Lastly;-in order to secure the enlarged education, which is to realize the ardent wish and deliberate scheme of the Council of this College for the elevation of the surgical profession,-I have only to express my unaltered conviction, strengthened indeed by the success with which the trial has been already attended, -that it is in Universities and Colleges that a medical education may be best grounded on those universal elements of science, which are the essential constituents of every liberal profession. I hold it indeed scarcely possible that any professional education can be fully accomplished except in such Institutions ;where discipline both intellectual and moral, and a pledged direction and supervision of the studies, give the requisite security for its progress and completion;-and where the Alumni are induced habitually to regard themselves as members of one body, and to form among themselves a correspondent law of honor, of self-respect, and of respect for each other as fellow-collegians-with the cognate habit of despising the hollow, the tricky, and the ostentatious, in short, to form that sentiment of honor and gentlemanly feeling, in which the moral life of the individual breathes as in its natural atmosphere, with an unconsciousness, which gives the charm of unaffected manners and conduct.

So best, and so only, by the institution and protection of great seminaries of learning, in

which is cultivated Science anterior to the sciences, as the sciences to the especial professions-so only by the sense of a common derivation, by the fraternizing habits of a common training, will the members of all the professions, thus acknowledging a common birthplace, tend once more to a re-union as a National Learned Class. So best may we ensure the growth and increase of Professions-united in their attachment to all ancient institutions and in all the hereditary loves, loyalties, and reverences, that have ever been the precious birthright of an English Gentleman-Professions united with each other, and in union with the National Church,* as the universal organ, according to the Idea, for educing, harmonizing and applying all the elements of moral cultivation and intellectual progression, of which Religion prescribes the aim and sanctifies the

use.

* See Appendix D.

APPENDIX.

A.

POWERS AND FACULTIES ESSENTIALLY HUMAN.

As far as I can trace the characteristic powers of my own mind, I find in myself Will, Personality, or that which every man means when he says I, Myself;-next, Reason, or the power of contemplating necessary and universal truths, and of proposing ultimate ends for the determination of the Will, that faculty which, when the sense shows us that the two sides of a given triangle are greater than the third, adds to this information: So it is universally, and so it must be. Further, I find the Imagination distinguished in kind from the Fancy-as when we say that Milton is a highly imaginative, Cowley a fanciful, poet; or that Shakspeare discloses the greatest luxuriance of fancy in his Queen Mab's dream, the profoundest energies of imagination in his King Lear, and unites imagination and fancy throughout the Tempest:-to the works of Callot we willingly apply the praise of great fancy; but assuredly in a very different sense do we attribute imagination to Michael Angelo.

These are the higher powers of the mind, and

it is by the influence of these in the same mind that the remaining faculties are properly and peculiarly human, namely the Understanding, which, in the intelligent animals, we see as a faculty of selecting and adapting means to immediate purposes, but which, elevated by Free-Will, Reason, and Imagination, in man becomes the faculty of Words or significant signs, of Language in its widest extent, visual or auditual,—a faculty by which we generalize the notices of the senses, and by referring the phenomena to pre-established classes we determine their reality, independent of the impressions or images in our own minds. Then the Sense, the percipient faculty, which, when united with Sensation, and determined by a specific organization, constitutes the Senses. In learning geometry, the pupil is rightly instructed that it is not to the diagram on the paper that the demonstrations apply, but to the mental perception; that the true mathematical circle is an object of the pure sense, and exists in and for the mind alone, the diagram being only a picture or imperfect representative.

Moreover, as there is no chasm in the mind, and every faculty, therefore, must have an intermediate partaking of both; so between the understanding and the sense we find a most important faculty, and for which I know no more appropriate name than the Active or Schematic Fancy. It is that faculty by which we form the most general outline of our thoughts, the general scheme of our intended productions, the mental scheme, for