The mathematical portion of this course consisted of Euclid, algebra, and trigonometry, the student being thus trained in the model processes of pure mathematical reasoning left us by the first, and also brought acquainted with the elementary operations of analysis. As a matter of mental training, the most valuable portion of this curriculum was the knowledge acquired of the geometrical processes employed by Euclid, as familiarising the mind of the student with the severest forms of reasoning, and the steps whereby indubitable verity is attained. This portion, however, was most especially selected for curtailment by the reforms to which we are alluding. In the stead of the requirements thus displaced, a motley amount of elementary propositions in statics, dynamics, and hydrostatics, were substituted--useful information enough as instances of the simpler applications of the analytical machinery of mathematics, but comparatively worthless as an exercise of the mind. Country clergymen, whose forgotten mathematics loomed grandly on their minds through the mist of years, were confounded with disappointment at beholding their sons, in whom they expected to find philosophers, return to them with an examination paper, apparently rather calculated to unfold the mysteries of engineering, well-sinking, and carpentering. This object--the practicability and immediate utility of the studies pursued, in preference to the superiority of mental training derivable from them--seems to be simply that which has dictated the recent innovations of 1848. The principle which entered into both measures may easily be traced in the prevalent phases of literature and science throughout the public at large. A few years ago, every one fancied himself a philosopher. Little volumes, cabinet cyclopædias and the like, swarmed on the booksellers' shelves, containing a string of disjointed and bald scientific facts, involving no truth and expressive of no law, but more or less adroitly arranged under several heads, with a _savant_ air. The man of business--the apprentice--the boarding-school miss--took it into their heads that a royal road was thus opened to all branches of useful and entertaining knowledge,--that the acquirements of Bacon were "in this wonderful age" brought within the reach of every one who had an occasional hour or two in the day to spare from more mechanical employments; and that the progress from ignorance to philosophy was as much facilitated by these little-book contrivances, as the journey from London to Birmingham, by the rushing railway-train, was an advance upon the week's toil of our forefathers in accomplishing the same space. Much of this mania for desultory knowledge has evaporated, but its influences are still distinctly to be traced among us. It is not surprising that those influences should in some measure have affected the universities. In accordance with the popular notions afloat, the Cambridge