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particular colleges。 Were the students upon such charitable
foundations left free to choose what college they liked best；
such liberty might perhaps contribute to excite some emulation
among different colleges。 A regulation； on the contrary； which
prohibited even the independent members of every particular
college from leaving it and going to any other； without leave
first asked and obtained of that which they meant to abandon；
would tend very much to extinguish that emulation。
If in each college the tutor or teacher； who was to instruct
each student in all arts and sciences； should not be voluntarily
chosen by the student； but appointed by the head of the college；
and if； in case of neglect； inability； or bad usage； the student
should not be allowed to change him for another； without leave
first asked and obtained； such a regulation would not only tend
very much to extinguish all emulation among the different tutors
of the same college； but to diminish very much in all of them the
necessity of diligence and of attention to their respective
pupils。 Such teachers； though very well paid by their students；
might be as much disposed to neglect them as those who are not
paid by them at all； or who have no other recompense but their
salary。
If the teacher happens to be a man of sense； it must be an
unpleasant thing to him to be conscious； while he is lecturing
his students； that he is either speaking or reading nonsense； or
what is very little better than nonsense。 It must； too； be
unpleasant to him to observe that the greater part of his
students desert his lectures； or perhaps attend upon them with
plain enough marks of neglect； contempt； and derision。 If he is
obliged； therefore； to give a certain number of lectures； these
motives alone； without any other interest； might dispose him to
take some pains to give tolerably good ones。 Several different
expedients； however； may be fallen upon which will effectually
blunt the edge of all those incitements to diligence。 The
teacher； instead of explaining to his pupils himself the science
in which he proposes to instruct them； may read some book upon
it； and if this book is written in a foreign and dead language；
by interpreting it to them into their own； or； what would give
him still less trouble； by making them interpret it to him； and
by now and then making an occasional remark upon it； he may
flatter himself that he is giving a lecture。 The slightest degree
of knowledge and application will enable him to do this without
exposing himself to contempt or derision； or saying anything that
is really foolish； absurd； or ridiculous。 The discipline of the
college； at the same time； may enable him to force all his pupils
to the most regular attendance upon this sham lecture； and to
maintain the most decent and respectful behaviour during the
whole time of the performance。
The discipline of colleges and universities is in general
contrived； not for the benefit of the students； but for the
interest； or more properly speaking； for the ease of the masters。
Its object is； in all cases； to maintain the authority of the
master； and whether he neglects or performs his duty； to oblige
the students in all cases to behave to him； as if he performed it
with the greatest diligence and ability。 It seems to presume
perfect wisdom and virtue in the one order； and the greatest
weakness and folly in the other。 Where the masters； however；
really perform their duty； there are no examples； I believe； that
the greater part of the students ever neglect theirs。 No
discipline is ever requisite to force attendance upon lectures
which are really worth the attending； as is well known wherever
any such lectures are given。 Force and restraint may； no doubt；
be in some degree requisite in order to oblige children； or very
young boys； to attend to those parts of education which it is
thought necessary for them to acquire during that early period of
life； but after twelve or thirteen years of age； provided the
master does his duty； force or restraint can scarce ever be
necessary to carry on any part of education。 Such is the
generosity of the greater part of young men； that； so far from
being disposed to neglect or despise the instructions of their
master； provided he shows some serious intention of being of use
to them； they are generally inclined to pardon a great deal of
incorrectness in the performance of his duty； and sometimes even
to conceal from the public a good deal of gross negligence。
Those parts of education； it is to be observed； for the
teaching of which there are no public institutions； are generally
the best taught。 When a young man goes to a fencing or a dancing
school； he does not indeed always learn to fence or to dance very
well； but he seldom fails of learning to fence or to dance。 The
good effects of the riding school are not commonly so evident。
The expense of a riding school is so great； that in most places
it is a public institution。 The three most essential parts of
literary education； to read； write； and account； it still
continues to be more common to acquire in private than in public
schools； and it very seldom happens that anybody fails of
acquiring them to the degree in which it is necessary to acquire
them。
In England the public schools are much less corrupted than
the universities。 In the schools the youth are taught； or at
least may be taught； Greek and Latin； that is； everything which
the masters pretend to teach； or which； it is expected； they
should teach。 In the universities the youth neither are taught；
nor always can find any proper means of being taught； the
sciences which it is the business of those incorporated bodies to
teach。 The reward of the schoolmaster in most cases depends
principally； in some cases almost entirely； upon the fees or
honoraries of his scholars。 Schools have no exclusive privileges。
In order to obtain the honours of graduation； it is not necessary
that a person should bring a certificate of his having studied a
certain number of years at a public school。 If upon examination
he appears to understand what is taught there； no questions are
asked about the place where he learnt it。
The parts of education which are commonly taught in
universities； it may； perhaps； be said are not very well taught。
But had it not been for those institutions they would not have
been commonly taught at all； and both the individual and the
public would have suffered a good deal from the want of those
important parts of education。
The present universities of Europe were originally； the
greater part of them； ecclesiastical corporations； instituted for
the education of churchmen。 They were founded by the authority of
the Pope； and were so entirely under his immediate protection；
that their members； whether masters or students； had all of them
what was then called the benefit of clergy； that is； were
exempted from the civil jurisdiction of the countries in which
their respective universities were situated； and were amenable
only to the ecclesiastical tribunals。 What was taught in the
greater part of those universities was suitable to the end of
their institution； either theology； or something that was merely
preparatory to theology。
When Christianity was first established by law； a corrupted
Latin had become the common language of all the western parts of
Europe。 The service of the church accordingly； and the
translation of the Bible which was read in churches； were both in
that corrupted Latin； that is； in the common language of the
country。 After the irruption of the barbarous nations who
overturned the Roman empire； Latin gradually ceased to be the
language of any part of Europe。 But the reverence of the people
naturally preserves the established forms and ceremonies of
religion long after the circumstances which first introduced and
rendered them reasonable are no more。 Tho