102 A LIBERAL EDUCATION; iv 



merits, not for the elements of a general liberal 

 education, but for the prolonged study of special 

 and professional faculties by men of riper age. 

 The universities embraced both these objects. 

 The colleges, while they incidentally aided in ele- 

 mentary education, were specially devoted to the 

 highest learning . . . 



" This was the theory of the middle-age uni- 

 versity and the design of collegiate foundations 

 in their origin. Time and circumstances have 

 brought about a total change. The colleges no 

 longer i)romote the researches of science, or direct 

 professional study. Here and there college walls 

 may shelter an occasional student, but not in 

 larger proportions than may be found in private 

 life. Elementary teaching of youths under twenty 

 is now the onlv function performed bv the univer- 



^ J. ^ 



sity, and almost the only object of college endow- 

 ments. Colleges were homes for the life-study of 

 the highest and most abstruse parts of knowledge. 

 They have become boarding schools in which the 

 elements of the learned languages are taught to 

 youths." 



If Mr. Pattison's high position, and his obvious 

 love and respect for his university, be insufficient 

 to convince the outside world that language so 

 severe is yet no more than just, the authority of 

 the Commissioners who reported on the University 

 of Oxford in 1850 is open to no challenge. Yet 

 thev write: — 



