his views, and undertake the task. Thus change feeds his humour for the time, though he will afterwards repent his folly, when the defect proves incurable, and the first master is at last admitted to have been a true prophet. So necessary a thing is it to prevent ills in time, and when warning is given not to laugh it to scorn nor blame the watchman. If the imperfections which come more from haste than from ignorance did not go beyond the elementary school, the harm done might be redressed, but as one billow driveth on another, so haste, beginning there, makes the other successions in learning move on at too headlong a pace. Is it only to the Grammar School that children are sent too early? Are there none sent to the University who, when they come out of it years afterwards, might with advantage return to the Grammar School again? Do not some of good intelligence find in the course of their study the evil effects of too great haste at the beginning, and wish too late that they had been better advised? And even if they make up what they have missed, do they not find it true that a process which may be pleasant enough to young boys is full of pain for older people? The Universities can best judge of the weaknesses of our Grammar Schools when they find the defects of those youths whom they receive from us, though they were not sent by us. We see these defects ourselves, but we cannot remedy them, for the partiality of parents over-rules all reason, and when the pupil is removed all conference with the teacher is cut off. In some places the multitude of schools mars the whole market, giving too great opportunity for change, generally for the worse, so that by degrees the elementary scholar enfeebles the Grammar School boy, and he in turn transporteth his weakness from his schoolmaster to his university tutor. So important is it to avoid haste at the first, lest it cause injury to the last.