( 3 ) 
bridge? It muft, I think, be afcribed to a 
variety of caufes, partly acting upon each 
other, and fome of them totally indepen- 
dent. The firft caufe, which operates alike 
in both Univerfities, is a pofitive adherence 
to ftatutes and cuftoms, which, not accord- 
ing with the prefent improved ftate of learn- 
ing, nor with the manners of the prefent 
times, fatigue and difguft the ftudents im- 
mediately on their admiflion. Extreme early 
riling and conftant attendance in the cha- 
pel, are hardfhips in which they perceive no 
utility. They comply with reluctance. They 
are difgufted with an academical life. They 
refide no longer than is abfolutely neceflary, 
and they look forward with impatience to 
the day of their releafe. In fuch a temper, 
little improvement can be expected. No 
young man will apply to learning con amore, 
in a difagreable fituation. 
I am, neverthelefs, far from thinking, 
that young gentlemen fhould be entirely 
unreftrained; but I am of opinion, that 
thefe reftriclions fhould be confined to their 
immoralities, and that in all other refpects 
their refidence at the Univerfity (hould be 
rendered as agreeable to themfelves as pofli- 
ble. There is a principle in human nature 
fo 
