16
disturbance in the system of religious education, either by making special exemption necessary, or by shocking their pre-conceived opinions; this in my judgment can only arise from the defective nature of the system pursued. And indeed the manner in which religion is treated at that university partakes, as far as I have been able to learn, of that general character of difference which pervades all their system of education as compared with ours. It leaves much more to the free choice of the students themselves. It provides means of very effective assistance for those disposed to carry on any particular branch of study, but requires very little where such a disposition does not exist. The freedom of such a system is undoubtedly favourable to the full development of the highest order of intellect, while one, where less is left to the free choice of the student, may probably be better suited to the capacity and disposition of by far the largest part of those who form the mass of students at any place of education. As regards ordinary studies I have no wish to decide to which system the preference is to be given. But in the case of religious instruction there seems to be no room for doubt. If religion is to be regarded merely as one of the faculties—as a science to be pursued by those whose inclination leads them, or profession calls them to the study, then the Cambridge system may be good. But if we regard it as the great foundation of all sound education; as
