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favourable report of those who have attended upon his
instructions； and these favourable sentiments he is likely to
gain in no way so well as by deserving them； that is； by the
abilities and diligence with which he discharges every part of
his duty。
In other universities the teacher is prohibited from
receiving any honorary or fee from his pupils； and his salary
constitutes the whole of the revenue which he derives from his
office。 His interest is； in this case； set as directly in
opposition to his duty as it is possible to set it。 It is the
interest of every man to live as much at his ease as he can； and
if his emoluments are to be precisely the same； whether he does
or does not perform some very laborious duty； it is certainly his
interest； at least as interest is vulgarly understood； either to
neglect it altogether； or； if he is subject to some authority
which will not suffer him to do this； to perform it in as
careless and slovenly a manner as that authority will permit。 If
he is naturally active and a lover of labour； it is his interest
to employ that activity in any way from which he can derive some
advantage； rather than in the performance of his duty； from which
he can derive none。
If the authority to which he is subject resides in the body
corporate； the college； or university； of which he himself is a
member； and which the greater part of the other members are； like
himself； persons who either are or ought to be teachers； they are
likely to make a common cause； to be all very indulgent to one
another； and every man to consent that his neighbour may neglect
his duty； provided he himself is allowed to neglect his own。 In
the university of Oxford； the greater part of the public
professors have； for these many years； given up altogether even
the pretence of teaching。
If the authority to which he is subject resides； not so much
in the body corporate of which he is a member； as in some other
extraneous persons… in the bishop of the diocese； for example； in
the governor of the province； or； perhaps； in some minister of
state it is not indeed in this case very likely that he will be
suffered to neglect his duty altogether。 All that such superiors；
however； can force him to do； is to attend upon his pupils a
certain number of hours； that is； to give a certain number of
lectures in the week or in the year。 What those lectures shall be
must still depend upon the diligence of the teacher； and that
diligence is likely to be proportioned to the motives which he
has for exerting it。 An extraneous jurisdiction of this kind；
besides； is liable to be exercised both ignorantly and
capriciously。 In its nature it is arbitrary and discretionary；
and the persons who exercise it； neither attending upon the
lectures of the teacher themselves； nor perhaps understanding the
sciences which it is his business to teach； are seldom capable of
exercising it with judgment。 From the insolence of office； too；
they are frequently indifferent how they exercise it； and are
very apt to censure or deprive him of his office wantonly； and
without any just cause。 The person subject to such jurisdiction
is necessarily degraded by it； and； instead of being one of the
most respectable； is rendered one of the meanest and most
contemptible persons in the society。 It is by powerful protection
only that he can effectually guard himself against the bad usage
to which he is at all times exposed； and this protection he is
most likely to gain； not by ability or diligence in his
profession； but by obsequiousness to the will of his superiors；
and by being ready； at all times； to sacrifice to that will the
rights； the interest； and the honour of the body corporate of
which he is a member。 Whoever has attended for any considerable
time to the administration of a French university must have had
occasion to remark the effects which naturally result from an
arbitrary and extraneous jurisdiction of this kind。
Whatever forces a certain number of students to any college
or university； independent of the merit or reputation of the
teachers； tends more or less to diminish the necessity of that
merit or reputation。
The privileges of graduates in arts； in law； physic； and
divinity； when they can be obtained only by residing a certain
number of years in certain universities； necessarily force a
certain number of students to such universities； independent of
the merit or reputation of the teachers。 The privileges of
graduates are a sort of statutes of apprenticeship； which have
contributed to the improvement of education； just as the other
statutes of apprenticeship have to that of arts； and
manufactures。
The charitable foundations of scholarships； exhibitions；
bursaries； etc。； necessarily attach a certain number of students
to certain colleges； independent altogether of the merit of those
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； for