not for the encumbrance of the divinity, as it is called, though really nothing but a memorial examination in the whole of Biblical history.

Here, at last, however, we have something really sensible. We might perhaps sigh for authors of more recent date and fresher thinking than the old tutor of Alexander. We might even be very bold, and fancy that some parts of the Nicomachean Ethics (which is the book most studied now), are unworthy of the consideration of a young man in the age we live in. But we are so delighted, after our two years of classical twaddle and grammatical school-work, to come upon a study worthy of a man, and one that really develops the mind, that we are content to put up with a few deficiencies in it. That this study, however, is worth more than all the others at the university put together, for the purpose of mental training (for logic, as studied at Oxford for examination, is not carried sufficiently far to make it valuable), is proved by the difference which is apparent between the man of two years' standing and his junior. The moment he has gone through his four books of ethics, he is a superior man, and holds his head up accordingly. He is in fact seized with a fever of philosophy. He is constantly applying Aristotle's dicta to the commonest wants of everyday life; he warns his friends to seek the mean' in their potations, and defends his own little slips by nice arguments as to the distinction of involuntary and non-voluntary; he rushes off to the 'Union,' and for the first time speaks in the noisy debates with confidence and common sense. In short, his mind has acquired strength; and the young man, no longer a mere plodding boy, flaps his new-fledged wings on every twig.

Why, then, should not the young man begin his philosophy much earlier in his university career? If it be dangerous for a young man to study philosophy, it is dangerous for him after moderations just as much as before them. Again, why not extend the study of philosophy? It is absurd to take a young man through the first four books of the Ethics, or the Gorgias, or Phoedo, and deny him an opportunity of sounding the well to

the very bottom. There is a separate examination in history afterwards, and there can be no benefit in encumbering a man with only four books of Livy, Thucydides, or Tacitus. It is undoubtedly very useful to read and appreciate those great fathers of history, the models of Gibbon, Hume, and Voltaire; but it is the mixture of this with philosophy the marring of two good things-which I complain of.

So far, it will be understood, the studies of the University of Oxford are confined to mental training, and by the time the student has passed his 'great-go' he has generally been nearly four years at college, and hurries over the remaining examination in the most slovenly and useless manner. Indeed, it seems to be a rule with undergraduates to pass both 'greats' and the 'final examination' in the same term, thus either mixing the two classes of subjects, or allowing only one month for the final school. For this 'final' he has a choice among three subjects

namely, 1. History and law; 2. Natural science; 3. Algebra. The amount of history is equivalent to about a third part of the whole History of England; the quantity of law to one volume of Blackstone, or Justinian with Smith on contracts. Now these two alone are sufficient to employ a thinking man, and one who really desires to understand anything of the philosophy of law and history, for the better part of a year, but by means of

cribs, memoria technica, analyses, and other such villanous devices, the subject is usually 'got up' in a month or six weeks, and, of course, forgotten the moment the examiners have signed your testamur. What absurdity is this! and yet the blame lies with the system, not so much with the men.

Again, natural science comprises, for the minimum, chemistry, physiology, and mechanical science. Is it reasonable that a man should acquire a useful knowledge of these in a month, or even in a term? And yet, by the too great weight given to the mere training of the mind, all these useful branches of education, which certainly themselves train the mind in their very study, while they stock it with instruments of power, are thrown forward to the very end of the university career, when

the youth is thoroughly worn out by successive examinations, muleted beyond bearing in pocket, and disgusted by the pedagogic rigidity, the ignorance, the superciliousness, the heartlessness, and the consummate conceit of Oxford dons, for whom he is growing too old.

My first charge against the system of which I have just sketched the outline is, that the mental training is pursued too far, and the scientific or professional teaching forced into a very small compass, and invariably hurried over.

My second charge is, that, even if mental training were alone the object of the university, it departs from the first rule of such training-namely, that it should be single. Oxford has chosen classics as its medium for training the mind. To classics let her be faithful, or, if she must needs introduce mathematics and logic, let her at least keep them independent of one another, and not compel men to acquire a mere smattering of each. In the little-go there is a smattering of mathematics compulsory for all, and then discarded. In moderations there is a smattering of logic, never followed up. In greats there is a smattering of philosophy, marred and interfered with by a like smattering of history. Oxonians have prided themselves on resisting general knowledge, and adhering to classics. We see, on nearer investigation, what these pretensions amount to. We see that the study of classics is interfered with in every stage by the most needless introduction of smatterings. Again I repeat, Toλvμalín sòv vóov où rgép. Every Oxonian can translate that even Mr Driver's hieover pupils -let every Oxonian cherish it in his heart; and if he cares to improve his mind by a university education, and not merely to cheat the establishment out of a degree, let him make it his watchword, till he has forced the university to make it theirs.

To do Oxford justice, she has already discovered the rottenness of this system, and proposals are made for remodelling it. Her sense of its absurdity has been chiefly roused by the increase of the plucks* since 1850,

This term, now so common, has its origin in an old university custom. Long before the introduction of examinations for

to such an extent, that to fail is no longer a disgrace, but a very ordinary accident. The increased favour shown to the system of coaching has an equal claim to her attention.

In offering the following suggestions for examinations to replace the present ones, I merely desire to tend to the reader the result of some experience and no little reflection. I cannot pretend that such a scheme would be the best for any university to adopt. It has been framed with a view to Oxford only, and is of such a character, that it might be grafted on the present system without difficulty, and would demand no violent radical changes. It is drawn up on the supposition that Oxford is content to abide by classics, and leave mathematics to Cambridge.

I have already shown reason for the establishment of a matriculation examination before the university. Its details must, of course, depend on the scheme of education to be adopted. One thing is clear, that a university has no right to demand before admission a knowledge of any branch of study which is not more or less ancillary to those for which her degrees will be given.

The next examination would be within the seventh term, and would thus generally fall at the end of a man's first year at college. Its object should be to show that the mental training with which the youth arrived from school, has been carried on to a proper extent. Its subject should be classics alone; or, if Oxford must teach mathematics, they should have a separate school, and not be made compulsory on the classical respondents. By whatever name this examination might go, it should at least be public. There should indeed be no private degrees, no undergraduate was allowed to put on his gown, if any one had anything to say to his discredit. The tradesmen to whom he was in debt were the chief oppo

nents, and to give them an opportunity of should, before the admission to the degree, being heard, it was ordered that each proctor walk up and down the convocation house after the calling of each name, that the complainants might pluck their gowns, and so call attention to their petitions. The pluck is now effected by the examiners, but conservative Oxford, as usual, retains the lifeless custom, and wears out its proctors' legs in a ridiculous ceremony.

examinations at all at Oxford. The examiners should be laid more and more open to criticism, since every year they seem to grow more and more arbitrary in their conduct. Responsions is not a public examination at Oxford, and some years ago, a lady induced one of the examiners, whether by threats or persuasion, to allow a young man in whom she was interested to pass this examination, though totally unqualified to do so. The power of doing this should not be left open. The books required to be read should be four, comprising an orator, a poet, a dramatist, and a historian. One man, for instance, might take up for Greek, Demosthenes (orator) and Eschylus (dramatist); for Latin, Lucretius (poet) and Tacitus (historian). Another might take for Greek, Herodotus (historian) and Pindar (poet); for Latin, Cicero (orator) and Terence (dramatist). By this means, every age and style of Greek and Latin literature would have been studied by the candidate. If these books seem somewhat hard, it must be remembered that under this scheme the whole and sole attention would be given to classics, and that Euclid and arithmetic, which are now such stumbling-blocks for many a good classic, would not be there to interfere. These authors should be read solely with a view to their style, language, and idiom, and no examination should take place in the subject-matter of the historians and orators. A grammatical paper should be set, and comparative philology encouraged as much as possible. There should be no divinity examination here, that having been got over at matriculation; and no honours should be accorded. Latin and, perhaps, even Greek composition required.

By this examination, mental training would be organised, and reduced to a simple progressive form. The public matriculation would be a guarantee for the capability of all men to pass this test within seven terms-i. e., more than a year's steady classical reading. It would now be good to carry the mental training a step farther. In the study of classics, the rudiments of the science of man are taught. The next step is evidently the study of moral philosophy. This

should comprise both ancient and modern philosophy. In the study of the ancient, the classical knowledge would be turned to account, but the examination should be conducted in English only, leaving it to the colleges to see that the philosophy was read in the originals. One ancient and one modern author, illustrative of one another, would suffice for a pass; and the answers should be given in the form of short and long essays, the composition of which is in itself a most valuable mode of mental training. At present many a Bachelor of Arts cannot put three English sentences decently together, though he can write pages of Latin; yet every profession, and most of all the profession of a country gentleman, demands this power. Honours should be awarded in this examination, and for these it might be well to make logic necessary. I should propose to confer at this stage a primary degree, to be called the Baccalaureate of Philosophy, and its holders Ph. B., or Bachelors of Philosophy. It is clear that a baccalaureate is properly an honorary degree, and therefore inferior to a licentiate.

It might perhaps be advisable to open a collateral school to confer the degree of Bachelor of Letters-L.B. Certainly the science of man is studied well in his history and literature, though these afford a less developing training for the mind. In this case, English history (without law) and literature would suffice for a pass, and French and German literature, and European history, be requisite for honours. This would turn to some account the present professorships of French and German, and encourage the collateral study of these languages in schools. At any rate, these subjects must be kept distinct. Mental training must have one channel only. The twelfth term, or end of the second year, would be the latest limit for taking the degrees of Ph. B. and L.B.

The third year, and if necessary a fourth also, would be devoted to professional studies, and the degree to be attained would be a licentiate. Before entering on these, it would be imperative for every man to choose his career, a choice now made early in life, and at any rate immediately after the taking of a degree. There would

be no necessity to institute faculties at Oxford, as the delegates of studies would decide the routine of each, and the college tutors guide the young man in his choice of lectures; and their time being left freer, they might pay more attention to the classical and philosophical studies of the undergraduates. The schools would be as follows:

1. Theology-comprising Biblical History and Research; the LXX. and Greek Testament, critically considered; Ecclesiastical History of the first three centuries; English Church History; the Creed and the Articles, with their expositions. This would leave to the special theological schools the instruction in the Liturgies, in sermon-writing, in religious teaching and parochial duties, besides higher theological reading.

2. The school of Natural Science would be much what it is now.

3. The school of Law would require much extension, and a choice between the studies of the Philosophy of Law, Roman Law, International Law, and even Oriental Law (if India is to retain her codes).

4. A school of Physical Science. 5. A school of Letters, comprising High Classics, and English and Foreign Literature and Languages, or perhaps History, and its attendant studies.

These schools would give the degrees of Licentiate of Theology (Th. L.), Licentiate of Science (S.L.), Licentiate of Law (LL.L.), Licentiate of Physics (Ph. L.), and Licentiate of Letters (L.L.).

These letters may look queer at first; but it seems to me a matter of small import whether a man have X.Y.Z. or L.M.N. after his name, or the present B.A. and M.A.

The licentiates would then file off as follows:-Th. L. would seek a bishop's palace, or a theological college, as Wells, Lichfield, Durham, Cuddesdon, &c. S.L. would hurry to the hospitals; LI.L. to the inns of court; Ph. L. to the railways, insurance offices, and id genus omne; and lastly, L.L. would be admissible to the government service at once, would shine in his county, or make a very respectable living as tutor. Of course there are few men who would care to

go through two of these courses; but the country gentleman's education would be completed by passing LL first, and Ll. L. afterwards; and, of course, the more L.'s he accumulated, the better he would be.

Seriously, however, whatever the details, there are sundry advantages in such a scheme as I have here roughly sketched, which are worthy of notice.

1. As applied to Oxford, it would not necessitate any increase in the number of professors. If any one will take the trouble to look through an Oxford calendar, he will find that the liberality of founders has left us, at least, a couple of professors for each faculty, and in some four or five. It would only bring these gentlemen into the active service for which their benefactors undoubtedly destined them. Again, as to the tutors, slight and easy changes might be effected in the course of time, which would give to each college a certain number of professional fellows. On this point I shall enlarge in another paper.

2. It would offer a continuous and undeviating line of study for those who desired it. The first year would be devoted to classics; the second to philosophy, partly from classical authors; a third to high classics and general literature.

3. It would offer a sound grounding for all professions; so that no man would be forced to begin the practical part of his calling before he was well read in its theoretical portion.

4. It would give a steadily progressing mental training, worthy of men, whereas the present is fit for boys alone.

5. It would give degrees which are not mere honours, but certificates of valuable and available proficiency.

6. In reducing the number of examinations, it would do away with the necessity for 'coaching.

7. It would economise time, by enabling a man to obtain his diploma from the special professional schools more rapidly.

8. It would bring thousands to the university, and raise Oxford to what it should be, England's chief seat of learning.

9. The degree of Ph. D., obtained in the second year, would enable the

student to migrate to any other university which offered better professional teaching, after he had sucked the classical yolk at Oxford.

But, whatever be said of Oxonian examinations and want of space has compelled me to leave much unsaid, as about her religious instructionone sad fact must not be here passed

over.

Oxford no longer owns the sway of knowledge. Port and examinations have taken the sceptre from her hand. Let us walk round the libraries, and see the desolation.

The Bodleian is second only to the British Museum. Indeed, Oxford can boast, thanks to her Romish benefactors, more volumes and rarer MSS. than any university town in Europe, perhaps in the world. But so coldly does she view these unsaleable treasures, that at that same Bodleian the Rawlinson MSS., a most valuable and extensive collection, have for more than a hundred years been lying useless and unapproachable, for want of an available catalogue. Again, undergraduates may not use this university library, except by express permission and introduction, and among a dozen of quiet readers whom you see there in their boxes, you will not find more than three or four gownsmen of any grade.

The Radcliffe possesses an enormous collection of printed books, not only on medical, but also on general subjects, and not a few MSS. The permission to use these is open to all undergraduates. You have only to go in and call for your book. I had occa

sion to read, in this library, not long since, for about three months, and during that time the curator, the librarian, and myself, were the only people who ever turned a leaf beneath its dome. Visiters came in shoals. Staring freshmen came to look about and go out again, but never a reader.

The colleges all possess curious, valuable, and often extensive libraries; yet, with a true dog-in-the-manger spirit, the dons close them against the undergraduates, and never enter them themselves. It is sad to go into the old dark library at Merton, for instance, where the books are still chained to their places-a proof that students once came here to read—and find the worm, the moth, the spider, and the damp devouring the food which minds might live by.

But what can you expect, where all is so narrow? Books are hated, if they be not of that school. Oxford suppressed even Anthony à Wood, her own chronicler, and Hearne's Camden's Elizabeth; and an Oxford college very nearly dismissed Adam Smith for reading Hume's Essay on Human Nature. Yet it was not always so.

Of old walked knowledge in these quiet cloisters, and unveiled her face beneath these mouldering arches. Now the reeling step and horrid mirth of the drunkard profanes her shrines. Laus Deo is sung no more, but only

Gaudeamus igitur, juvenes dum sumus,
Post jucundam juventutem,
Post molestam senectutem,
Nos habebit humus.'