That the evils which have been described admit of no remedy at present, or perhaps in the present generation, may be fully conceded. But they may be palliated if they cannot be cured, and they must be palliated by the agents to whom we may ultimately look for their cure, education and fearless criticism. As their origin may be mainly ascribed to the failure of the Universities to adapt themselves to new conditions, so on the willingness of the Universities to repair their error must depend all possibility of rectifying the results of it. From its organization at the Universities everything comprehended in the system of liberal study takes its ply; its standards are there determined, its methods formulated, its aims defined. As a subject of teaching, and as the result of teaching, in its relation to theory and in its relation to practice, it there receives an impression which is permanent. It has been so with classical scholarship, and with Philology; it has been so with Philosophy and Theology, with Jurisprudence and History. What has been imparted in the lecture-rooms of Oxford and Cambridge has orally, and by the pen, become influential wherever these subjects are represented. There is not an educational institute in Great Britain or in the colonies, there is not a serious magazine or review on which it has not set its seal. We have a striking illustration of this in the case of Modern History. Some thirty years ago it was practically unrepresented, either at Oxford or Cambridge. Since then its study has been organized. What has been the result? It has become one of the most flourishing branches of learning. It has reduced chaos to order; it has raised its teaching, and by implication its literature, to a very high standard; it has put the _canaille_ of sciolists and fribbles into their proper place; while disciplining energy it has directed it to fruitful objects; it has revolutionized the study of the whole subject. Thus the condition and fortune of everything which is affected by education depend on the Universities. All that they do, or neglect to do, passes into precedent. There is nothing susceptible of educational impression which does not take its colour and its characteristics from them. They have made the subjects which are represented in their schools what they are, and every intelligent English citizen proud and grateful.