Mr. Mann's views of the true ends to be sought in our systems of education receive daily confirmation. Burying the mind under a heap of ready-made generalizations may give a conceit of knowledge, amusing or dangerous as the case may be, but never gives the "power" promised in the aphorism. When Montaigne said that he would rather forge his mind than furnish it, he suggested the true principle of education. The problem is not to fill the mind from without, but to give the most efficient aid to its efforts to form itself from within. The energies that Mr. Mann put forth for the direction and government of Antioch College, his noble sacrifices far exceeding the requirements that could justly be demanded at his hands, not only show his lofty and resolute nature, but clearly exhibit the substantial _animus_ of the scheme of instruction he had at heart. While fully recognizing the intimate connection between physical organization and mental phenomena, he never doubted our inherent ability to subdue the animal nature, and considered that a recognizable effort so to do should be an essential condition of intellectual culture. The great features of the institution for which he sacrificed his life were, an unsectarian basis, and instruction to woman as well as man. The touching narrative shows how broad and firm was the foundation upon which he built. The glory of Horace Mann the educator culminates in this: he proved that without dogma or formulary the tone of a large body of students might be unusually religious and their conduct unusually moral; and also, that the properly guarded intercourse of young men and young women engaged in the pursuit of knowledge might be elevating and beneficial to both.