The founders of the University of London attempted to realise Mill's conception to the full. They retained Classics; they added English and a modern language, and completed the course of the primary sciences by including both Chemistry and Physiology. This was a noble experiment, and we can now report on its success. The classical languages, English and French or German, mathematics and natural philosophy, and (after a time) logic and moral philosophy, were all kept at a good standard; thus exceeding the requirements of the Scotch Universities at the time by English and a modern language. The amount of attainment in chemistry was very small, and was disposed of in the Matriculation examination. Physiology was reserved for the final B.A. examination, and was the least satisfactory of all. Having myself sat at the Examining Board while Dr. Sharpey was Examiner in Physiology, I had occasion to know that he considered it prudent to be content with a mere show of studying the subject. Thus, though the experience of the University of London, as well as of the Scotch Universities, proves that the classical languages are compatible with a very tolerable scientific education, yet these will need to be curtailed if every one of the fundamental sciences, as Mill urged, is to be represented at a passable figure. In the various new proposals for extending the sphere of scientific knowledge, a much smaller amount of classics is to be required, but neither of the two languages is wholly dispensed with. If not taught at college, they must be taken up at school as a preparation for entering on the Arts' curriculum in the University. This can hardly be a permanent state of things, but it is likely to be in operation for some time. 2. The remitting of Greek in favour of a modern language is the alternative most prominently before the public at present. It accepts the mixed form of the old curriculum, and replaces one of the dead languages by one of the living. Resisted by nearly the whole might of the classical party, this proposal finds favour with the lay professions as giving one language that will actually be useful to the pupils as a language. It is the very smallest change that would be a real relief. That it will speedily be carried we do not doubt. Except as a relaxation of the grip of classicism, this change is not altogether satisfactory. That there must be two languages (besides English) in order to an Arts' Degree is far from obvious. Moreover, although it is very desirable that every pupil should have facilities at school or at college for commencing modern languages, these do not rank as indispensable and universal culture, like the knowledge of sciences and of literature generally. They would have to be taught along with their respective literatures to correspond to the classics.