L E A ANN afx 3 .1 iii K v A l iiii N. o7e!

, a,,,y,,(3_ AtIl ,T,Isk,A,v5„,-.-Ax tim.,~,234 December 1850. tit, ..$ ByllaitrZa/04/413%IrKi1;.. elldatION101:74, , 4 1k., ■ afi tteVIlaftaig9 dn rittlyouglossimoadno r$ons, ti n. in our lea articles. Will you allow me to (dermas( is.-... -fteltialtd adanindueed)16 '. . .ii,i e51 'it-': , ., ' ,4'. ' t .; titzdatifoLearninpkeengitil eill lo 3-0151 sin no florins-rib aid, rililifiriffi§biY 81i9 119t■Yrkhilfecnii101101. 6 611 pfri9eltsieie gifesiigti=stsii '9t' ';' fen -5114ffififithellUfliveititypribith' AF.6 iffittE)44,61ffifstif isartung-l'Aandl< ii !:' =:oit98f 1(v/6 ildifettSliswetkiitgiszfacli4

" 411Sedlifefif 1 thififfhilt mareev

en VI, s.' 5 AitriettlEV Weelitatle' to'

11. ' -find' 'thbilnai*Mtiflitettinibikkealiealr

• lierSities with ilittlig,ffiftailbenttheir natiric .d ! ., t ..) lb rmaginc that 5ialkontiktafhtfearribd on by -,

means, "• atilitation (if I Maft'Veliffslidi !niche use of the word) 0 A P

man.ef ., to :1`1,can only cx well ea cf • yfilitifild appear to ac- t-gdeRt/sinprire that a %fierce m , gigs, Ffii aw tAtittrinfliience that you yourself, Sir, 4., e Vhibli4inikes it so unte- nable, do nut )1 , i .41' ',!' .4 if"-",The7Wiiter of books, (I quote from ,y,olixi , • &lit S us, is supereeding' the professor.' ,,,,h , y0 ME .‘ - hi f ,thi' ,41416Ept! the assertion as an argument against e revie 41` ..., ,..t: Wel r Really, I hardly see

how you can helpit. You s li; , '.:ii iis4f tetaie. " The tu-

tor (you say, meaning, Is 4 i :ei 2...,'" iffigesnind popularize"; but is this not done in 'le :!' 1.0 E. bY a lecturer, unless he be himself qualified to I' 1 , • et-iiiibjeet ?

v

It cannot be.the ., i ! , 11 .1 I sift of education, the lecturing is * f I , I IN 1 Pa I elie ildmits of exceptions Which it is easy. , ,. ff neral aceurdetr, I appeal to common sense ,•.., else . Vs system fulfils no de- finite function--M -SiltIS want. lake. _,E.fiSe of a stddent—of a young man who is to be edticat 5nd, suppose hi *have access to ordinary ad- vice as to what the best „,.. ttAise-a SC the average means of avail, ing himself of them. If g-1.1'. ae- -far education—or I will here say instruction, for that is More OA 14.' an then lectures are redundant. But if Dot, what is needed beyOnCeiis, lo the best books? One great genemkneet,,1 .,ia stimulitym for the ii.'-' This' is -supplied indeed to soma.sxtei4 .V., the, rojiriiii:o system, h ijili :y entinsufficiently. Mit the-great want of all is riefme, nun A .ihnne form beyond that of mere receptivity. TphmAoyeiopme . Z. "541eby active processes, which with its proper accempatiments; t 4, : flinic of faults and the de- tection of weaknesses, is the true met, fo ''the lecturing sys- tem does not" rofess to undertake. Er ti subject of reading

it is superfluous, where examinations now do in all elm

public places of education. Then . .. The success of the system, there are perhaps miffieient op,A 4 Coming to a correct opinion. Take n than,s010_,_ Ay. school education and has subsequently received noi 4s nr,lIC .., ,... , , I Will venture to say, and I speak from some ledge,„ Al : . on Will find such a Student ill-grglini10 -01 fibMits41?;-r)P ' ''t! ,,' , .. 4rainin.. _0. has left him deficient,..thait . ' : I .s .4 1' 14 his know- ledge inaccurate ". li an halfitual practice with the p st '''ffi eans of Which all the more thoroug 1 . •11l glish Univer- sities the great bulk of the instrue ! . • ) eans of private tuition, or of such an application o 1 t. t tem as conforMs it to the priikeipIPiand,inanner of Fir tti i. Pr iii ; then, as well as judging from MittiaedentprobabilsOes„Afeein of *tug as a general instrument-of ediwalion .'is Jai cf.( ..., •I _ Believing, as I do, that *him' viol, A be successfully combated, I think it is of the highest nriporiarg' general opinion should be set right on this subject. If the fact d, the next question obviously so, what is to be done, And hero Ilia ilijnit geat satisfaction the distinc- tion you point out, the e,,so as itillis,i0epied to me to strike in with another distinction which been thecaitse of much difficulty. The Uni- versity systeminclAp Oollegite system have, in most theories, been made to clash, or °isogon of...the two has been obliged to give way to the other. But as isMattey;ipflattb, ,Rits&history,, the functions, 6f the two systems are in an i. ■ . At* espouded respectiVely,tio the two objects which you at(0.,:.L .pr,, rill staff of 'theiViiiVa:nitty has been avail able for the - _ ,i . , . promotion .of and -tdiace4 the tutorial staff of the Colleges (nAel,u, lov.. for late years the pilvii 'tutors in whose hands the setts' work of instruction is at present) has fertile(' the hard work, much of it drudgery, of instructing the mask qt 't .atadents. The right aim of „ reformers is, then, as I conceive, to initeg44 pf ihese systems do its work

...cut,- . ..)..).. .!,/...v, - ,.-

Iii the one ease, the:oir lona/none wontii..„Jo iisli the system of Col- .. lege lectures, whickseareelyrexists for heir purpose than to harass and , to be scorned, and totadoft,the system tq "Mte tuition, remedying its ac- knowledged evils b ;organizing it under, e, authority. I fear to tree- : -pass on your space by entering into thisAtInngement more fully, but I hare elk° doubt that It 18 thoroughly practicabliiNiariircit desirable. -- ..• In perfecting the other systeni, every attenip5should be made to attract to 74 tise 'Universities, or to kepp,theretlipse whosenatues are 4ientOst in literature andin soienoe; anedaraging1;thenile lecture, but not imposing upon them any oppressive.duti Ainct)fiega them as invested with the dutyof teaching those ,#es isk bert?3 or tine Usnvers!ty who are themselves teachers, perhapire gnoge„then Ali* whik through the enforced currieulum of study.r,,, nrsome :branches of stn e professor or his deputy ., might be always reqinred to instrhati a clasar„ h,e,re those in which Ma.' ...thinery of models op papriinents ia;req "Ivey the desired know- :ledge. In the others the lectures might, ., ft more optional. The main point to be kept in view would be Kdiarieria esists more for the general advancement of learning 90, communication of the knowledge required for the definite ac '''. The practice adopted by several of the Cambridge: professors of their lectures persons of both sexes who are nottnembers o thpf, ,ros quite in keeping with this view of their office. ,,. ,I.,.; I ,A„,.... ,, „,„ c).., . In the department of Theology, to *V10340 '44. ays new importance, It would be useful, if I aMnot mistalien,i0nerefxsc , - _seine principle, by erga teaching through College officers the giiiitunymniffatt,', .,10aowledge, and by leaving it open to the professors to pursue deeper ifil,' " lions, to contem- plate those srlick ,t,m pass on be' end the firAqietnents of. Biblical plate their subject more,,a,cieutifically, and in genend.te,:offer,guidance and

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