Should it prove, however, that the cultivation of active exercises diminishes the proportion of time given by children to study, we can only view it as an added advantage. Every year confirms us in the conviction, that our schools, public and private, systematically overtask the brains of the rising generation. We all complain that Young America grows to mental maturity too soon, and yet we all contribute our share to continue the evil. It is but a few weeks since we saw the warmest praises, in the New York newspapers, of a girl's school, in that city, where the appointed hours of study amounted to nine and a quarter daily, and the hours of exercise to a bare unit. Almost all the Students' Manuals assume that American students need stimulus instead of restraint, and urge them to multiply the hours of study and diminish those of out-door amusements and of sleep, as if the great danger did not lie that way already. When will parents and teachers learn to regard mental precocity as a disaster to be shunned, instead of a glory to be coveted? We could count up a dozen young men who have graduated at Harvard College, during the last twenty years, with high honors, before the age of eighteen; and we suppose that nearly every one of them has lived to regret it. "Nature," says Tissot, in his Essay on the Health of Men of Letters, "is unable successfully to carry on two rapid processes at the same time. We attempt a prodigy, and the result is a fool." There was a child in Languedoc who at six years was of the size of a large man; of course, his mind was a vacuum. On the other hand, Jean Philippe Baratier was a learned man in his eighth year, and died of apparent old age at twenty. Both were monstrosities, and a healthy childhood would be equidistant from either.