A bright, intelligent boy, whose talents lay in the line of natural philosophy and mechanics, passed with brilliant success through the Boston English High School. He won the first medals, and felt all that pride and enthusiasm which belong to a successful student. He entered the Latin Classical School as the next step on his way to a collegiate education. With a large philosophic and reasoning brain, he had a very poor verbal and textual memory; and here he began to see himself distanced by boys who had hitherto looked up to him. They could rattle off catalogues of names; they could do so all the better from the habit of not thinking of what they studied. They could commit the Latin Grammar, coarse print and fine, and run through the interminable mazes of Greek accents and Greek inflections. This boy of large mind and brain found himself always behindhand, and became, in time, utterly discouraged; no amount of study could place him on an equality with his former inferiors. His health failed, and he dropped from school. Many a fine fellow has been lost to himself, and lost to an educated life, by just such a failure. The collegiate system is like a great coal-screen: every piece not of a certain size must fall through. This may do well enough for screening coal; but what if it were used indiscriminately for a mixture of coal and diamonds? “Poor boy!” said Ole Bull, compassionately, when one sought to push a schoolboy from the steps of an omnibus, where he was getting a surreptitious ride. “Poor boy! let him stay. Who knows his trials? Perhaps he studies Latin.” The witty Heinrich Heine says, in bitter remembrance of his early sufferings,--“The Romans would never have conquered the world, if they had had to learn their own language. They had leisure, because they were born with the knowledge of what nouns form their accusatives in _im_.”