Classical teaching, and all purely scholastic teaching, ought to be finished at school. When a young man goes to University, unless he means to make scholarship his profession, he ought to be free to enter upon a new career. If he has not learnt by that time so much of Greek and Latin as is absolutely necessary in after-life for a lawyer, or a student of physical science, or even a clergyman, either he or his school is to blame. I do not mean to say that it would not be most desirable for every one during his University career to attend some lectures on classical literature, on ancient history, philosophy, or art. What is to be deprecated is, that the University should have to do the work which belongs properly to the school. The best colleges at Oxford and Cambridge have shown by their matriculation examinations what the standard of classical knowledge ought to be at eighteen or nineteen. That standard can be reached by boys while still at school, as has been proved both by the so-called local examinations, and by the examinations of schools held under the Delegates appointed by the Universities. If, therefore, the University would reassert her old right, and make the first examination, called at Oxford Responsions, a general matriculation examination for admission to the University, not only would the public schools be stimulated to greater efforts, but the teaching of the University might assume, from the very beginning, that academic character which ought to distinguish it from mere schoolboy work. Academic teaching ought to be not merely a continuation, but in one sense a correction of scholastic teaching. While at school instruction must be chiefly dogmatic, at University it is to be Socratic, for I find no better name for that method which is to set a man free from the burden of purely traditional knowledge; to make him feel that the words which he uses are often empty, that the concepts he employs are, for the most part, mere bundles picked up at random; that even where he knows facts, he does not know their evidence; and where he expresses opinions, they are mostly mere dogmas, adopted by him without examination. But for the Universities, I should indeed fear that Mill's prophecies might come true, and that the intellect of Europe might drift into dreary monotony. The Universities always have been, and, unless they are diverted from their original purpose, always will be, the guardians of the freedom of thought, the protectors of individual spontaneity; and it was owing, I believe, to Mill's ignorance of true academic teaching that he took so desponding a view of the generation growing up under his eyes.