The question of Greek is a distinct one. For those who study the classics for the sake of their intrinsic value as works of art, Greek has the precedence of Latin in importance. It is evident, therefore, that a most thorough and extensive course of Greek is necessary for students of this class. Whether such a course ought to be made a part of the obligatory collegiate curriculum of studies, or merely provided for a select class who may choose to enter upon it, we leave to the discretion and judgment of the learned. Undoubtedly, we ought to have a certain number of accomplished Grecians among our men of letters. It is necessary in the interests of ecclesiastical learning that we should have thorough Greek scholars among our clergy. For all useful purposes, however, the value of the amount of Greek actually learned by the majority is exceedingly small, and not to be compared with the practical utility of a knowledge of any one of several modern languages, for example, the German. A clergyman, for instance, who does not aspire to become a learned philologist, but only to make himself acquainted with the labors of the best commentators on the Scripture, will not find it very necessary to be able to read the Septuagint or the Greek New Testament. As for Hebrew, whatever can be learned by a short and superficial course will be almost useless. If he desires to read Aristotle, Plato, or the Greek fathers, for the sake of their sense and ideas, he can do so in the Latin translations without any fear of being led into any erroneous interpretation. The point we are driving at is, that the thorough study of Latin is the most essential thing to be secured in a _classical_ course. Philosophy; a moderate course of mathematics; the English language and literature; the physical sciences, and the modern languages, especially the French, are the other essentials of a complete collegiate course. Whatever time remains will be most usefully employed in the study of history and of modern political and social questions, branches which are certainly essential to a complete liberal education, though for many, or perhaps most, students their thorough cultivation may have to be postponed until after their college course is finished. The improvement of the collegiate education in all these branches, requires, of course, a corresponding improvement in the preparatory schools, since the school and college depend on each other. It is our opinion, in which we are sure that the men most experienced in these matters concur, that those who begin their schooling at the earliest suitable age need to be well trained in an excellent preparatory school until the age of seventeen, before they are fit to profit fully by a high collegiate course. Those who begin later must enter college at a more advanced age, unless they can make up by diligence for lost time, or be content with a shorter course of study. The raising of the conditions for entering college, which can be done gradually, must improve the preparatory schools, and the improvement of these schools will in turn benefit the colleges, by furnishing them with subjects fitted for a higher course of studies.