"Thus literature and philology, represented in the elementary school by English alone, in the university will extend over the ancient and modern languages. History, which like charity, best begins at home, but, like charity, should not end there, will ramify into anthropology, archæology, political history, and geography, with the history of the growth of the human mind and of its products, in the shape of philosophy, science, and art, and the university will present to the student libraries, museums of antiquities, collections of coins, and the like, which will efficiently subserve these studies. Instruction in the elements of political economy, a most essential but hitherto sadly neglected part of elementary education, will develop in the university into political economy, sociology, and law. Physical science will have its great divisions, of physical geography, with geology and astronomy; physics; chemistry and biology; represented not merely by professors and their lectures, but by laboratories in which the students, under guidance of demonstrators, will work out facts for themselves and come into that direct contact with reality which constitutes the fundamental distinction of scientific education. Mathematics will soar into its highest regions; while the high peaks of philosophy may be scaled by those whose aptitude for abstract thought has been awakened by elementary logic. Finally, schools of pictorial and plastic art, of architecture, and of music will offer a thorough discipline in the principles and practice of art to those in whom lies nascent the rare faculty of æsthetic representation, or the still rarer powers of creative genius."