term of life and possible range of experience: and will never again come within them. With respect to medicine, the case is no evil but a great benefit--so long as the subdividing principle does not descend too low to allow of a perpetual re-ascent into the generalizing principle (the [Greek: _to_] commune) which secures the unity of the science. In ancient times all the evil of such a subdivision was no doubt realized in Egypt: for there a distinct body of professors took charge of each organ of the body, not (as we may be assured) from any progress of the science outgrowing the time and attention of the general professor, but simply from an ignorance of the organic structure of the human body and the reciprocal action of the whole upon each part and the parts upon the whole; an ignorance of the same kind which has led sailors seriously (and not merely, as may sometimes have happened, by way of joke) to reserve one ulcerated leg to their own management, whilst the other was given up to the management of the surgeon. With respect to law and medicine then, the difference between ourselves and our ancestors is not subjective but objective; not, _i.e._ in our faculties who study them, but in the things themselves which are the objects of study: not we (the students) are grown less, but they (the studies) are grown bigger;--and that our ancestors did not subdivide as much as we do--was something of their luck, but no part of their merit. Simply as subdividers therefore to the extent which now prevails, we are less superficial than any former age. In all parts of science the same principle of subdivision holds: here therefore, no less than in those parts of knowledge which are the subjects of distinct civil professions, we are of necessity more profound than our ancestors; but, for the same reason, less comprehensive than they. Is it better to be a profound student, or a comprehensive one? In some degree this must depend upon the direction of the studies: but generally, I think, it is better for the interests of knowledge that the scholar should aim at profundity, and better for the interests of the individual that he should aim at comprehensiveness. A due balance and equilibrium of the mind is but preserved by a large and multiform knowledge: but knowledge itself is but served by an exclusive (or at least paramount) dedication of one mind to one science. The first proposition is perhaps unconditionally true: but the second with some limitations. There are such people as Leibnitzes on this earth; and their office seems not that of planets--to revolve within the limits of one system, but that of comets (according to the theory of some speculators)--to connect different systems together. No doubt there is much truth in this: a few Leibnitzes in every age would be of much use: but neither are many men fitted by nature for the part of Leibnitz; nor would the aspect of knowledge be better, if they were. We