But where intermediate schools did exist, he demanded that they
should keep on the same wide track of general knowledge, not
sacrificing one branch of knowledge for another. He held that the
elementary instruction to which he had referred embraced all the real
kinds of knowledge and mental activity possible to man. The university
could add no new fields of mental activity, no new departments of
knowledge. What it could do was to intensify and specialise the
instruction in each department.
"Thus literature and philology, represented in the elementary
school by English alone, in the university will extend over the
ancient and modern languages. History, which like charity, best
begins at home, but, like charity, should not end there, will
ramify into anthropology, archaeology, political history, and
geography, with the history of the growth of the human mind and
of its products, in the shape of philosophy, science, and art,
and the university will present to the student libraries, museums
of antiquities, collections of coins, and the like, which will
efficiently subserve these studies. Instruction in the elements
of political economy, a most essential but hitherto sadly
neglected part of elementary education, will develop in the
university into political economy, sociology, and law.
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