It is doubtless true that educators have already become a power in the land. Of this fact they seem to be aware, and the danger is that their influence may be subordinated to the uses of political aspirants. Every educator has a right, of course, to express his own individual opinions; but he certainly has not the right to employ educational instrumentalities to promote the interests of a selfish partisanship, either in State or Church. Whenever it is attempted to sow "tares" of this kind among the wheat, it is to be hoped that an indignant public sentiment will eradicate them with an unsparing hand. It is always pleasant to recall our early schooldays, with their many delightful and refreshing memories, which still linger about the old school-house where we received our elementary education,--the dear old school-house by the wayside, with its noisy group, its sunny spots, and its hours of fun and frolic, and especially its birchen sceptre, which so often taught us the "doctrine of passive obedience." It is unquestionably true that every school-house, to some extent at least, reflects its character in the character of its pupils. Hence we should not only look to the character of our schools, but should build our school-houses in a neat, if not imposing style; for they, though silent, are eloquent teachers, whose influence should create such impressions as will tend to refine the tastes and elevate the aspirations of the youthful mind. But no system of education which is contracted, or revolves in a circle, can fully meet the exigencies of the mind, or satisfy the demands of the age. In most American colleges, as well as in the universities of Europe, a definite course of study is prescribed and made a fixed fact,--a kind of Procrustean bed on which every lad is either stretched or abridged to fit; and this is done, as scholastics tell us, for the purpose of disciplining the mind. No two persons were ever created to think, act, or look alike in every respect; nor can an educational system be prescribed by square and compass which will be alike adapted to all minds. In my humble judgment, those studies best discipline the mind which tend most to enlarge and liberalize it, and which are essentially concordant with its native powers and capacities. The course of education, therefore, which will best develop the peculiar genius, talent, or marked preference of the pupil, should be adopted so far as practicable. If a young man, for instance, exhibits a native talent or taste for music, painting, mechanics, law, medicine, theology, agriculture, or commerce, his education should take the direction indicated. If this plan were pursued in all our colleges and other schools of a high order, we should soon see, instead of here and there a star, a galaxy of brilliant men and women in the sky of our national renown, whose excellence in their several specialties would challenge the admiration of mankind.