Sir William Jones is also thus apostrophized, in connection with his "Asiatic Researches": "Thy comprehensive genius soon explored The learning vast which former times had stored." The Marquis of Wellesley is alluded to, and the college founded by him at Calcutta: "At his command the splendid structures rise: Around the Brahmins stand in vast surprise." The founding of a Seat of Learning in Calcutta suggests the necessity of a similar institution in Canada. A good beginning, it is said, had been here made in the way of lesser institutions: the prologue then proceeds: "Yet much remains for some aspiring son, Whose liberal soul from that, desires renown, Which gains for Wellesley a lasting crown; Some general structures in these wilds to rear, Where every art and science may appear." Sir Peregrine Maitland, who probably was present, is told that he might in this manner immortalize his name: "O Maitland blest! this proud distinction woos Thy quick acceptance, back'd by every muse; Those feelings, too, which joyful fancy knew When learning's gems first opened to thy view, Bid you to thousands smooth the thorny road, Which leads to glorious Science's bright abode." "The Anniversary of York and Montreal Colleges anticipated" is a kind of Pindaric Ode to Gratitude: especially it is therein set forth that offerings of thankfulness are due to benevolent souls in Britain: "For often there in pensive mood They ponder deeply on the good They may on Canada bestow-- And College Halls appear, and streams of learning flow!" The "Epilogue" to the day's performances is a humorous dissertation in doggrel verse on United States innovations in the English Language: a pupil of the school is supposed to complain of the conduct of the master: "Between ourselves, and just to speak my mind, In English Grammar, Master's much behind: I speak the honest truth--I hate to dash-- He bounds our task by Murray, Lowth and Ashe. I told him once that Abercrombie, moved By genius deep had Murray's plan improved. He frowned upon me, turning up his nose, And said the man had ta'en a maddening dose. Once in my theme I put the word _progress_-- He sentenced twenty lines, without redress; Again for 'measure' I transcribed 'endeavour'-- And all the live-long day I lost his favour." &c, &c. At the examination of the District School on August 7th, 1816, a similar programme was provided.