es to the
existing course was impracticable; and he was never asked which
alternative he would prefer. I am inclined to believe that he would have
sacrificed the classics to scientific completeness; he would have been
satisfied with the quantum of these already gained at school. But while
we have no positive assurance on this point, I consider that his opinion
should be wholly discounted as not bearing on the actual case.

[UNIVERSITY OF LONDON CURRICULUM.]

The founders of the University of London attempted to realise Mill's
conception to the full. They retained Classics; they added English and
a modern language, and completed the course of the primary sciences by
including both Chemistry and Physiology. This was a noble experiment,
and we can now report on its success. The classical languages, English
and French or German, mathematics and natural philosophy, and (after a
time) logic and moral philosophy, were all kept at a good standard; thus
exceeding the requirements of the Scotch Universities at the time by
English and a modern language. The amount of attainment in chemistry was
very small, and was disposed of in the Matriculation examination.
Physiology was reserved for the final B.A. examination, and was the
least satisfactory of all. Having myself sat at the Examining Board
while Dr. Sharpey was Examiner in Physiology, I had occasion to know
that he considered it prudent to be content with a mere show of studying
the subject. Thus, though the experience of the University of London, as
well as of the Scotch Universities, proves that the classical languages
are compatible with a very tolerable scientific education, yet these
will need to be curtailed if every one of the fundamental sciences, as
Mill urged, is to be represented at a passable figure.

In the various new proposals for extending the sphere of scientific
knowledge, a much smaller amount of classics is to be required, but
neither of the two languages is wholly dispensed with. If not taught at
college, they must be taken up at school as a preparation for entering
on the Arts' curriculum in the University. This can hardly be a
permanent state of things, but it is likely to be in operation for some
time.

2. The remitting of Greek in favour of a modern language is the
alternative most prominently before the public at present. It accepts
the mixed form of the old curriculum, and replaces one of the dead
languages by one of the living. Resisted by nearly