The other publication of this period was a book on Literary and Ecclesiastical Endowments. It was devoted chiefly to the case of the Scottish universities. Among the reforms which he advocated, a foremost place was given to the raising of the standard of scholarship for those joining the university. Though apparently disregarded at the time, it was seen, whenever serious attention began to be given to the state of our universities, that this was indeed the most important change to begin with. What Dr. Chalmers proposed was, that an entrance examination should be instituted, and that a gymnasium, or, as we now call it, a secondary school, should be attached to each of the universities, for instruction that would qualify for the entrance examination. Modern opinion has so far transcended the modest proposal of Chalmers, that instead of a preparatory school in each university seat, the demand is now for adequate secondary schools scattered over all the land. It was a very congenial thing for Chalmers to advocate in this way the elevation and ample equipment of our universities. His old love of science and general culture had never died in him, although he had learned to give them a secondary place, and to feel profoundly that the first duty and the chief interest of man concerned his relation to the great God, without whom nothing could be great, nothing strong. But the spirit of Chalmers was stirred within him as often as he thought of the great leaders of science, and their splendid achievements in astronomy and in other departments. The very name of Newton sent a thrill through every fibre of his being, and roused the desire to follow in his steps, as well as to see every youth around him inspired by his spirit, and by all that was noble in his example. Speaking of the universities of England, which were more successful than the Scottish in cultivating particular branches, but gave less complete attention to learning as a whole, he said, ’We cannot conclude this passing notice of the universities of England without the mention of how much they are ennobled by those great master spirits—those men of might and high achievement—the Newtons, and the Miltons, and the Drydens, and the Barrows, and the Addisons, and the Butlers, and the Clarkes, and the Stillingfleets, and the Ushers, and the Foxes, and the Pitts and Johnsons, who within their attic retreats received that first awakening which afterwards expanded into the aspirations and triumphs of loftiest genius. This is the true heraldry of colleges. Their family honour is built on the prowess of sons, not the greatness of ancestors.’ It remains for us to take a glance at some of the more miscellaneous engagements of Chalmers during this period, including his journeys, his speeches in public, the new friendships he formed, his spiritual progress, and his letters to his family and friends.