at we should run no hazard in a little relaxing: the
strictness of his mathematical trial.

If it should be thought preferable, the sciences might be grouped, and
the following subjects be taken together:--

Modern History.
Laws of England.
Civil Law.

Political Economy.
Applications of Science to Arts and Manufactures.

Chemistry.
Mineralogy.
Geology.

Zoology, including Physiology and Comparative Anatomy.
Botany, including Vegetable Physiology and Anatomy.

One of the great advantages of such a system would be, that no young
person would have an excuse for not studying, by stating, as is most
frequently done, that the only pursuits followed at Cambridge, classics
and mathematics, are not adapted either to his taste, or to the wants of
his after life. His friends and relatives would then reasonably expect
every student to have acquired distinction in SOME pursuit. If it should
be feared that this plan would lead to too great a diversity of pursuits
in the same individual, a limitation might be placed upon the number of
examinations into which the same person might be permitted to enter. It
might also be desirable not to restrict the whole of these examinations
to the third year, but to allow the student to enter on some portion of
them in the first or second year, if he should prefer it.

By such an arrangement, which would scarcely interfere seriously with
our other examinations, we should, I think, be enabled effectually to
keep pace with the wants of society, and retaining fully our power
and our right to direct the studies of those who are intended for the
church, as well as of those who aspire to the various offices connected
with our academical institutions; we should, at the same time, open
a field of honourable ambition to multitudes, who, from the exclusive
nature of our present studies, leave us with but a very limited addition
to their stock of knowledge.

Much more might be said on a subject so important to the interests of
the country, as well as of our university, but my wish is merely to open
it for our own consideration and discussion. We have already done so
much for the improvement of our system of instruction, that public
opinion will not reproach us for any unwillingness to alter. It is our
first duty to be well satisfied that we can improve: such alterations
ought only to be the result of a most mature consideration, and of a
free inter