That the state of knowledge in any country will exert a directive
influence on the general system of instruction adopted in it, is
a principle too obvious to require investigation. And it is
equally certain that the tastes and pursuits of our manhood will
bear on them the traces of the earlier impressions of our
education. It is therefore not unreasonable to suppose that some
portion of the neglect of science in England, may be attributed
to the system of education we pursue. A young man passes from
our public schools to the universities, ignorant almost of the
elements of every branch of useful knowledge; and at these latter
establishments, formed originally for instructing those who are
intended for the clerical profession, classical and mathematical
pursuits are nearly the sole objects proposed to the student's
ambition.

Much has been done at one of our universities during the last
fifteen years, to improve the system of study; and I am confident
that there is no one connected with that body, who will not do me
the justice to believe that, whatever suggestions I may venture
to offer, are prompted by the warmest feelings for the honour and
the increasing prosperity of its institutions. The ties which
connect me with Cambridge are indeed of no ordinary kind.

Taking it then for granted that our system of academical
education ought to be adapted to nearly the whole of the
aristocracy of the country, I am inclined to believe that whilst
the modifications I should propose would not be great innovations
on the spirit of our institutions, they would contribute
materially to that important object.