Those who have not reflected much upon this subject, can form no adequate conception of the vast influence exerted over the minds of students by that discipline which depends upon a well directed system of opinion and encouragement, entirely extraneous to the school or the academy. Those who have attempted to teach the children of savages in New Zealand and New Holland, in the isles of the Pacific, or on our own continent, have all borne witness to the truth of this remark. For example, a teacher in New Zealand tells us that the first day his scholars met they were exceedingly anxious to learn; it was a new thing: they, and their parents too, expected some sudden, mysterious kind of benefit which was to result from this system, requiring no great lapse of time, or exertion on the part of the children. In a day or two the confinement and tedium of school hours became intolerable; the children became lazy in spite of all the efforts of the teacher. Parents knew not the advantages of an education, and consequently did not enforce the regular attendance of the pupils, nor stimulate them to exertion; and for this reason the school soon became a total failure. From all these causes combined, we are not to wonder that the education of a boy up to the age of seventeen or eighteen, is of a more invigorating character than that of the girl. At this age the girl is taken home to be _turned out_, as it is termed, and the boy is sent, when the parent's circumstances will admit it, to college. The college education, therefore, of the young men, may be considered as a clear superaddition to that which young ladies receive. It is the college education which is decidedly the most efficacious, when properly conducted, in nurturing and developing the higher powers of the mind. The lecturers in well endowed institutions, are generally men of superior attainments and intellectual powers. The division of mental labor, in consequence of the number of professors, renders each one more perfect in his department. The library and apparatus are great advantages not possessed at common schools. Well delivered lectures too, upon the text of some good author, though they may not impart a greater fund of positive information than might be acquired by reading, yet they deeply interest the attention, and stimulate the exertions of the student; they awaken a spirit of inquiry and research; they teach him to examine and sift all he peruses with a skeptical mind. They break the charm which is created by mere precedent and written authority, and furnish, if I may so express myself, the leading strings by which we are gently led forth to more hardy and manly explorations in the field of science and literature. All these are advantages _exclusively_ enjoyed by our young men, and hence, so far as the school education of the sexes is concerned, there is no question that men have decidedly the advantage over women.