inordinate crowding of the so-called genteeler avocations, to the neglect of the more substantial, _becomes appreciated in its true light, as absurd and unfortunate in every way, and, in all its bearings upon the individual as well as the social welfare_. So, let us have popular education; and let a due proportion of fit minds enter the professions, the posts of office, and commercial pursuits; let a few even live by mere work of thought; but let all enjoy the luxury of a degree of thought and rationality that shall forbid their richest blessing turning to their rankest curse. That such must be the result of a _true_ education, our faith in a wise Providence forbids us to doubt. Such an education being _real_, and appealing to all the faculties, does not eventuate in vain aspirings; but fits each for his place and work--fits for making that great and happy discovery, that the best talents and the most complete cultivation of them can not only find in every employment scope for real exercise, but in the commonest and simplest occupations will be more expert and successful than uncultured ignorance can possibly be. In this view, the true education tends not to _level_ but to utilize, to make the most of every man's special aptitudes for his special field. Such an education monarchy and aristocracy might dread, and reäctive tendencies have already, indeed, blighted the once pattern school-system of Prussia, while they are believed to threaten a like step in England. But the idea of such an education as we have striven to portray, harmonizes with the spirit and objects of a commonwealth, and if we mistake not, to the perpetuity and perfection of free institutions it may yet be found the condition precedent. _TRAVEL-PICTURES._ A QUIET COURT IN PARIS.