sedulously cultivated, as the best possible preparation of the intellectual soil for the reception, growth and maturity of the seeds of knowledge and virtue. Here then, at once, in the very threshold of our temples of public instruction, do we meet with an obstacle of such magnitude, as effectually to bar, if it be not removed, all attempts to decorate and embellish the interior of the building with any ornaments, such as good taste, sound judgment, and just principles would deem most appropriate. In the moral code of far too many of these temples, the admirable virtue of true Christian humility--that virtue which so pre-eminently adorned the character of the blessed Saviour himself, has no abiding place whatever; but numerous expedients and artifices are adopted to prevent the possibility of its entrance. The pupils are not even taught what it means, unless they find it out while turning their dictionaries for other words; and so far are they from ever being required to act on the principle of not letting one hand know what the other doeth, that every effort, both of hands and head, is most studiously directed towards giving the greatest possible publicity to all their proceedings: first, and above all, that the fame of their school and its teachers may be widely diffused; and secondly, that they themselves may be talked about every where. To accomplish this, weeks and months are spent by the students in preparing for public examinations, during which no advances are made in the general course of their studies, but the whole time is sacrificed to the feeding their vanity and ambition at the expense of real utility, common sense, and intellectual progress in useful knowledge. A great portion of this period of strenuous uselessness is consumed, by all the aspirants after collegiate honors, in composing, writing, committing to memory and reciting again and again something which is to be called an oration. This too, is often in a language utterly unintelligible to nine-tenths of the auditors, or rather spectators, commonly assembled upon such occasions, who are drawn together more by idle curiosity than by any other motive. I will readily admit that occasional revisions of past studies may be useful to fix them in the memory; I will also admit, that to be examined in them by or before good judges, convened especially for the purpose, _but without any notice to the scholars of the precise time when such examination would take place_, would also be beneficial, particularly in schools for boys. But _any thing_ beyond this, whether it be called examination, commencement, or what you please--especially if exhibited (after many weeks preparation) before hundreds and thousands of spectators who know little or nothing of what is going on--is, to speak the plain, unvarnished truth, sheer waste of time, if nothing worse. It is to treat young men as if they were always to be children, incapable of being interested in any thing much above the toys and