There are indications, too, that the period of experiment draws to an end, and that the final plan of the College, on the basis of common-sense, is about to be settled. Mr. Richard Vaux, the present head of the Board of Directors, writes Reports in a style most eccentric, and not always intelligible to remote readers; but it is evident that his heart is in the work, and that he belongs to the party who desire the College to be the useful, unambitious institution that Girard wished it to be. His Reports are not written with rose-water. They say _something_. They confess some failures, as well as vaunt some successes. We would earnestly advise the Directors never to shrink from taking the public into their confidence. The public is wiser and better than any man or any board. A plain statement every year of the real condition of the College, the real difficulties in the way of its organization, would have been far better than the carefully uttered nothings of which the Annual Reports have generally consisted. It was to Philadelphia that Girard left his estate. The honor of Philadelphia is involved in its faithful administration. Philadelphia has a right to know how it is administered. The President of the College is Major Richard Somers Smith, a graduate of West Point, where he was afterwards a Professor. He has served with distinction in the Army of the Potomac, in which he commanded a brigade. To learn how to be an efficient President of Girard College is itself a labor of years; and Major Smith is only in the second year of his incumbency. The highest hopes are indulged, however, that under his energetic rule, the College will become all that the public ought to expect. He seems to have perceived at once the weak point of the institution. "I find in the College," he says in one of his monthly reports, "a certain degree of impatience of study, an inertness, a dragging along, an infection of 'young-Americanism,' a disposition to flounder along through duties half done, hurrying to reach--what is never attained--an 'easy success'; and I observe that this state of things is confined to the higher departments of study. In the elementary departments there is life; but as soon as the boy has acquired the rudiments of his English or common-school education, he begins to chafe, and to feel that it Is time for him to _go out_, and to make haste to 'finish (!) his studies,'--which of course he does without much heart." And again:---