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student to pass creditably in subjects which be can never make use of in after life, for be bas not acquired them so as to give them a permanent place in bis memory. This great difference in mental action appears prominently in forensic practice, where it is much required, but the less we have of it in the study of science be better.
We cannot regret, however, that the student adopts the less perfect form of acquiring that part of education having reference to science generally which is enforced by the curriculum. He had been enabled, by so doing, to devote more time to the acquirement of knowledge immediately bearing on practice, and bas bad, therefore, the opportunity of more fully digesting facts, and more carefully arranging his thoughts, than could have been the case bad be acted otherwise.
The few who have both time and taste for study, or who, gifted with extraordinary talent, can acquire in three or four years that complete knowledge of science now demanded of the student by the examiner, may well be envied. The great majority, however, are devoid of such taste, and will fail to benefit from scientific teaching, however carefully it may be applied. These
