Nor does he attach less importance to the study of the Greek and Roman languages. In the opinion of President Olin they "give useful employment to the intellectual faculties at a period when they are incompetent to more abstract and severe occupations. They call up the attention to such short and easy, but repeated efforts, as are best calculated to correct its wanderings and increase its energies. The mind is accustomed to analysis and comparison, and its powers of discrimination are improved by frequent exercises in declension, inflexion and derivation, and by the constant necessity that is imposed upon it, of deciding between the claims of rival definitions. The memory is engaged in the performance of such tasks as are precisely fitted for its development, and the judgment and other reasoning faculties find ample and invigorating employment in the application of grammatical rules, and the investigation of philological principles." We wish we had space for the whole of Mr. Olin's remarks upon classical learning. He considers the growing scepticism in reference to its utility and importance as an evil omen. Next to pure and mixed mathematics and the learned languages, the President is inclined to give a place to intellectual philosophy. "It familiarises the student with the laws and the phenomena of mind, and with such efforts of subtle analysis and difficult combination as are best fitted to enlarge and fill the grasp of the highest intellectual capacities." He also recommends as subordinate, but highly important studies--composition and eloquence--moral and natural philosophy--chemistry--the French language--and geology and mineralogy. Mr. Olin opposes with much force the excessive multiplication of studies without a correspondent prolongation of the collegiate term. "The industry which was profitably directed to a few, may be divided amongst a multitude of objects; but it will incur the inevitable penalty of fitful and dissipated intellectual exertion--superficial attainments and vicious intellectual habits." In what is denominated the art of {16} education, the President is not inclined to set as high a value upon the lecture system as upon the mode of frequent recitations from well digested text books. From the history of the two universities, and of the literature of Scotland and England for the last century, he is led to draw the conclusion that the "lecture system is more favorable to the improvement of the professor, and the reputation of the university--whilst the opposite method has been more productive of thorough and accomplished scholars."