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 imperfectly I can deal with them.  In the first place, there is the important question of the limitations which should be fixed to the entrance into the university; or, what qualifications should be required of those who propose to take advantage of the higher training offered by the university.  On the one hand, it is obviously desirable that the time and opportunities of the university should not be wasted in conferring such elementary instruction as can be obtained elsewhere; while, on the other hand, it is no less desirable that the higher instruction of the university should be made accessible to every one who can take advantage of it, although he may not have been able to go through any very extended course of education.  My own feeling is distinctly against any absolute and defined preliminary examination, the passing of which shall be an essential condition of admission to the university.  I would admit to the university any one who could be reasonably expected to profit by the instruction offered to him; and I should be inclined, on the whole, to test the fitness