stood the branches which they had pursued, that they have not merely learned the words of the text-book, but thoroughly studied the subjects of which it treats. The manner in which the questions were put and answered, indicated that the instructors had successfully aimed to discipline and develop the mental powers, and throw their pupils upon their own resources. It is the highest art of the true teacher, not so much to impart knowledge as to show his pupils how to get it, and give such an impulse to their minds as shall lead them to put forth their utmost energies in its attainment. The teachers of this Institution evidently understand that the right culture of the mind is to be measured, not by what it contains, but by what it can do, and that mental efficiency is the true test of mental improvement. Hence they have not been ambitious of accomplishing the feat now so frequently exhibited, of carrying their pupils over the widest field in the shortest time. They do not appear to measure the depth of their pupils' knowledge by the surface over which it spreads, but regard primarily the quality rather than the quantity of attainment.

It was very apparent, especially in the admirable exercises of the Senior Class, that the pupils had become inspired with a love of study, with much of the enthusiasm of the true scholar; that they cheerfully and resolutely grappled with difficult points, instead of timidly avoiding them. They seemed to the Committee to have felt the pleasure of mastering difficulties, and the incitement of victory, as they had gone on from conquest to conquest.

Some remarkably fine specimens in drawing were exhibited, and the Committee represent the Institute as possessing peculiar advantages in this branch. They add:

It might be invidious to discriminate, where the exercises, as a whole, merit so much commendation, but we can hardly suppress the gratification which we felt in the examination of the Senior Class, in Astronomy, Butler's Analogy, Moral Science, Analysis of Paradise Lost, etc. Their appearance would compare favorably with the usual examinations in these studies in our Colleges; and some of the class we regard as deserving even higher praise. The study of Cowper and Milton, and of the general subject of English Literature, together with occasional Shakspeare Readings, as here conducted, seem to us well adapted to foster a taste for our noble, invaluable, unrivaled English Classics, and to divert attention from the light and frivolous reading which prevails to so great an extent at the present time.

We are much pleased to find so large and interesting a Senior Class remaining here, and completing their full course. In view of the superior advantages afforded in this Institution, and the large numbers always in attendance, we were not a little surprised to find how few comparatively have completed the course. Although we were strangers to the pupils, the Committee could hardly fail to infer from the examination itself who had longest enjoyed the benefits of the Institution. There is a great advantage in following out a well-arranged system of study, such as is marked out in the curriculum of this Institute, having a certain unity in all its diversity, and so arranging all the branches that they may be pursued in their natural order and appropriate connection. We hope the excellent example and scholarlike spirit of the present graduating class, the interest they have evinced in their advanced studies, and the very gratifying progress they have made, will attract and encourage still larger classes hereafter to remain and complete the entire course. Their studies correspond to a considerable extent with those of the Senior Class in our Colleges. They embrace the highest and noblest sciences, the most important and practical topics

-those best fitted to liberalize and expand the mind. They are indispensable to anything like a complete education. For their sake, we would earnestly urge the members of the other classes, by no means to leave the full course unfinished and enter upon the duties of life with only a partial preparation. In education, as well as in architecture, such is the relation between the preparation and the completion, the foundation and the finishing, that the same time and effort seem to accomplish at the close manifold greater results than at the beginning. Thus a more marked change in mental character often seems to be wrought during the senior year, than during any two previous years of study. This fact is worthy of special consideration at the present time, when there is such an increasing tendency to leave school at too early an age. This has been called a Railroad age, impatience at the slow processes of nature is getting to be a general characteristic of the popular mind. Pupils are in haste to learn in one year what used to require, and what ought to require, several years, and they finish their educations when that great work ought to be regarded as just begun. This premature graduation proves to many an injury lasting as life.

The most important and gratifying feature of the school is its decidedly religious character. The Bible is a prominent text-book, a large portion of which is carefully studied, and the entire Scriptures are read through once every year.

We have not time to speak of the eligible and delightful location of the Institution of the romantic beauty of its surrounding scenery—of the salubrity of its climate. The unusual indications of health and buoyant vigor on the part of the pupils must strike every observer. Their beautiful and shaded walks, the frequent drives in that capacious and sociable omnibus, the large and wellarranged gymnasium, furnish tempting incentives and conveniencies for healthful and invigorating exercise.

The excellent performances in vocal and instrumental music, interspersed among the other exercises, have not only furnished a pleasant relief to the severer toil of a three days' examination, but have given an entertainment of a very high order to the committee and friends present. The admirable performances of this evening enable us unhesitatingly to say, that this exhibition of musical talent, skill, and culture we have never heard equaled by the members of any seminary of learning. This Institution has unquestionably secured a very rare combination of musical talent.

Such pleasant results as are here recorded by the Committee of Examination might be expected from the discipline of a school conducted on the plan and principles indicated in the following judicious remarks prefixed to the last annual Catalogue of the Institute, and which we gladly lay before our readers.

"It is conceded that the education of young ladies has been, for years, successfully conducted at this Institute. The present proprietor and principal proposes to carry out a cherished plan for the still higher disciplinary education to which he feels that woman is entitled, and for which he believes the more reflecting part of the community is prepared. Some development of the plan will be naturally expected; and although a report, embodying our views, was presented by Rev. Samuel Harris, D.D., to a convention of the

friends of education, assembled at Pittsfield, in March, 1853, and has since been published and circulated, it will be expedient here also to express some points of importance, in considering the great end of the education of girls, and the means of attaining it.

Girls are

“I. THE GREAT ENDS OF EDUCATION.-On this subject there is much confusion of ideas, and indistinctness of perception. Many ⚫ have no higher notion than that of sending a grist to the mill, which, after having passed through the grinding process of the machinery, shall come home a bag of flour, ready for its uses. So it is accounted, in respect to the human intellect and heart. sent to some educational mill, where it is expected, after listening to the rattle of the machinery for a few months, or being subjected to a few revolutions of its wheels, they will be well filled with knowledge, and go home fitted for the high behests of life, and for the social relations of refined society. Alas! what an erroneous notion of education! It were better and truer to think of it as the grinding process itself, as the subjection of the soul to the toil and trial of turning the wheels, and keeping the machinery in motion; for the end of education is not to communicate as much knowledge as possible in the shortest time possible; but rather, by a slow, sure, regular system, to discipline the faculties of the soul, so as to fit it for energetic, effective action, whenever such action is demanded, and for calm endurance, whenever that endurance is the duty. Were that the object of education, it were easy enough to put the mind under the hopper of memory, and having all knowledge ready ground, just to let it run in, and fill up the cells of the cranium. But of what use were the product, if we knew not how to use it? Thus negatively developed, or rather undeveloped, how could the mind meet the realities of life? No; the design of education is to call into active exercise the various powers of the soul, to unfold them symmetrically, to accustom the mind to thought, to analysis and synthesis, to fit it for meeting the necessities and realities of life, for employing its acquisitions in good ends and at right times, and for commanding its faculties and forces into battle-array, all panoplied, whenever that array shall be requisite. This is, doubtless, the immediate end; and the ultimate, in respect to woman, is to qualify her for her particular sphere in life.

"She has a soul, with all its powers and capacities, but incarnated in an organization differing somewhat from that of man; and though usually the reflective powers may not be so strongly developed as in man, yet there is a full compensation in her quick, intuitive perception, and her almost instinctive judgments, and in the warmth and

tenderness of her sentiments and sympathies. We, consequently, do not wish to see her marshaled on the battle-field, wielding the sword or hurling the javelin, nor wending her way to the ballot-box, nor trudging along, with the green bag under her arm, to the courthouse or congressional hall. We feel that God has made her for other scenes and other joys; that the sweet prattle of infancy is to be her sweetest music, and that she, more than the father, is to be the presiding genius of love in that charmed circle of home. Who would not feel shocked, if the soft, delicate offices of woman in the family were assumed by man, and she, on the other hand, were to go daily out into the bustle and turmoil of masculine life? Qualified to discharge her home duties, and there to be the loved one of all, throwing her own graces, like little chaplets, around the heads of her offspring, she fulfills the destiny allotted her by Infinite Wisdom, and prepares herself for the communion of heaven, where He reigns, who is the Son of Mary and the light of love.

“II. THE MEANS TO THESE ENDS.-1. Physical.—Girls have a constitution somewhat more delicate than boys, and one that specially requires physical development by exercise in early life. They have little propensity to resort to the rough, out-door amusement of boys, to hurl the quoit, or play at cricket, or run in the race, or wrestle in the arena; and yet they need to breathe the oxygen of pure air, to give strength to the muscular and nervous systems, and to accumulate vigor for the duties and trials of life.

"Our Institute provides for this. The grounds are unusually inviting, the shady walks refreshing, the flower-beds gay and enlivening, the unaffrighted and unharmed birds enchanting. Here are horses and vehicles for riding; and above all, a spacious and elegant gymnasium, where, in damp as well as dry weather, the young ladies are exercised in various calisthenic graces, and practiced in beautiful artistic evolutions. Daily ablution is required, and other appliances for health abundantly provided.

"2. Psychical. This will embrace all that relates to the soul, and might be subdivided into the education of the intellectual and the moral faculties, or the thinking and the feeling powers.

"What, then, is the most effectual method of attaining the proper ends of education, in respect to the mental capacities of woman? The immediate end being discipline, and that in order to the best execution of the ultimate end of woman's life, shall we, or shall we not, depend on that course of mental training to which the liberally educated man has been subjected in childhood and youth? In his case, for ages, it has accomplished the most beneficial results,