hat it can do is to intensify and specialise the
instruction in each department. Thus literature and philology,
represented in the elementary school by English alone, in the university
will extend over the ancient and modern languages. History, which, like
charity, best begins at home, but, like charity, should not end there,
will ramify into anthropology, archaeology, political history, and
geography, with the history of the growth of the human mind and of its
products in the shape of philosophy, science, and art. And the
university will present to the student libraries, museums of
antiquities, collections of coins, and the like, which will efficiently
subserve these studies. Instruction in the elements of social economy, a
most essential, but hitherto sadly-neglected part of elementary
education, will develop in the university into political economy,
sociology, and law. Physical science will have its great divisions of
physical geography, with geology and astronomy; physics; chemistry and
biology; represented not merely by professors and their lectures, but by
laboratories, in which the students, under guidance of demonstrators,
will work out facts for themselves and come into that direct contact
with reality which constitutes the fundamental distinction of scientific
education. Mathematics will soar into its highest regions; while the
high peaks of philosophy may be scaled by those whose aptitude for
abstract thought has been awakened by elementary logic. Finally, schools
of pictorial and plastic art, of architecture, and of music, will offer
a thorough discipline in the principles and practice of art to those in
whom lies nascent the rare faculty of aesthetic representation, or the
still rarer powers of creative genius.

The primary school and the university are the alpha and omega of
education. Whether institutions intermediate between these (so-called
secondary schools) should exist, appears to me to be a question of
practical convenience. If such schools are established, the important
thing is that they should be true intermediaries between the primary
school and the university, keeping on the wide track of general culture,
and not sacrificing one branch of knowledge for another.

Such appear to me to be the broad outlines of the relations which the
university, regarded as a place of education, ought to bear to the
school, but a number of points of detail require some consideration,
however briefly and imperfect