rong. If
the universities are not so constituted as to admit of this fostering of
free principles, they are pretty sure to retain the antique notions in
accordance with which they were instituted, and to fall into the rear of
society in morals and manners. It is the traveller's business to observe
the characteristics of these institutions, and to reflect whether they
are likely to aid or to retard the progress of the nation in which they
stand.

There are universities in almost every country; but they are as little
like one another as the costumes that are found in Switzerland and
India; and the one speak as plainly of morals and manners as the other
of climate. It is needless to point out that countries which contain
only aristocratic halls of learning, or schools otherwise devoid of an
elastic principle, must be in a state of comparative barbarism; because,
in such a case, learning (so called there) must be confined to a few,
and probably to the few who can make the least practical use of it.
Where the universities are on such a plan as that, preserving their
primary form, they can admit increasing numbers, the state of intellect
is likely to be a more advanced one. But a more favourable symptom is
where seats of learning are multiplied as society enlarges, modified in
their principles as new departments of knowledge open, and as new
classes arise who wish to learn. That country is in a state of
transition--of progression--where the ancient universities are honoured
for as much as they can give, while new schools arise to supply their
deficiencies, and Mechanics' Institutes, or some kindred establishments,
flourish by the side of both. This state of things, this variety in the
pursuit of knowledge, can exist only where there is a freedom of
thought, and consequent diversity of opinion, which argues a vigorous
idea of liberty.

The observer must not, however, rest satisfied with ascertaining the
proportion of the means of education to the people who have to be
educated. He must mark the objects for which learning is pursued. The
two most strongly contrasted cases which can be found are probably those
of Germany and (once more) the United States. In the United States, it
is well known, a provision of university education is made as ample as
that of schools for an earlier stage; yet no one pretends that a highly
finished education is to be looked for in that country. The cause is
obvious. In a young nation, the great c