THE CLASSICAL CONTROVERSY. 633 



The Scotch universities were always distinguished from the English 

 in the breadth of their requirements ; they have comprised for many 

 ages three other subjects mathematics, natural philosophy, and men- 

 tal philosophy, including logic and ethics. In exceptional instances, 

 another science is added ; in one case, natural history, in another, 

 chemistry. According to the notions of scientific order and complete- 

 ness in the present day, a full course of the primary sciences would 

 comprise mathematics, natural philosophy, chemistry, physiology or 

 biology, and mental philosophy. The natural history branches are 

 not looked upon as primary sciences ; they give no laws, but repeat 

 the laws of the primary sciences while classifying the kingdoms of 

 nature. 



In John Stuart Mill's celebrated address at St. Andrews, he stood 

 up for the continuance of the classics in all their integrity, and sud- 

 denly became a great authority with numbers of persons who probably 

 had never treated him as an authority before. But his advocacy of 

 the classics was coupled with an equally strenuous advocacy for the 

 extension of the scientific course to the full circle of the primary 

 sciences ; that is to say, he urged the addition of chemistry and physi- 

 ology to the received sciences. Those that have so industriously 

 brandished his authority for retaining classics, are discreetly silent 

 upon this other recommendation. He was too little conversant with 

 the working of universities to be aware that the addition of two 

 sciences 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. 



The founders of the University of London attempted to realize 

 Mill's conception to the full. They retained classics ; they added 

 English and a modern language, and completed the course of primary 

 science, by including chemistry and physiology. This was a noble 

 experiment, and we can now report on its success. The classical lan- 

 guages, 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 dis- 

 posed 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 



