Mathematics will soar into its highest regions; while the
high peaks of philosophy may be scaled by those whose aptitude for
abstract thought has been awakened by elementary logic. Finally, schools
of pictorial and plastic art, of architecture, and of music, will offer
a thorough discipline in the principles and practice of art to those in
whom lies nascent the rare faculty of aesthetic representation, or the
still rarer powers of creative genius.
The primary school and the university are the alpha and omega of
education. Whether institutions intermediate between these (so-called
secondary schools) should exist, appears to me to be a question of
practical convenience. If such schools are established, the important
thing is that they should be true intermediaries between the primary
school and the university, keeping on the wide track of general culture,
and not sacrificing one branch of knowledge for another.
Such appear to me to be the broad outlines of the relations which the
university, regarded as a place of education, ought to bear to the
school, but a number of points of detail require some consideration,
however briefly and imperfectly I can deal with them. In the first
place, there is the important question of the limitations which should
be fixed to the entrance into the university; or, what qualifications
should be required of those who propose to take advantage of the higher
training offered by the university.
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