the high temper that judges most clearly where it loves best, have desired that this trust should be given me: and by resting also in the conviction that the goodly tree whose roots, by God's help, we set in earth to-day, will not fail of its height because the planting of it is under poor auspices, or the first shoots of it enfeebled by ill gardening.

2. The munificence of the English gentleman to whom we owe the founding of this Professorship at once in our three great Universities, has accomplished the first great group of a series of changes now taking gradual effect in our system of public education, which, as you well know, are the sign of a vital change in the national mind, respecting both the principles on which that education should be conducted, and the ranks of society to which it should extend. For, whereas it was formerly thought that the discipline necessary to form the character of youth was best given in the study of abstract branches of literature and philosophy, it is now thought that the same, or a better, discipline may be given by informing men in early years of the things it will be of chief practical advantage to them afterwards to know; and by permitting to them the choice of any field of study which they may feel to be best adapted to their personal dispositions. I have always used what poor influence I possessed in advancing this change; nor can any one rejoice more than I in its practical results. But the completion—I will not venture to say, correction—of a system established by the highest wisdom of noble ancestors, cannot be too reverently undertaken: and it is necessary for the English people, who are sometimes violent in change in proportion to the reluctance with which they admit its necessity, to be now, oftener than at other times, reminded that the object of instruction here is not primarily attainment, but discipline; and that a youth is sent to our Universities, not (hitherto at least) to be apprenticed to a trade, nor even always to be advanced in a profession; but, always, to be made a gentleman and a scholar.

3. To be made these,—if there is in him the making of either. The populaces of civilised countries have lately been under a feverish impression that it is possible for all men to be both; and that having once become, by passing through certain mechanical processes of instruction, gentle and learned, they are sure to attain in the sequel the consummate beatitude of being rich.

Rich, in the way and measure in which it is well for them to be so, they may, without doubt, all become. There is indeed a land of Havilah open to them, of which the wonderful sentence is literally true—"The gold of that land is good." But they must first understand, that education, in its deepest sense, is not the equaliser, but the discerner, of men;[1] and that, so far from being instruments for the collection of riches, the first lesson of wisdom is to disdain them, and of gentleness, to diffuse.

It is not therefore, as far as we can judge, yet possible for all men to be gentlemen and scholars. Even under the best training some will remain too selfish to refuse wealth, and some too dull to desire leisure. But many more might be so than are now; nay, perhaps all men in England might one day be so, if England truly desired her supremacy among the nations to be in kindness and in learning. To which good end, it will indeed contribute that we add some practice of the lower arts to our scheme of University education; but the thing which is vitally necessary is, that we should extend the spirit of University education to the practice of the lower arts.

4. And, above all, it is needful that we do this by redeeming them from their present pain of self-contempt, and by giving them rest. It has been too long boasted as the pride of England, that out of a vast multitude of men, confessed to be in evil case, it was possible for individuals, by strenuous effort, and rare good fortune, occasionally to emerge into the light, and look back with self-gratulatory scorn upon the occupations of their parents, and the circumstances of their infancy. Ought we not rather to aim at an ideal of national life, when, of the employments of Englishmen, though each shall be distinct, none shall be unhappy or ignoble; when mechanical operations, acknowledged to be debasing in their tendency,[2] shall be deputed to less fortunate and more covetous races; when advance from rank to rank, though possible to all men, may be rather shunned than desired by the best; and the chief object in the mind of every citizen may not be extrication from a condition admitted to be disgraceful, but fulfilment of a duty which shall be also a birthright?

5. And then, the training of all these distinct classes will not be by Universities of general knowledge, but by distinct schools of such knowledge as shall be most useful for every class: in which, first the principles of their special business may be perfectly taught, and whatever higher learning, and cultivation of the faculties for receiving and giving pleasure, may be properly joined with that labour, taught in connection with it. Thus, I do not despair of seeing a School of Agriculture, with its fully-endowed institutes of zoology, botany, and chemistry; and a School of Mercantile Seamanship, with its institutes of astronomy, meteorology, and natural history of the sea: and, to name only one of the finer, I do not say higher, arts, we shall, I hope, in a little time, have a perfect school of Metal-work, at the head of which will be, not the ironmasters, but the goldsmiths: and therein, I believe, that artists, being taught how to deal wisely with the most precious of metals, will take into due government the uses of all others.

But I must not permit myself to fail in the estimate of my immediate duty, while I debate what that duty may hereafter become in the hands of others; and I will therefore now, so far as I am able, lay before you a brief general view of the existing state of the arts in England, and of the influence which her Universities, through these newly-founded lectureships, may, I hope, bring to bear upon it for good.

6. We have first to consider the impulse which has been given to the practice of all the arts by the extension of our commerce, and enlarged means of intercourse with foreign nations, by which we now become more familiarly acquainted with their works in past and in present times. The immediate result of these new opportunities, I regret to say, has been to make us more jealous of the genius of others, than conscious of the limitations of our own; and to make us rather desire to enlarge our wealth by the sale of art, than to elevate our enjoyments by its acquisition.

Now, whatever efforts we make, with a true desire to produce, and possess, things that are intrinsically beautiful, have in them at least one of the essential elements of success. But efforts having origin only in the hope of enriching ourselves by the sale of our productions, are assuredly condemned to dishonourable failure; not because, ultimately, a well-trained nation is forbidden to profit by the exercise of its peculiar art-skill; but because that peculiar art-skill can never be developed with a view to profit. The right fulfilment of national power in art depends always on the direction of its aim by the experience of ages. Self-knowledge is not less difficult, nor less necessary for the