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the human soul and of the Deity； in the third： in the fourth
followed a debased system of moral philosophy which was
considered as immediately connected with the doctrines of
Pneumatology； with the immortality of the human soul； and with
the rewards and punishments which； from the justice of the Deity；
were to be expected in a life to come： a short and superficial
system of Physics usually concluded the course。
The alterations which the universities of Europe thus
introduced into the ancient course of philosophy were all meant
for the education of ecclesiastics； and to render it a more
proper introduction to the study of theology。 But the additional
quantity of subtlety and sophistry； the casuistry and the ascetic
morality which those alterations introduced into it； certainly
did not render it more proper for the education of gentlemen or
men of the world； or more likely either to improve the
understanding； or to mend the heart。
This course of philosophy is what still continues to be
taught in the greater part of the universities of Europe； with
more or less diligence； according as the constitution of each
particular university happens to render diligence more or less
necessary to the teachers。 In some of the richest and best
endowed universities； the tutors content themselves with teaching
a few unconnected shreds and parcels of this corrupted course；
and even these they commonly teach very negligently and
superficially。
The improvements which； in modern times； have been made in
several different branches of philosophy have not； the greater
part of them； been made in universities； though some no doubt
have。 The greater part of universities have not even been very
forward to adopt those improvements after they were made； and
several of those learned societies have chosen to remain； for a
long time； the sanctuaries in which exploded systems and obsolete
prejudices found shelter and protection after they had been
hunted out of every other corner of the world。 In general； the
richest and best endowed universities have been the slowest in
adopting those improvements； and the most averse to permit any
considerable change in the established plan of education。 Those
improvements were more easily introduced into some of the poorer
universities； in which the teachers； depending upon their
reputation for the greater part of their subsistence； were
obliged to pay more attention to the current opinions of the
world。
But though the public schools and universities of Europe
were originally intended only for the education of a particular
profession； that of churchmen； and though they were not always
very diligent in instructing their pupils even in the sciences
which were supposed necessary for that profession； yet they
gradually drew to themselves the education of almost all other
people； particularly of almost all gentlemen and men of fortune。
No better method； it seems； could be fallen upon of spending；
with any advantage； the long interval between infancy and that
period of life at which men begin to apply in good earnest to the
real business of the world； the business which is to employ them
during the remainder of their days。 The greater part of what is
taught in schools and universities； however； does not seem to be
the most proper preparation for that business。
In England it becomes every day more and more the custom to
send young people to travel in foreign countries immediately upon
their leaving school； and without sending them to any university。
Our young people； it is said； generally return home much improved
by their travels。 A young man who goes abroad at seventeen or
eighteen； and returns home at one and twenty； returns three or
four years older than he was when he went abroad； and at that age
it is very difficult not to improve a good deal in three or four
years。 In the course of his travels he generally acquires some
knowledge of one or two foreign languages； a knowledge； however；
which is seldom sufficient to enable him either to speak or write
them with propriety。 In other respects he commonly returns home
more conceited； more unprincipled； more dissipated； and more
incapable of any serious application either to study or to
business than he could well have become in so short a time had he
lived at home。 By travelling so very young； by spending in the
most frivolous dissipation the most precious years of his life；
at a distance from the inspection and control of his parents and
relations； every useful habit which the earlier parts of his
education might have had some tendency to form in him； instead of
being riveted and confirmed； is almost necessarily either
weakened or effaced。 Nothing but the discredit into which the
universities are allowing themselves to fall could ever have
brought into repute so very absurd a practice as that of
travelling at this early period of life。 By sending his son
abroad； a father delivers himself at least for some time； from so
disagreeable an object as that of a son unemployed； neglected；
and going to ruin before his eyes。
Such have been the effects of some of the modern
institutions for education。
Different plans and different institutions for education
seem to have taken place in other ages and nations。
In the republics of ancient Greece； every free citizen was
instructed； under the direction of the public magistrate； in
gymnastic exercises and in music。 By gymnastic exercises it was
intended to harden his body； to sharpen his courage； and to
prepare him for the fatigues and dangers of war； and as the Greek
militia was； by all accounts； one of the best that ever was in
the world； this part of their public education must have answered
completely the purpose for which it was intended。 By the other
part； music； it was proposed； at least by the philosophers and
historians who have given us an account of those institutions； to
humanize the mind； to soften the temper； and to dispose it for
performing all the social and moral duties both of public and
private life。
In ancient Rome the exercises of the Campus Martius answered
the purpose as those of the Gymnasium in ancient Greece； and they
seem to have answered it equally well。 But among the Romans there
was nothing which corresponded to the musical education of the
Greeks。 The morals of the Romans； however； both in private and
public life； seem to have been not only equal； but； upon the
whole； a good deal superior to those of the Greeks。 That they
were superior in private life； we have the express testimony of
Polybius and of Dionysius of Halicarnassus； two authors well
acquainted with both nations； and the whole tenor if the Greek
and Roman history bears witness to the superiority of the public
morals of the Romans。 The good temper and moderation of
contending factions seems to be the most essential circumstances
in the public morals of a free people。 But the factio