enough; inventors are the exception. In fact, the
ground must be widened, and include, secondly, _the life beyond the
profession_. We are citizens of a self-governed country; members of
various smaller societies; heads, or members of families. We have,
moreover, to carve out recreation and enjoyment as the alternative and
the reward of our professional toil. Now the entire tone and character
of this life outside the profession, is profoundly dependent on the
compass of our early studies. He that leaves the school for the shop at
thirteen, is on one platform. He that spends the years from thirteen to
twenty in acquiring general knowledge, is on a totally different
platform; he is, in the best sense, an aristocrat. Those that begin work
at thirteen, and those that are born not to work at all, are alike his
inferiors. He should be able to spread light all around. He it is that
may stand forth before the world as the model man.

[THE GRADUATE AS SUCH.]

THE IDEAL GRADUATE.

All this supposes that you realise the position; that you fill up the
measure of the opportunities; that you keep in view at once the
Professional life, the Citizen life, and the life of Intellectual
tastes. The mere professional man, however prosperous, cannot be a power
in society, as the Arts' graduate may become. His leisure occupations
are all of a lower stamp. He does not participate in the march of
knowledge. He must be aware of his incompetence to judge for himself in
the greater questions of our destiny; his part is to be a follower, and
not a leader.

It is not, then, the name of graduate that will do all this. It is not a
scrape pass; it is not decent mediocrity with a languid interest. It is
a fair and even attention throughout, supplemented by auxiliaries to the
class work. It is such a hold of the leading subjects, such a mastery of
the various alphabets, as will make future references intelligible, and
a continuation of the study possible.

Our curriculum is one of the completest in the country, or perhaps
anywhere. By the happy thought of the Senatus of Marischal College, in
1753, you have a fundamental class (Natural History) not existing in the
other colleges. You have a fair representation of the three great lines
of science--the Abstract, the Experimental, and the Classifying. When it
is a general education that you are thinking of, every scheme of option
is imperfect that does not provide for such three-sided cultivation of
our