The history of the schools and scholars of the early ages of the church is not only interesting as forming an important chapter in the history of the church itself, but is full of most remarkable facts and valuable suggestions bearing on the as yet apparently unsolved problem of education. It is replete with matter well worthy the profound attention of all who consider the proper training of youth one of the gravest and most important of public questions; and one which, in this age of advanced enlightenment, still remains the subject of many crude and conflicting opinions. Not only do we recommend its perusal to the Catholic teacher, who is manfully overcoming the peculiar obstacles presented in our unsettled community, as a source of consolation and encouragement; but we call it to the notice of those gentlemen who spend so much of their time during summer vacations debating on the quantity and quality of discipline necessary to enforce the time-honored authority of the teacher, and in endeavoring to define the exact minimum of moral training required to be administered to the secular student to fit him for the proper discharge of the duties of life. We do this in all sincerity; for with this latter class of persons we are not inclined to find too much fault. Many of them are men of intelligence and good intentions; but, groping as they are in utter darkness, and bringing to their deliberations a lamentable ignorance of the essential principles of Christian education, it is not wonderful that their counsels should be divided, and their labors as unprofitable as that of Sisyphus. Disguise it as we may, it cannot be doubted that the state colleges and schools of our country, after a very fair trial, have not answered the expectations of even those who profess themselves their warmest admirers. There is a feeling in the public mind, as yet partially expressed, that there is something lacking in our method of dealing with the ever-constant flood of young hearts and minds which is daily looking to us for direction and guidance. It is becoming more and more painfully apparent that the mere intellect of the children who attend our public institutions is stimulated into unnatural and unhealthy activity, while their moral nature is left wholly uncultivated and undeveloped. Conducted, as such institutions must necessarily be, by persons unqualified or unauthorized to administer moral instruction, it cannot, of course, be expected that the souls for a time entrusted to their care can be fortified by wise counsels and that moral discipline which was considered in past ages and in all nations as the fundamental basis of all Christian education.