discretion, and public spirit, has led many friends of the measure to despair altogether of its success. It is this disposition to abandon the cause, coupled with another circumstance hereafter to be mentioned, which has induced me to send these considerations to the press. My only title to offer to the world my opinions upon such a question, consists in my intimate acquaintance with the studies and the feelings of the young men, during many years spent in the University, in the constant occupation of a tutor and an examiner. Or, if I possess any other claim to be heard, it is the devoted attachment which I bear to our academical institutions, and my unceasing solicitude for their prosperity.

It is not my intention to enter into the details of the different plans which have been recommended for attaining the desirable objects in view. Such an investigation of minute particulars would be invidious towards the gentlemen who have exerted themselves to promote our common object, the welfare and honor of the University and it would, at the same time, be unavailing; since there will, I think, be no great difficulty in obtaining acquiescence in the details, when once persons are brought to agree upon the principles of the measure to be adopted. The differences of opinion existing among us on this subject may be reduced to three heads: I speak of,

1. Those who wish for an additional examination of the students, to be followed by Honors, upon a scale of merit, with all its distinctions and gradations.

2. Those who contend for such an examination merely as a sine qua non; excluding all honor and distinction of the meritorious.

3. Those who wish that no change whatever should be hazarded.

The third class is, as far as I can judge, the least numerous of the three. Yet from the opposition of opinion between the other two, it has hitherto been successful, and threatens to prevent the meditated improvement altogether. I am convinced that all parties are actuated by the same wish to see our academical system as prosperous and as perfect as possible, though all may not have had equal opportunities of viewing the subject in its different bearings. Several persons, with whom I have conversed, at different times, upon these questions, have experienced a considerable change of opinion, and have gradually become converts to the scheme of distributing classical honors, upon the liberal and unrestricted plan already practised in mathematics: and I am inclined to hope, that a calm deliberation on the real merits of the case, may produce the same effect in others. Avowing myself, therefore, to be a decided advocate for the first of the three plans, I shall proceed to ex

amine the arguments which I have heard alleged by the two other parties, in favor of their own particular views.

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First, then, those who disapprove of the projected additions altogether, contend that, under the present system, our University has arrived at unexampled eminence; that this method has stood the test of experience for several generations, and has been found peculiarly successful in calling forth the emulation and laudable exertions of the students. They admit that reading in the classics and the elementary parts of theology ought to be encouraged; but they wish to leave these important and essential branches of the young men's study to the lectures of their tutors, and to private examinations in their respective colleges: they express, besides, apprehensions of the consequences that may ensue, if we once tamper with a system which has made the University of Cambridge the admiration of the country and of Europe. Now I beg leave to subscribe to every thing that can fairly be said in praise of the present system. I not only do not wish it to be impaired or tampered with, but I agree that it is inexpedient even to add to it, without some strong and evident necessity. Upon this ground, therefore, let us discuss the question, and consider whether, by confining ourselves to the present plan, we do produce all the good which it is in our power to effect, and which it is reasonable for the public to expect from an University education. Here we must be careful to separate two very distinct points for our consideration; I mean the case of the young man who aspires to honors, and that of him whose views are bounded by the mere acquisition of a degree. In students of the first description, there is no doubt that extraordinary emulation is produced, and a corresponding proficiency secured: the views of the several colleges are in accordance with those of the University, and thus the emoluments of the place are bestowed on those who have deserved its honors. But the fact is, that of the great numbers who resort hither for their education, the majority always find themselves unequal to strive, with any probability of success, for honorary distinctions. The question therefore is, whether the moderate extent of mathematical and moral knowledge, indispensably required for a degree, be a reasonable and sufficient claim to such a title; or rather, whether the University is justifiable in giving this mark of its approbation, which generally serves as a passport into the liberal professions, to persons, the total of whose academical pursuits has not gone beyond this contemptible minimum of knowledge ?

I beg to be considered as not speaking with desrespect of the subjects themselves, which are now made the indispensable requisites for a Bachelor's degree. The six books of Euclid, Arithmetic, the elements of Algebra, and a moderate acquaintance

with moral and metaphysical philosophy, are useful and valuable branches of knowledge, and such as an University ought to encourage: although with respect to the Algebra, I cannot see the propriety of exacting this, as a sine qua non, from persons who are not expected to carry their mathematical studies any farther. But it is obvious, that this quantity of knowledge is far too small to furnish any thing like a reasonable occupation for ten terms, passed by the student in his University education. Except in very few cases, the whole may be acquired in less than a year; thus leaving two years and a half to be employed in a way of which the University exacts no account-which valuable period of time is too frequently squandered in idleness, or in unprofitable pursuits.

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The inadequacy of this minimum of learning, for the objects of University education, is not denied: but they who resist any addition to our present system, contend, that other necessary branches of knowledge ought to be left, as they now are, to the lectures of the tutors, and the systems pursued in the respective Colleges. It is upon this point then, that the whole argument of those, who object to an additional examination, is made to rest; and to this, before we proceed farther, it is necessary to reply. I doubt whether, at any period, the tutors of the University were more able or more sedulous, in the execution of their duties, than at present. In particular, for the advancement of their pupil's progress in study, they evince a zeal and solicitude which every one at all conversant with our University must remark. But they who urge that we ought to look to the instructions of the tutors, as the means of plying every deficiency of our public system, really expect these gentlemen to accomplish impossibilities. From them the undergraduate receives advice and direction in his studies, assistance in his difficulties, and encouragement to exertion and perseverance; from their lectures he derives information relative to the subjects which he is studying, and is daily called upon to exhibit some results of his industry. But when a young man chooses to follow the seductions of pleasure or of indolence, rather than the exhortations of his instructor, what can the mere lectures effect? Regular attendance on these occasions may, it is true, be enforced; but what is the advantage, generally speaking, of sitting for an hour to hear a lecture upon a subject which has not employed a single minute of previous attention? It is principally to the studious part of his pupils that the duty of a tutor requires him to adapt his lectures and though he takes all occasions in his power to give encouragement and assistance to those who have neglected their previous opportunities, yet it cannot be expected that the deserving and industrious should be kept back in their progress, in order to accommodate their indolent or incapable contemporaries.

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The examinations which take place in the two great Colleges of Trinity and St. John's are, it is true, powerful aids to the systems of tuition in those establishments and a similar plan has lately been adopted by some of the smaller societies. These College examinations, at which the young men undergo a strict inquiry into their proficiency in all the different branches of their reading, whether classical, moral, or mathematical, are found eminently serviceable to the cause of education. The periodical recurrence of these trials, and the certainty of the honors which await the me ritorious, supply a powerful motive and incentive to their daily studies: while the practice of arranging the young men of the same year in classes, and thus distributing credit upon a graduated scale, in proportion to their deserts, calls into exertion every degree of talent, from the highest to the most moderate capacity. The publicity given to these arrangements makes it impossible for any one to neglect the prescribed studies of his college, without incurring discredit and mortification, aud at the same time discovering to his friends how much his time has been misemployed. Nevertheless, experience proves, that some do encounter this inevitable disgrace of idleness and ignorance, and, having the consolation of companions in the same exposure, proceed in almost total neglect of useful and prescribed studies, with the exception only of that modicum absolutely requisite for a degree. Nor do I see how it is possible for this defect to be entirely remedied by any exertions in private colleges, so long as the University continues to grant upon such easy terms that title, which gives to its holders access to any of the liberal professions.

The mention of this topic brings us to the most important, and at the same time the most painful part of the whole question, I mean, the imperfect state of preparation too frequently exhibited by our candidates for holy orders. It has been remarked, I understand, by some of your Lordship's Right Reverend brethren, that at their examinations, the majority of Cambridge candidates appear worse prepared than the majority of those from Oxford. Of the general truth of this fact, so mortifying to all our best feelings, I fear there can be no doubt: it has been my lot to hear the same thing asserted by several Bishops' chaplains, and those too, persons whose academical predilections might lead them rather to disguise than exaggerate any thing discreditable to Cambridge: --pudet hæc opprobria nobis

Et dici potuisse, et non potuisse refelli.

While we are ready strenuously to uphold the true and substantial glories of our University, and to repel unmerited and envious reflections, we must not shut our eyes to a real defect in our system, and one which it is completely in our own power to remedy. NoVOL. XX. NO. XL. X

Pam.

body can pretend to doubt the real cause of the mortifying distinction which has been mentioned. At Oxford there does exist an ex> amination in the elements of Theology, at which every student must display a competent acquaintance with that essential branch of knowledge, or be precluded from all chance of obtaining his degree. In this one particular, our sister University has an undoubted advantage: she has the merit of making her system of education more directly conducive to the greatest of all objects, an acquaintance with Christian learning. And so long as we neglect such measures as may make this knowledge universal among our students, it will be in vain for us to boast of our unrivalled character both for science and for literature. No reputation of such a description, however well merited, will serve as an apology for the want of 'that one good thing,' which, as it is the ultimate object of all human pursuits, ought surely to be considered with its due impor tance in the direction given to them at their outset.

We now come to a numerous class of persons, who, influenced, no doubt, by such considerations as have just been mentioned, admit the propriety of instituting an examination in Theology and the Classics; but at the same time object to giving any honors or distinctions at this trial, which may excite emulation among the industrious class of students. They entirely concur with us in insisting, that no one should be allowed to graduate, without displaying to the University some acquaintance with those important studies: but here they stop; and are unwilling to extend this inquiry beyond a sine qua non. Such a method would undoubtedly be effectual in removing part of that disgraceful deficiency to which an allusion has just been made: but it would fall far short of the benefits to be ensured by a more open and extended plan, and would disappoint the just expectations of the public.

First, we hear a great deal said about the danger of innovation in established systems which, like that of Cambridge, have received the sanction of time and experience. Now I beg permission to observe, that the very proposal just noticed does contain innovation of an essential and radical nature; and one whose introduction all admirers of our present system ought peculiarly to deprecate: this is, the principle of banishing, from an inquiry into the proficiency of young men, all rewards to the deserving. The uniform and unvaried practice of this University, from the very formation of our statutes down to the present day, has been that of adjudging honorable distinction to merit. To this leading and peculiar part of its character, we may fairly trace all the utility and all the reputation of our system; it is the main and vivifying principle whence the animation and spirit pervading the body may be said to spring: and against every violation of it, the friends of Cambridge education