and most dangerous—the men conscious of unsatisfied and unemployed intellect. And they have their reward in a practical and patent form. Out of these men a volunteer corps is organized, officered partly by themselves, partly by gentlemen of the University; a nucleus of discipline, loyalty, and civilization for the whole population of Cambridge.

A noble work this has been, and one which may be the parent of works nobler still. It is the first instalment of, I will not say a debt, but a duty, which the Universities owe to the working classes. I have tried to express in this book, what I know were, twenty years ago, the feelings of clever working men, looking upon the superior educational advantages of our class. I cannot forget, any more than the working man, that the Universities were not founded exclusively, or even primarily, for our own class; that the great mass of students in the middle ages were drawn from the lower classes, and that sizarships, scholarships, exhibitions, and so forth, were founded for the sake of those classes, rather than of our own. How the case stands now, we all know. I do not blame the Universities for the change. It has come about, I think, simply by competition. The change began, I should say, in the sixteenth century. Then, after the Wars of the Roses, and the revival of letters, and the dissolution of the monasteries, the younger sons of gentlemen betook themselves to the pursuit of letters, fighting having become treasonable, and farming on a small scale difficult (perhaps owing to the introduction of large sheep-farms, which happened in those days), while no monastic orders were left to recruit the Universities, as they did continually through the middle ages, from that labouring-class to which they and their scholars principally belonged.

So the gentlemen's sons were free to compete against the sons of working men; and by virtue of their superior advantages they beat them out of the field. We may find through the latter half of the sixteenth and the beginning of the seventeenth centuries, bequest after bequest for the purpose of stopping this change, and of enabling poor men's sons to enter the Universities; but the tendency was too strong to be effectually resisted then. Is it too strong to be resisted now? Does not the increased civilization and education of the working classes call on the Universities to consider whether they may not now try to become, what certainly they were meant to be, places of teaching and training for genius of every rank, and