Attention, it is true, is paid throughout the college course to mathematical studies, yet very little to their practical application; while to Chemistry, the parent of modern physics, the manual (which is our guide) prescribes two lessons per week to the introductory class, and to the freshman, sophomore, and junior classes absolutely _none at all_! Mining, Mechanical Engineering, Architecture, Theoretical Agriculture, Biology, and Botany are utterly ignored; and no branch of Zoology is even mentioned in the curriculum. We next come to a science more important, because universal in its application and in its need than any other, viz.: The Science of Human Well-being, commonly called Political or Social Economy. Here, too, like exclusion! except that in the sophomore class, for one term, one hour per week is given to it. That is to say, a people who are to live by labor are left by the guardians of their education in ignorance of the laws by which the reward for that labor must be regulated; they who are to administer capital are to be left to blind chance whether to act in accordance with those laws of nature which determine its increase, or ignorantly to violate them! Restrained again from quotation by the fear of wearying the Committee, permit me to refer them to the lecture of Dr. Hodgson, delivered at the Royal Institution of Great Britain, on "The Importance of the Study of Economic Science," which will be found in the work of Professor Youmans, on "The Culture demanded by Modern Life." I confess to a feeling of deep discouragement at the perusal of such a record as that presented by the course of studies at the College of the City of New York, especially when I find that this is the state of things a large number of the Trustees seem desirous of perpetuating. My views on this subject are confirmed by the following remarks found in President Barnard's Essay on "Early Mental Training, and the Studies best fitted for it." "Whatever may be the value of the study of the classics in a subjective point of view, _nothing could possibly more thoroughly unfit a man for any immediate usefulness_ in this matter-of-fact world, or make him _more completely a stranger in his own home_, than the purely classical education which used recently to be given, and which, with some slight improvement, is believed to be still given by the universities of England. This proposition is very happily enforced by a British writer, whose strictures on the system appeared in the London _Times_ some twelve or thirteen years ago.