natural course of reasoning, to its extreme in the parricidal rebellion of to-day. And yet that idea was, in its inception, apparently harmless enough, being nothing more than that denunciation and vituperation of the political leaders and the ruling powers which chanced to be in the opposition, whereby the child was in due course of time weaned from his country, and taught to look lightly upon and speak lightly of that which of old time was only mentioned with love and reverent awe. Nor is this the only reform which is needed in the education of our youth. The phrase 'completing one's education' is used to-day with utter looseness, and applied to that period when the youth leaves the school or college for the busy walks of life. How much of error is contained in such an application of the term he well knows who, after some years of world life, can look back upon his college days and see what a mere smattering of knowledge he gained within the 'classic shades,' and how poorly _educated_ he was, in any and every sense of the word, how ill fitted for the realities of work-day life, when first he emerged in self-sufficient pride from the sacred walls, and launched boldly out upon the world. At the time when, according to the popular acceptation of the term, the education is completed, it is in truth but just begun; and he who, upon the slender capital of college lore, should set himself up for a finished man, one competent to take upon himself the duties, responsibilities, and labors of active life, would soon find to his sorrow that he was yet but a babe in wisdom, and yet needed a long and severe discipline ere he could be considered one of the world's workers. In the few years devoted, in our country, to the education of youth, little more can be done than to teach them the value of knowledge and the proper method and system of its acquisition, leaving to the exertions of the after years that education of the mind and development of the intellectual powers which constitute the finished man. And this should be the object of all our schools, for females as well as for males, to inculcate the truth that the true education begins where the schools leave off, and depends entirely upon the scholar himself, aided only by that groundwork of preparation, that systematizing of effort, imparted by the tutor in the tender years. This end should be ever before the teacher's eyes, and the whole course of study adjusted with a view thereto. And the instruction imparted should be of such a character as most thoroughly to fit the student for future study, giving him a firm foothold upon the most essential branches of knowledge, from which he may advance steadily and securely when left to himself; frequently warning him that this is but the beginning of great things, and that the abstrusities of wisdom, wherein is all its aesthetic beauty and its holiness--all its moral good--lies far beyond, where it can only be