It is refreshing to know that so far as this branch of the subject is concerned, our governors, having by the force of circumstances been compelled to realize the fact of our existence, and our claim to be considered as veritably part and parcel of the body politic, with rights of common citizenship, have further, within the last few years, by the passing of the Compulsory Education Act, shown themselves possessed of political sagacity, by thus taking steps to insure that our descendants, when their turn comes to exercise and enjoy the civil privileges now granted to them, shall at least have a ploughed and manured soil in which to sow the seeds of love for law and order with some chance of due fructification, instead of the rough, hibbly-hobbly cinder-heap of their forefathers, which acknowledged no fertilizing influence but gross bribery, and partially justified the political ostracism and exclusion of its owners from all share in electoral privileges. All hail, then, to the School Board system as a great step in the right direction. Undeniably true as are some of the accusations brought against it, alleging that many blunders and useless extravagances, and much disregard for the susceptibilities of well-meaning but mistaken opponents, have marked its progress onward in too many instances; yet as the general idea is laudable and eminently conducive to promoting the highest interests of the entire population, and as in the nature of things it may be expected that greater experience will bring greater wisdom, and the faults charged against the movement gradually become "small by degrees and beautifully less," let us heartily wish it God-speed. Yet, why does the good work stop here? Why should not provision be made for building upon the foundation thus laid? Why should totally unformed intelligences be the only ones to profit by this guardian care, and why should they be led a little way on the road and then left to flounder along by themselves, and lose themselves in interminable mazes? Why, in short, should education be confined to children, and not extended to adults? It is true that the University Extension Scheme, as now carried out in many of our larger provincial towns to a very, very limited and only faintly appreciable extent, tends to show that the wind is just beginning to blow in this direction also. Something, however, much more comprehensive is needed. The masses are not reached, as will be patent to any one who will take the trouble to attend any of the courses of lectures delivered in connection with this extension system. The neophytes seeking initiation into this or that special branch of learning will be found to be composed principally of what we call "better class" people, with a sprinkling of pupil teachers and sucking governesses.