But it is time that we should come to particulars, and make known to our readers, as briefly as we can, the nature of the alterations recently introduced at Cambridge, which have called forth so much objurgatory commendation from quarters, which were commonly considered to entertain tolerably destructive views in regard to the universities. We say objurgatory commendation, because the faint praise of a "move in the right direction" was generally more or less coupled with vigorous denunciation of the antiquated obstinacy which had so long kept in the wrong. And here we must premise the statement of certain qualities of the age in which we live, which will have fallen under the notice of all observers. Perhaps the most distinguishing feature of our time is the principle which forms the life and soul of retail trade--the principle which sets men to busy themselves about small and immediate returns for outlay; which looks more to the gains across the counter, than to the advantage which is general, or distant, or future. In a word, _practicality_ is the ruling passion of our day. As might have been expected, education, among other things, has been subjected to this huckstering test. People have asked, what is the market value of this or that branch of learning? Will it get a boy on in the world? Will it enable him to provide for himself soon? Will the returns for the expenditure I am going to make be quick and certain? Cowper represents the father of a son intended for the church as speculating on his young hopeful's prospects after the following fashion:-- "Let reverend churls his ignorance rebuke, Who starve upon a dog's-eared Pentateuch, The parson knows enough who knows a duke." In these days the acquaintance of a duke is not of the same relative value as it was when Cowper wrote; but this sort of worldly-wise calculation is more prevalent than ever, and the cry of the largest class of the public is--give us such knowledge as will _pay_. Those who took this commercial view of education derived no small encouragement from the circumstance that Prince Albert, the learned field-marshal, and warlike chancellor of Cambridge University, had interfered to promote the culture of modern languages in these venerable precincts of Eton, where for many a year Henry's holy shade had watched the growth of an education of less obvious utility. How was young Thomas or William "the better off" for being able to con "the tale of Troy divine?" But teach him to mince a little French, simper a little Italian, snarl a little German, and there he is at once accomplished for an _attaché_, a correspondent, or a bagman--profitable walks of life all of them. And the same notions mounted still higher in the ascendant, when the senate of the University of Cambridge apparently evinced a desire to examine the requirements of that body by the same standard.