The students of geology and mining, of machinery and metallurgy, make, with their professors, frequent visits to the many interesting localities in Pennsylvania or New-Jersey, to the many large machine-shops with which Philadelphia abounds, visit mines and furnaces, and are in every way practically familiarized with their future callings. Instruction in languages and literature, in drawing and in the elements of practical law is, we believe, given in common to all. It is the first, we may say, _unavoidable_, characteristic of a _scientific_ school, that its work is always well done. Other schools may or may not be specious contrivances, well or ill managed; but the very nature of science is to _clear itself_ in whatever it touches, and be honest and practical. Its tendency is to classify and select, to cast away the obsolete and test and adopt the new and true. Such is by no means an exaggerated statement of the real condition of the excellent college to which we refer, which testifies, by its success, to the excellence of its plan and the competency of its teachers, especially to the administrative ability of its worthy President, Dr. Alfred L. Kennedy. It can not be denied, that for many years, radicals have inveighed against 'Greek and Universities,' but it has been in a narrow, vulgar, and simply destructive manner, with no provision to substitute any thing better in their place. The growth of science, of the knowledge of history, of culture in every branch, has, however, of late, so vastly increased, that the proposition to reform the old system of study is really one not to tear it down, but to build it up, to extend it and develop it on a grand scale. Since, for example, the influence of science has been felt in philology, how inconsiderable do the Bruncks and Porsons of the old school, appear before the Bopps, Schlegels, Burnoufs, and Müllers of the new! For as yet, even where here and there in colleges a liberal and enlightened method is partially attempted, still the old monkish spirit appears, driving away with something like a 'mystery' or 'guild' feeling the merely practical man, and interposing a mass of 'dead vocables,' which must be learned by years of labor, between him and the realization of an education. The young man who is to be a miner, a cotton-spinner, an architect, or a merchant, may possibly find here and there, at this or that college, lectures and instruction which may aid him directly in his future career, but he soon realizes that the general tendency and tone of the college is entirely in favor of abstract studies quite useless out in the world, and apart from preparation for one of 'the three professions.' He himself is as a 'marine' among the regular sailors, a surgeon among 'regular doctors,' or as a dentist among surgeons. And this in an age when we may say that what is not to be studied scientifically is not _worth_ studying. As our principal object in writing these remarks has been to assert that the