The work of a classical teacher, especially in a country college, does not attract much public attention, and however effectively performed cannot furnish much material for biographical remark. It is enough to say that Professor Allison taught the classics with great efficiency, illuminating the otherwise dull page with the illustrative light of history, philosophy and literature. On his accession to the Presidency of the College he exchanged the Chair of Classics for that of Mental Science, and his lectures on that subject as delivered to successive classes would, if published, secure for their author no mean reputation as an acute and independent thinker. During the nine years of his Presidency at Sackville he bore a heavy load of responsibility. The work of endowing the College and generally improving its financial condition was no light one. The intense intercollegiate competition of the Lower Provinces rendered it necessary to infuse new vigour into the teaching staff. The unsettled condition of the "higher education" question, and the somewhat feverish state of the public mind regarding it, obliged one occupying his position to be on the alert, ready with pen or voice to attack or defend as circumstances might require. It is sufficient to affirm, that when in 1878 he resigned his office for a new sphere of responsibility, no College in the Maritime Provinces had for its years a better record than his, and no college officer a wider or more enviable reputation for varied scholarship and progressive tendencies of mind. On a vacancy arising in the office of Superintendent of Education for the Province of Nova Scotia in 1877, all eyes were turned to him. Enjoying to a flattering extent the confidence of the friends of the Sackville Institution, he naturally hesitated, but finally yielded when appeals from the leaders of public opinion on all sides were joined to the independent attractions of the offered post. The two years during which he has administered the educational affairs of the Province show clearly that he possesses a delicate appreciation of the elements of the problem which he is required to solve. Reforms should, if possible, follow one another in logical sequence. If the new Superintendent is moving too slowly for some and too fast for others, he is probably moving as all his really sincere and well-informed critics would wish him to do, were their opportunities for taking in the whole situation as good as his. Since his appointment he has aroused throughout the Province a fresh interest in the cause of popular instruction, not only by his masterly reports, but by the vigorous use of his abundant gift of public speaking.