As it was a custom, among the oddities of Ireland, to teach Greek and Latin to boys who probably were to spend the rest of their lives at the spade, Curran had what in Ireland was called a classical education, but which his natural talent turned to better account than one in a million of those half-naked classicists. It enriched his metaphors in after life, and enabled him to talk of the raptures of antiquity. In the Irish University, he shared the fate of other celebrated men. Swift, Burke, and Goldsmith made no figure in their academic course. We certainly do not mention this failure to their praise, nor would they themselves have ever so mentioned it. We can easily conceive, that in their palmiest days they regretted their waste of time, or want of industry. Still, they may have found their palliative in the ungenial nature of the collegiate studies in their day. We should observe, that those studies have since been more advantageously adapted to the national necessity, and are of a much more general and popular description. But in the last century, the whole _bent_ of the collegiate education was mathematical: the only road to distinction was Euclid. The value of mathematics is unquestionable. As a science, it holds its head among the highest; but as a national education, it is among the most useless. The mind made for mathematical distinction is as rare as the mind made for poetic pre-eminence. One might as well make poetry a requisite, in a national education, as the mastery of mathematics. The plea that they invigorate the reason is contradicted by perpetual experience. Some of the feeblest, and even the most fanciful, and of course the silliest, managers of great principles, have been mathematicians of celebrity. Napoleon said of Laplace, the first mathematician of his day, to whom he gave a title and a seat in his Council of State, on the strength of his scientific renown, that "he could do nothing with him,--that as a public man he was useless--that his mind was full of his _infinite littles_." And this is the history of nearly all mathematical minds: beyond their diagrams, they are among the dullest, most circumscribed, and most incapable of mankind. The mind of a Newton is not to be ranged in this class of elaborate mediocrity: he was not the mole, whose merit consists in seeing his way in the dark by an organ which is blind in the broad light of nature; he was an eagle, and could dare the full effulgence of the sun. But this meagre and inapplicable acquirement was the chosen prize for the whole young mind of educated Ireland; her mathematical crutch was the only instrument of progress for all the salient spirits of a nation abounding in the most aspiring faculties of man, and the quiet drudge who burrowed his way through Cubics and Surds, or could keep himself awake over the reveries of the _Meditationes Analyticæ_, was the Coryphæus of the College; while men passed along unnoted, who were in future years to embody the national