I have essayed it in vain; ’tis vain as yet to essay it: 
  But I may haply resume some day my studies in this kind. 
    Not as the Scripture says, is, I think, the fact.  Ere our death-day,
  Faith, I think, does pass, and Love; but Knowledge abideth. 
  Let us seek Knowledge;—­the rest must come and go as it happens. 
  Knowledge is hard to seek, and harder yet to adhere to. 
  Knowledge is painful often; and yet when we know, we are happy. 
  Seek it, and leave mere Faith and Love to come with the chances. 
  As for Hope,—­to-morrow I hope to be starting for Naples. 
  Rome will not do, I see; for many very good reasons. 
  Eastward, then, I suppose, with the coming of winter, to Egypt.

  XIV.—­Mary Trevellyn to Miss Roper.

  You have heard nothing; of course, I know you can have heard nothing. 
  Ah, well, more than once I have broken my purpose, and sometimes,
  Only too often, have looked for the little lake-steamer to bring him. 
  But it is only fancy,—­I do not really expect it. 
  Oh, and you see I know so exactly how he would take it: 
  Finding the chances prevail against meeting again, he would banish
  Forthwith every thought of the poor little possible hope, which
  I myself could not help, perhaps, thinking only too much of;
  He would resign himself, and go.  I see it exactly. 
  So I also submit, although in a different manner. 
    Can you not really come?  We go very shortly to England.

* * * * *

So go forth to the world, to the good report and the evil! 
Go, little book! thy tale, is it not evil and good? 
Go, and if strangers revile, pass quietly by without answer. 
Go, and if curious friends ask of thy rearing and age,
Say, I am flitting about many years from brain unto brain of
Feeble and restless youths born to inglorious days;
But, so finish the word, I was writ in a Roman chamber,
When from Janiculan heights thundered the cannon of France.

INTELLECTUAL CHARACTER.

The desire, the duty, the necessity of the age in which we live is education, or that culture which developes, enlarges, and enriches each individual intelligence, according to the measure of its capacity, by familiarizing it with the facts and laws of nature and human life.  But, in this rage for information, we too often overlook the mental constitution of the being we would inform,—­detaching the apprehensive from the active powers, weakening character by overloading memory, and reaping a harvest of imbeciles after we may have flattered ourselves we had sown a crop of geniuses.  No person can be called educated, until he has organized his knowledge into faculty, and wields it as a weapon.  We purpose, therefore, to invite the attention of our readers to some remarks on Intellectual Character, the last and highest result of intellectual education, and the indispensable condition of intellectual success.