the examinations do possess an importance, and produce an incentive, which cannot be expected in the same degree, where the competition is more confined. But in a community like ours, it must always happen, that a public regulation will affect some of the societies more than others and it would be a reflection upon the members of our two large colleges to imagine, that they can be influenced by any such considerations to oppose an enactment, which promises so much benefit to the general cause of University education. It is a mistake, however, to suppose that they will not be gainers, and considerable gainers too, by a scheme, which will infallibly raise the tone and standard of industry and of literature throughout the whole body. Besides, as we have already mentioned, experience proves the insufficiency of the examinations even of the large colleges, useful and efficacious as they are, to guard against determined neglect of every thing, except that pittance of knowledge barely sufficient for a degree. It is now proposed to require, at the end of the period of education, an account of the proficiency of each person in all the various studies which his college has already encouraged him to pursue such a measure, therefore, will prove not an interference, but a powerful auxiliary to the systems pursued in each society. At present, an instructor often experiences material difficulty in prevailing upon his aspiring pupils to study works, even of the most valuable description, which are not expected to conduce, in some way or other, to success at a public examination: and when, in deference to advice and authority, the young man does read such books, it is with haste and impatience, as if under the impression that he is losing time.' This is a consequence inseparable from our method of competition; an evil, perhaps, it may be called-but one which can only be remedied by extending that competition to all essential branches of an under-graduate's study. It is an additional recommendation of the plan, that it does not interfere, in point of time, with any college system. While adverting to this subject, I may perhaps be excused for mentioning a topic which is now become a piece of academical history; I mean, the proposals of Mr. John Jebb, about fifty years ago, for an annual examination of every student in the University. We have heard it currently said, that these proposals were rejected through the exertions and influence of Dr. Samuel Powell, the Master of St. John's, who had lately instituted similar examinations in his own college, and was unwilling that their beneficial effects, which were immediately felt, should be imparted to the rest of the University; choosing to maintain a sort of monopoly of science and learning at home. Happening to have lately examined the history and details of these proposals, as given by Mr. Jebb himself, I think it right to avow my opinion, that the resistance.

made to them by Dr. Powell and others, was not only justifiable, but laudable since their practical result, had they succeeded, must have been, to take all direction of education out of the hands of the respective colleges, and to place it in those of persons nominated in an order following the cycle of proctors (and therefore almost excluding the consideration of their fitness,) who were to have prescribed the studies of each year. There were several parts of this large machinery which, unless the University was very differently constituted in the year 1772, than it is at present, could hardly have been turned to any practical benefit. Several different schemes of reform were subsequently proposed by Mr. Jebb without success; all tending to reduce the whole University into the state of one vast and unwieldy college, but without making any effectual provision for its administration in this altered state. One of these plans, were it to be named at the present day, would meet with loud and unanimous reprobation; I mean, a separation of the noblemen and fellow-commoners from the other students, subjecting them to a different species of ordeal. My motive for mentioning this piece of academical history, suggested by the course of my argument, is a wish to correct some erroneous notions which prevail respecting the conduct of Dr. Powell, a most able, learned, and public-spirited character; who, from the impulse which he gave to academical study, deserves to be recorded as one of the greatest benefactors, not only of his own college, but the whole University.

There are certain incidental benefits to be expected from the institution of classical and theological examinations for degrees, which, though they may not have entered into the calculation of its advantages, strike me as too important to be passed over in silence. First, the office of Examiner, requiring both erudition and judgment, will procure much credit to those by whom it is ably discharged, and will thereby have the double advantage of adding a motive to some of our ablest resident fellows for the prosecution of important studies, and of introducing their merits to the more general knowledge of the world. In the next place, a gradual improvement in the education of youth throughout the kingdom must ensue, not only from the advancement of classical knowledge in the University, whence so large a proportion of the instructors are taken, but from the existence of a better criterion than we now have for estimating the merits of schoolmasters and private tutors. The fashion, so prevalent during the last few years, of committing the whole, or part of a boy's education to gentlemen who take only

The mode of their appointment, which is proposed to be vested in certain officers holding responsible situations in the University, is guarded against the opposite dangers arising from individual nomination and rotatory succession.

four or five pupils, makes this, more than ever, a point of importance. At present, a parent has not often any means of appreciating thequalifications of persons to whose care he entrusts his son. It is no trifling recommendation of a measure, that it will procure more certain provision for the meritorious scholar, and will at the same time improve the general state of education.

Other arguments might be urged in favor of the proposed scheme; and in particular it might be shown to be more consistent with the original intent of our foundations, and the views of our statutes, than the preponderating encouragement now given to the pursuit of mathematics. But I am unwilling to press the subject to a fa tiguing length, and I suspect that enough has already been suggested to convince those who will candidly reflect upon the intrinsic recommendations of the measure. It is now proper to mention the circumstance which has induced me to lay before the public, at this particular moment, some considerations upon a subject so deeply affecting the vital interests both of our academical and ecclesiasti cal establishments. It is proposed, I understand, to submit imme diately, for the approbation of the University, a widely different plan, and one comprising very few of the essential objects which the Grace of the Master of Trinity embraces. I must be permit ted to express the sincere respect, both public and private, which I entertain for the quarter whence the new proposal originates; and to disclaim an intention of opposing this or any other scheme which tends, even in a slight degree, to enforce industry among our stu dents. Nor will I omit to express my sense of the liberal and candid feeling, which leads the author of the measure to wish that it may be fully and maturely discussed among us, before the sen timents of the university are taken upon its merits. It certainly is impossible for me to approve some of its provisions, or to think them adequate to what the circumstances of the case demand: but my main apprehension is, lest it should be considered as a substitute for the more efficacious and more constitutional enactment proposed last year to the Senate. Whatever has the effect of intercepting, or even postponing, the adoption of such a mea sure, I do not hesitate to deprecate as a serious and substantial evil.

The provisions of the new scheme are, I am informed, in substance the following: an examination, during certain days in the Lent Term, of all students who have kept four preceding terms; the subjects to be either one of the Gospels, or the Acts of the Apostles in Greek, and Dr. Paley's Evidences of Christianity; along with a part of one Greek and one Latin author, to be fixed upon and announced at least a year beforehand; the names of the persons examined to be arranged in three classes, each in alphabetical order; and no person

In

is to be allowed to take his degree who had not passed one of these examinations. Now, admitting in the fullest extent all the advantages to which the advocates of this scheme can possibly lay claim, I must observe that it will effect but a very small part of the good to be expected from an enlarged plan, and will supply very few of the desiderata which I have endeavored to describe. It will certainly enforce some little attention to study even among the most indolent, during the early part of their residence at Cambridge; an advantage which it is no wish of mine to depreciate. Still it is impossible not to remark, that it leaves the system for almost two years preceding the Bachelor's degree, totally unaltered. The main part of our youth must continue, as at present, to aim at credit in mathematics or in nothing: while the dull and the indolent, knowing that there is to be no further call upon them for either divinity or classics, will think that they have finally got rid of these subjects, and that the renewal of their acquaintance with Euclid and Algebra may safely be postponed till the ultimate examination approaches. It has already been explained, that the period, in which the college system requires to be assisted and enforced by the enactments of the university, is, generally speaking, not the early but the latter part of the Under-graduateship: and this the proposed regulation leaves untouched. promoting classical literature, it will have no effect whatever; the subjects of inquiry being considerably less extensive than those of their College Lectures and examinations, will not produce, in the better class of students, any attention to matters which they would otherwise have neglected. It cannot be expected that the addition of two classes (or rather of one class, since several of the projects already alluded to, recommend a separate class for those merely suffered to pass to a degree) will be effectual in exciting much zeal or industry among the young men in their fifth term. In the present state of the University, the total number annually subjected to this Lent examination will exceed three hundred; and as the last class is to comprise those who can barely pass muster, we may reasonably hope that this will always prove the least numerous and, unless I misapprehend the feelings of young men, they will have little value for a place in the first or second classes, where their names may be found in alphabetical position, upon terms of equality with 100 or 150 of their contemporaries. Nevertheless, I confess my satisfaction at the proposal of an additional class, not from any expectation of its efficacy, but because I consider it as an admission of the principle, that, at Cambridge, no examination ought to be unaccompanied with honorable distinctions of merit; and I am therefore led to hope, that they who have advanced this first step towards rewarding scholarship, will,

ere long, consent to a more substantial and efficacious measure.' In fixing a public examination in the intermediate space between admission and degree, there are many obvious advantages; but the precise time now suggested for the purpose, appears less eligible than that proposed by your Lordship, and the other Syndics, in 1819. I am well aware of the objections which some persons urge to any such inquiry before the ultimate one, upon the score of its being an interference with the systems of the respective colleges; objections which have considerable weight, though not, I think, sufficient to preponderate against the benefit of enforcing industry among those who never mean to apply for a bachelor's degree; and of preventing any of the others from postponing the day of study till their last year. But whatever difference of opinion may fairly be entertained upon this point, I do not comprehend how any can exist upon the propriety of calling for a full account of a young man's progress at the end of his education. Without troubling the reader with a repetition of my former arguments, I must be permitted to ask why all encouragement to the study of the Greek Scriptures, during the two last years of the under-graduateship, is to be abandoned? Why is no motive to be supplied for acquiring a correct knowledge of Jewish history and antiquities, and the peculiar phraseology of the New Testament; subjects which, I can testify from observation, excite as much interest in the student who does attend to them, as any others, either in literature or science? Why should we not invite the young men to read and meditate upon such works as Paley's Natural Theology, and Butler's Analogy of natural and revealed Religion?

Since these remarks have been printed, I have seen an altered draught of the new scheme, in which I am sorry observe that this slight advance towards a distinction of inerit is abandoned: it is now intended that there should be no distinction except that of the tantum non repulsi; of those 'to whom the examiners have only not refused their certificate of approval;' who are to be separated from the rest of their year, and to have their names arranged in alphabetical order. With respect to the portions of Greek and Latin, the Proposal now contains an express caution, that this part of the examination shall be so limited, that every one who is to be examined may be reasonably expected to show a competent knowledge of all the subjects.' It follows, therefore, that the inquiry must be levelled to the very lowest degree of scholarship and capacity which can be 'expected' to exist in any of our students: and of course the two pieces selected must always be from the easiest authors in each language. As the only advantage proposed by such an enactment must be, to detect those who are destitute of that humble degree of school knowledge without which no person ought to have been admitted a member of the University, would it not be better, on every account, that this part of the examination should take place when the students are assembled for matriculation? NO. XL.

VOL. XX.

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