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themselves to form definite conceptions because they lack the patience or the ability to penetrate into the inner nature or heart of things; satisfied with the vaguenesses of circling mists and clouds and semblances rather than the clear sunshine of heaven and the vividly outlined realities of truth. But a task this of most arduous accomplishment in the estimation of all thinking, meditative, practical men; satisfied only with those enduring substances that shall survive every change of fleeting form, and every variation of perishable accident. Happily Mr. Adam belonged to the latter class, who alone truly benefit their fellows—brightening the world with their discoveries, or enriching it with the mellowed fruits of their well-directed labours. He knew full well that, however single or simple any result may appear when fully realised, diverse and numerous may be the means and the instrumentalities that prepare the way for it. Single and simple in the symmetry of its general design, and the magnificence of its general effect, is the British cathedral of St. Paul’s. But who can reckon up in order the variety of rude materials, and scaffoldings, and locomotive and other physical forces which contributed towards the realisation of so stupendous a fabric? How simple are Kepler’s laws, and how briefly and summarily may they be axiomatically announced? Yet for their evolution under the plastic energy of the most inventive genius, nought less could have sufficed than the wondrously minute and complicated observations of Tycho Brahe, the noble Dane, perseveringly accumulated throughout a period of forty long years, in his astronomical palace of Urania: while the laws of Kepler and the amassed stores of Tycho Brahe were alike essential preparatives for the final generalization of Newton—the grandest and most sublime that has yet adorned the domains of science or rewarded the industry of disciplined intellect. So it is, in their several proportions and degrees, with every other notable result. In the present instance, it may be granted that a numerical statement of the proportion of instructed to uninstructed adults, and of children capable of receiving to children actually receiving instruction, would embody the sum and substance of the principal information sought for. But, in order to secure and guard the accuracy of such a statement, how many collateral, subordinate, and auxiliary details become indispensable? For example, suppose the number of the whole teachable or school-going population alone were required, and suppose the teachable or school-going age were assumed, as Mr. Adam, after full consideration and inquiry, did assume it, to be from 5 to 14 years, it soon became evident to him that “having to deal in this matter for the most part with