Thus, I apprehend, the strictly professional uses of general knowledge fail to justify the Grammar School and the Arts' curriculum. Something, indeed, may still be said for the higher grades of professional excellence, and for introducing improved methods into the practice of the several crafts; for which wider outside studies lend their aid. This, however, is not enough; inventors are the exception. In fact, the ground must be widened, and include, secondly, _the life beyond the profession_. We are citizens of a self-governed country; members of various smaller societies; heads, or members of families. We have, moreover, to carve out recreation and enjoyment as the alternative and the reward of our professional toil. Now the entire tone and character of this life outside the profession, is profoundly dependent on the compass of our early studies. He that leaves the school for the shop at thirteen, is on one platform. He that spends the years from thirteen to twenty in acquiring general knowledge, is on a totally different platform; he is, in the best sense, an aristocrat. Those that begin work at thirteen, and those that are born not to work at all, are alike his inferiors. He should be able to spread light all around. He it is that may stand forth before the world as the model man. [THE GRADUATE AS SUCH.] THE IDEAL GRADUATE. All this supposes that you realise the position; that you fill up the measure of the opportunities; that you keep in view at once the Professional life, the Citizen life, and the life of Intellectual tastes. The mere professional man, however prosperous, cannot be a power in society, as the Arts' graduate may become. His leisure occupations are all of a lower stamp. He does not participate in the march of knowledge. He must be aware of his incompetence to judge for himself in the greater questions of our destiny; his part is to be a follower, and not a leader. It is not, then, the name of graduate that will do all this. It is not a scrape pass; it is not decent mediocrity with a languid interest. It is a fair and even attention throughout, supplemented by auxiliaries to the class work. It is such a hold of the leading subjects, such a mastery of the various alphabets, as will make future references intelligible, and a continuation of the study possible.