"Meanwhile those exaggerated systems of examination had led to some experience, beneficial, though rather unpleasant. It gradually became to be noticed by competent persons that, in proportion as the students prepared for the required and enforced government examinations, there grew a dislike or decline of free study, an aversion to pure science, which is more dependent upon clear judgment than practised memory. And thus was lost the principal aim of all higher instruction which is not the 'training' for certain professions, but the complete and entire development of all the slumbering faculties of man. [15] The Dutch people began to see that they had been following the example of the Chinese, who surpass every nation under the sun in the length of their examinations; indeed, they found that they had run great risk of becoming the Chinese of Europe. It became generally recognised that every principle, however good in itself, may be 'overdone;' that examinations, however difficult to dispense with altogether, will always remain a sad necessity; and that it is perfectly chimerical to think of government examinations so arranged as to not only produce an universal and incontestable standard or measure of knowledge, but also to be a means of judging the theoretical and practical abilities of the candidates. It was further discovered that it was a gross error to suppose that government examinations were to be the stimulants for university study; in fact, that what was wanted was not means of discouragement, but of encouragement. The human mind is like a liquid given to fermentation. Without leaven there cannot be any fermentation; and the latter is promoted by heat, depressed by cold. What you want in order to stimulate higher education in the higher sense of the word is a staff of competent tutors supplied with ample means for advancing and furthering knowledge in every possible direction; encouragement for all efforts to cultivate sound science, and nothing but the most beneficial results will accrue to society at large. Universities, at the dawn of their existence, were, as a rule, endowed with certain rights and privileges, like moral corporations; but these were swept away through the tide of progress having ceased to be adapted to the conditions of modern society. One right, let us say one duty, only remained vested in the universities, that of conferring degrees on its scholars after the passing of certain examinations; but the latter were subject, like all other examinations, to this, that they could never give a sufficiently satisfactory guarantee. Yet, while the defects of these were largely advertised, their advantages were often overlooked, until they were ultimately abolished, or replaced by the examining authority of government commissions. When at last it was found, after endless experiments, that people had been jumping from the frying-pan into the fire, one gradually began to recognise