The river of human life is divided into two streams; occupation and leisure--or, to express the thing more accurately, that occupation, which is prescribed, and may be called the business of life, and that occupation, which arises contingently, and not so much of absolute and set purpose, not being prescribed: such being the more exact description of these two divisions of human life, inasmuch as the latter is often not less earnest and intent in its pursuits than the former. It would be a curious question to ascertain which of these is of the highest value. To this enquiry I hear myself loudly and vehemently answered from all hands in favour of the first. "This," I am told by unanimous acclamation, "is the business of life." The decision in favour of what we primarily called occupation, above what we called leisure, may in a mitigated sense be entertained as true. Man can live with little or no leisure, for millions of human beings do so live: but the species to which we belong, and of consequence the individuals of that species, cannot exist as they ought to exist, without occupation. Granting however the paramount claims that occupation has to our regard, let us endeavour to arrive at a just estimate of the value of leisure. It has been said by some one, with great appearance of truth, that schoolboys learn as much, perhaps more, of beneficial knowledge in their hours of play, as in their hours of study. The wisdom of ages has been applied to ascertain what are the most desirable topics for the study of the schoolboy. They are selected for the most part by the parent. There are few parents that do not feel a sincere and disinterested desire for the welfare of their children. It is an unquestionable maxim, that we are the best judges of that of which we have ourselves had experience; and all parents have been children. It is therefore idle and ridiculous to suppose that those studies which have for centuries been chosen by the enlightened mature for the occupation of the young, have not for the most part been well chosen. Of these studies the earliest consist in the arts of reading and writing. Next follows arithmetic, with perhaps some rudiments of algebra and geometry. Afterward comes in due order the acquisition of languages, particularly the dead languages; a most fortunate occupation for those years of man, in which the memory is most retentive, and the reasoning powers have yet acquired neither solidity nor enlargement. Such are the occupations of the schoolboy in his prescribed hours of study.