There is excellent sense in the fable of Achilles in the island of Scyros. He was placed there by his mother in female attire among the daughters of Lycomedes, that he might not be seduced to engage in the Trojan war. Ulysses was commissioned to discover him, and, while he exhibited jewels and various woman's ornaments to the princesses, contrived to mix with his stores a suit of armour, the sight of which immediately awakened the spirit of the hero. Every one has probably within him a string more susceptible than the rest, that demands only a kindred impression to be made, to call forth its latent character. Like the war-horse described in the Book of Job: "He paweth in the valley, and rejoiceth in his strength; he goeth on to meet the armed men; he smelleth the battle afar off, the thunder of the captains, and the shouting." Nothing can be more unlike than the same man to himself, when he is touched, and not touched, upon the master-string That makes most harmony or discord to him. It is like the case of Manlius Torquatus in Livy, who by his father was banished among his hinds for his clownish demeanour and untractableness to every species of instruction that was offered him, but who, understanding that his parent was criminally arraigned for barbarous treatment of him, first resolutely resorted to the accuser, compelling him upon pain of death to withdraw his accusation, and subsequently, having surmounted this first step towards an energetic carriage and demeanour, proved one of the most illustrious characters that the Roman republic had to boast. Those children whose parents have no intention of training them to the highest departments of intellect, and have therefore no thought of bestowing on them a classical education, nevertheless for the most part send them to a school where they are to be taught arithmetic, and the principles of English grammar. I should say in this case, as I said before on the subject of classical education, that a certain initiation in these departments of knowledge, even if they are pursued a very little way, will probably be beneficial to all. But it will often be found, in these schools for more ordinary education, as in the school for classical instruction, that the majority of the pupils will be seen to be unpromising, and, what is usually called, dull. The mistake is, that the persons by whom this is perceived, are disposed to set aside these pupils as blockheads, and unsusceptible of any species of ingenuity. It is unreasonable that we should draw such a conclusion.