ignorance of human nature, especially in young men, who should consider the English Universities as the abodes of every virtue, and as preservatives against all those moral aberrations, to which