"I've now, alas! Philosophy, Medicine and Jurisprudence too, And to my cost Theology, With ardent labor studied through, And here I stand, with all my lore Poor fool, no wiser than before." [2] Our studies should be neither "a couch on which to rest; nor a cloister in which to promenade alone; nor a tower from which to look down on others; nor a fortress whence we may resist them; nor a workshop for gain and merchandise; but a rich armory and treasury for the glory of the creator and the ennoblement of life." [3] For in the noble words of Epictetus, "you will do the greatest service to the state if you shall raise, not the roofs of the houses, but the souls of the citizens: for it is better that great souls should dwell in small houses rather than for mean slaves to lurk in great houses." It is then of great importance to consider whether our present system of education is the one best calculated to fulfil these great objects. Does it really give that love of learning which is better than learning itself? Does all the study of the classics to which our sons devote so many years give any just appreciation of them; or do they not on leaving college too often feel with Byron-- "Then farewell, Horace; whom I hated so!" Too much concentration on any one subject is a great mistake, especially in early life. Nature herself indicates the true system, if we would but listen to her. Our instincts are good guides, though not infallible, and children will profit little by lessons which do not interest them. In cheerfulness, says Pliny, is the success of our studies--"studia hilaritate proveniunt"--and we may with advantage take a lesson from Theognis, who, in his Ode on the Marriage of Cadmus and Harmonia, makes the Muses sing: "What is good and fair, Shall ever be our care; Thus the burden of it rang, That shall never be our care, Which is neither good nor fair. Such were the words your lips immortal sang." There are some who seem to think that our educational system is as good as possible, and that the only remaining points of importance are the number of schools and scholars, the question of fees, the relation of voluntary and board schools, etc. "No doubt," says Mr. Symonds, in his _Sketches in Italy and Greece_, "there are many who think that when we not only advocate education but discuss the best system we are simply beating the air; that our population is as happy and cultivated as can be, and that no substantial advance is really possible. Mr. Galton, however, has expressed the opinion, and most of those who have written on the social condition of Athens seem to agree with him, that the population of Athens, taken as a whole, was as superior to us as we are to Australian savages." That there is, indeed, some truth in this, probably no student of Greek history will deny. Why, then, should this be so? I cannot but think that our system of education is partly responsible.