instructors, will be held in estimation, without corresponding advantages for an extended course of study. "In regard to a course of study, it were almost adventurous for one without the advantages of experience on this subject, to remark beyond what is already obvious, that it should be simply accommodated to the most perfect discipline and instruction of the mind. And yet, perhaps, it were more presumptuous to suppose, that improvement in this respect has already reached its limits. The changes which have taken place, and are still occurring in the methods of instruction, at the preparatory schools, may be hoped so far to hasten the development and strengthening of the intellectual powers as that the student may come, at an earlier period of his college course, to that class of studies which call more immediately for the use of reason, and give it direction in its inquiries after truth. The impulse which the mind receives from an acquaintance with its own powers, and their application to some branches of intellectual philosophy, is a matter of general experience. Every one recollects the pleasure of his first acquisitions in this department of study, and the ardor with which he thenceforth aspired to higher attainments. He breathed a free air, he went forward with a new confidence, and his application to all the duties before him became more easy and more successful. If, then, we might, almost on the threshold of a public education, habituate the mind to itself, and aid it in some of the more simple essays of its own powers, it would seem, that we should prepare it for the readier perception of classic beauties, and for mastering more effectually the elements of mathematical, political, and moral science. Study in every department ceases to be a mechanical process, when the mind is thus accustomed, and then we have assurance that study will be a pleasure, and that what becomes a pleasure will be gain and glory.