It will be seen from the matters embraced in the programme given above, that the object aimed at was a speedy and real preparation for actual life. The master, in this instance, was disembarrassed of the traditions which, at the period referred to, often rendered the education of a young man a cumbersome, unintelligent and tedious thing. The circumstances of his own youth had evidently led him to free himself from routine. He himself was an example, in addition to many another Scottish-trained man of eminence that might be named, of the early age at which a youth of good parts and sincere, enlightened purpose, may be prepared for the duties of actual life, when not caught in the constrictor-coils of custom, which, under the old English Public-School-system of sixty years since, used sometimes to torture parent and son for such a long series of years. Dr. Strachan's methods of instruction were productive, for others, of the results realized in his own case. His distinguished Cornwall pupils, were all, we believe, usefully and successfully engaged in the real work of life in very early manhood. "The time allowed in a new country like this," he said to his pupils at Cornwall in 1807, "is scarcely sufficient to sow the most necessary seed; very great progress is not therefore to be expected: if the principles are properly engrafted we have done well." In the same address his own mode of proceeding is thus dwelt upon: "In conducting your education, one of my principal objects has always been to fit you for discharging with credit the duties of any office to which you may hereafter be called. To accomplish this, it was necessary for you to be accustomed frequently to depend upon, and think for yourselves: accordingly I have always encouraged this disposition, which when preserved within due bounds, is one of the greatest benefits that can possibly be acquired. To enable you to think with advantage, I not only regulated your tasks in such a manner as to exercise your judgment, but extended your views beyond the meagre routine of study usually adopted in schools; for, in my opinion, several branches of science may be taught with advantage at a much earlier age than is generally supposed. We made a mystery of nothing: on the contrary, we entered minutely into every particular, and patiently explained by what progressive steps certain results were obtained. It has ever been my custom, before sending a class to their seats, to ask myself whether they had learned anything; and I was always exceedingly mortified if I had not the agreeable conviction that they had made some improvement. Let none of you, however, suppose that what you have learned here is sufficient; on the contrary, you are to remember that we have laid only the foundation. The superstructure must be laid by yourselves."