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by some of those who began low, than by others who were but a few degrees from our ideal standard. Nor is this to be wondered at; for the spur in the side of an earnest student is driven more strongly inward on seeing others before him, and a continuance of eager effort increases his power of thought and work; while the other, too conscious of leading off, sometimes forgets to look behind at the efforts of his fellowrunners in the race. We have, however, a greater desire to approve of the labours than to reprove the remissness of our freshmen. They may yet become good graduates in our after-studies. We have been glad to know that their pulses did beat with a desire for progress; we have faith that these same pulses will beat again, and be more imperatively active in the future. To faint in a long, steep way on a pro. tracted journey is perhaps natural, to remain faint-hearted and depressed, we would fain hope is not necessary. Up again!" is a possibility for any such a one; and "on again!" is a practicality.

The labour entailed on the different conductors by the careful perusal and adjudication of each separate monthly instalment has been materially increased as has also the expense incurred by the irregularity of the times of transmission of several students, while the danger of mistakes was multiplied by the same cause. The conductors are under the necessity of having fixed times for receiving and reading the exercises, and of sending off their registrations; papers forwarded at other times than these, not only run the risks of misdirection, but also of being (unintentionally) mislaid, or otherwise dropping out of memory even when read, because not read in connection with the others, and while the mind is employed in that specific work. While each conductor expresses himself as anxious to accommodate in any case of real necessity any student, the general conductor feels bound to request that all exercises hereafter shall be posted between the12th and 18th of each succes

sive month, so that all exercises may be at once and together forwarded to their respective destinations. Should any

student be unable in any month to forward the exercises then due, if a note is forwarded, intimating that fact and its cause, an entry to that effect will be made in the class-books, and the registration will be kept open till the same period next month; if no note be received, the registration column will be closed for that month. This the conductor regards as just alike to student and critic. To student, by training him to regularity and attentiveness, without closing the opportunity of making up leeway; to the critic, by furnishing him with all the exercises for comparative perusal at the same time, and thus enabling him to dispose of his work definitively at the time appointed. We hope each student, past and intending, will duly and truly study the laws laid down for the management of these classes-which will be repeated in their revised form in our next issue-and do his utmost to fulfil them in their integrity. The possibility of successfully carrying on the scheme is jeopardized each time that a law is broken or a rule neglected.

We beg to recall attention to the papers contained in the issues of this serial for Dec., 1861, and Jan., 1862. These contain "the spirit of our fancies" regarding the project. We would fain preserve ourselves from being misunderstood. We believe our scheme to be a beneficial auxiliary to all classes of self-culturists. To those studying at institutions, to test their actual comprehension of the instructions received, and their power of properly filling up examination papers on several subjects; to those studying by the home hearth, or in the lonelier lodging-house, and who require not advice and inducement only to work their minds up, but who need watchful stimulation, and a sort of thermometer of progress-to those whose hours of study are intermittent, and who cannot therefore share in the advantages afforded by institutes and

schools, but who, by using the precious moments of their casual leisure, may work them to profitable issues in the pursuit of those studies to which we invite them here- and to many who have studied beforetime, but find it useful to employ their minds and recall their old activities to labour and the enjoyment of labour again. Another class there is who may receive profit from our humble efforts, and find their home-hours blessed by our monthly professorialism-those who, in the morning of family life, find it their duty to be" stayers at home," and whom even the fascinations of institute life and progress cannot tempt from a wife's side, from child-training, or from the sadder sick couch which demands the silent, loving watchfulness of the untasked hours. To such our pages can give stimulant and yet light employment, performable at any interval the gliding hours afford, and would supply an interest for many a vacant time which now hangs heavily on hand. We do not presume to indicate or guess the whole numbers or conditions of those who might join our student classes, and make "Our Collegiate Course a light and a joy in many a British home-rescuing time from the tavern, the smoke-corner, the tattle lounge, the card-table, the saloon, the busybody's chat, the sensation tale, or the records of the fancy; and brighten life with a grander and better influence.

In so far as our experiment has gone, we have had much reason to congratulate ourselves upon its usefulness. Many of our students' letters are highly interesting, -even their statements of difficulties give them a sweet corner in our thoughts. We are encouraged to hope that, as the knowledge of our scheme is widened among our readers' friends, the success will be greatened and the usefulness increased. In this hope we intimate not only a continuance, but an extension of our endeavours, as well as, in some respects, a remodelment of our plan. To the explanation of these extensions and

changes we shall devote the remainder of this already too lengthy paper-being as brief as possible.

I. The arithmetic class will be continued as heretofore, except that a theoretic section will be introduced, in which a series of queries regarding the technical terms, principles, and philosophy of arithmetic will be set before the student, as suggestive of information requiring to be gained, and investigative of his acquaintance with the material elements of a proper knowledge of the art of numbers. The questions for solution, as hitherto, will be in general confined, for some time yet, to matters requiring, or inducing to, a correct and reasonable performance of practical accounts. They are not intended as puzzlers, but as tests and inducements; they are not intended to gratify the vanity of the conductor, but to benefit the earnest student. It is hoped that their simplicity will constitute their charm, rather than that it shall raise the scoff of the self

sufficient. The aim is utility-not show-off.

II. The bookkeeping class will be put under a new system of management. The conductor will assign a text-book to be worked out, with notes, upon the reasons and methods of the entries, and so, it is hoped, greater system may be maintained and be possible under the new than in the old form. This, however, is determined upon, not because of any doubt of the successfulness of the last year's teaching, but because it is believed it will meet more availably the wants of those who desire to study this branch of commercial equipment. The text-book chosen will be cheap.

III. A new series of geographical queries will be begun, and will be more strictly confined to the British possessions than those of last year.

IV. The class in British history will be continued in the same style as before.

V. The Latin class will be remitted to the language division, and will stand as class third in that department

after French and German, and before Greek.

VI., VII., and VIII. These classes will be retained under the same management and form. It is expected that the last two will be concluded within the present year, and that the first will be brought down to 1800, or nearly so. After the withdrawal of these it is intended to supply their place with a new special series of lessons on the English language.

The conductors, sincerely anxious as they have always been to supply as many of the wants of their readers as they can, have made arrangements for the opening of three new classes, viz., French, German, and Greek. These lessons will form entirely new and original courses of instruction in these tongues. They will aim at great simplicity, and yet their utility, it is believed, will be such, that even those somewhat advanced in these languages will find the study-if not the actual working out of the lessons-beneficial. As a chief aim in the assignment of tasks, the connection between these several languages and that of our own country will be carefully remembered. As, however, the maintenance of these several classes entails upon the proprietors an outlay which neither the matriculation nor the class fees charged can cover, they can only be carried on experimentally; and unless the possible good likely to result from retaining them in active operation be seen, they cannot be kept permanently in the course. Indeed, students cannot too well remember that the labours of the gentlemen who act as class conductors ought to rewarded with the most pleasing of all consciousness-that their works are prospering towards their true ends.

We earnestly commend these new efforts to the attention of all studentminded readers, whether engaged in any special preparation or not. If so engaged, as helps and guides--neither too engrossing to interfere with other progress, nor so difficult as to produce fatigue or distaste; if not so occupied,

as beneficial employment for leisure hours, as aids to intellectual enjoyment, and means of intelligent recreation, it may be as awakeners of aims and ambitions, sleeping in the out-of-the-way corners of the heart, and long covered over by the labours, cares, amusements, or indolences of daily life. We shall grudge our efforts sorely should the response not be such as to give us the good hope that they are likely to prove useful, improving, exciting, and interesting to a large body of our readers. not let them fear that if they support us with the consciousness of being effective for good in our generation, they will overpower us with hard work. Our well-toiled hours will only look more valuable in our eyes, because the more bless-giving in their passage and employments.

PART I.

Do

I. Figurate.-1. The sanctuary at Butis, in Egypt, is formed of one cubeshaped stone of 60 feet, open at the top, and hollowed so as to leave the stone everywhere 6 ft. thick. Required the weight in tons, &c., of this stone, calculating each cubic foot thereof to weigh 184 lbs. 2. If the ground allowed for a grave is 8 ft. x 3 ft., how many acres of burial-ground will be required in Britain, the population of which is 29,036,500, if one in 35 dies annually, and each grave remains unopened for 12 years? 3. If a farmer has 10 acres laid out in turnips in rows a yard apart, and finds that each yard, on an average, produces 4 turnips of 3 lbs. weight, what would be the total number of turnips, their weight, and their cost, at 10d. per cwt.? Commercial.-1. If a cow gives 20 qts. of milk per diem for 240 days in the year, and 25 qts. yield 1 lb. of butter, how much butter will be produced during a year in a dairy where 27 cows are kept? and what would its value be at 10 d. per lb. ? 2. I sold 33 pipes of wine at £410 Os. 6d., and thereby gained as much as I would have sold 3 pipes for: what did I pay for it? and what did I gain? 3. A bankrupt's effects

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2. Name all the counties along the east coast of Britain, with the chief coastlying towns in each, e. g.,—

Norfolk

Lynn, near the mouth of the

Great Ouse.

Yarmouth, at the mouth of the Yare.

IV. When was Richard II. born? when did he begin his reign? and what circumstances marked his coronation? Describe Wat Tyler's insurrection, quoting any poetry you know referring to that event. What were the relations of Scotland and England during this reign? Who were the wives of Richard II., and what were their characters? Describe the rise and progress of the Lollards. Detail the events attending the deposition of Richard II., and the circumstances of his death. Who were his contemporaries? What social changes are due to this reign? V. Latin [transferred to language department].

VI. Give brief biographical notices of Cowley, Otway, Sedley, Waller, or Marvel, mentioning their contributions to literature. Write out any short piece by any one of these authors, and criticize each important word in it, showing its appropriateness or inap. propriateness Quote any six aphorisms from the works of Thomas Fuller. Who and what was Izaak Walton? what did he write? and what did he do? Give criticisms of any of the works of

Barrow, Newton, Boyle, Baxter, Owen, Clarendon, Penn, or Bunyan. Note the chief events and dates regarding the rise and progress of the newspaper press in England.

VII. What is testimony? and what are its laws? What is the logical meaning of probability? Describe induction, and state its three chief processes. Compress into three laws the procedures of induction. Criticize briefly the induction of Aristotle, Bacon, and J. S. Mill.

VIII. Define carefully the indeclinable parts of speech. Give the syntax by which they are ruled. Collect six examples from the poets of the use of each indeclinable part of speech, and show its consonance with the syntax. Similarly illustrate the syntax of the verb. Milton's "Paradise Lost" as usual.

PART IL-FRENCH, GERMAN, LATIN, AND GREEK.

I. Theoretical-What is grammar? What are words-letters-vowelsconsonants-diphthongs? What are the accents? What is an apostrophe-a cedilla-the diæresis-a hyphen? What is meant by number-by gender-by inflection?

Practical. Form first.-Translate le père, la mère, les frères, les sœurs, l'homme, l'ami, les hommes, les ami, la chaise, le soleil, la lune, le livre, la table,

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Form second.-Translate Dien est éternel; les bons seront récompensés; la terre est ronde; les temps sont changés; la neige est blanche; le travail est nécessaire; le ciel est bleu; la modestie est plaisant; l'eloquence est née avant la rhetorique; la servitude est abrutissant. Arrange the several parts of speech in separate columns; give the plural of each noun, and the rule for its formation; give the two gender forms of each adjective (or participle), and the rules. Out of the words above given construct six other sentences in French. Underline the subject of each sentence, and double underline each attribate or predicate.

Form third.-Perform the immediately preceding exercise, and translate the first chapter of Lamartine's Christophe Colomb (Hachette, Paris, price one franc); arranging in a table or paradigm the verbs in the chapter.

II. Copy in print and script the German alphabet. Write out the German forms of the double consonants ch, chs, ck, sch, st, sp, ss, sz, tz. Write in German characters-print or scriptthe following words:-altar, balsam, classe, criminal, cement, dachs (badger), durstig (thirsty), englander, feind, frölich (merry, frolicsome), garten (garden), gold, glas, haus (house), hatmacher (hatmaker), hungrig (hungry), jahr (year), jung (young), korn (grain), korb (basket, corbeille), kessel (kettle), lampe, land, leder (leather), minister, morgen (morning), nacht (night), nest, oel (oil), ochs (ox), ofen (stove), papier, papier-handler

(paper-dealer), pflug (plough), prinz (prince), professor, rest, ratte, regenschirm (umbrella), sommer (summer), schimmer (shimmer), tochter (daughter). Commit these words and their meanings to memory, noticing their likeness to English ones.

Senior.-Copy out in German character any twenty lines of prose or poetry, giving a note of the author and the work (referring to the page) from which the extract is made, and supply an interlinear translation. Decline the nouns in the passage in proper paradigmal form. It is believed that small works or fragments from the works of German authors may be in the possession of most students having German leanings. If not, the conductor would propose Fouque's "Undine," which can be had cheaply (sixpence he thinks), in an edition published by Wm. Allan, Stationers' Hall Court, London, as a ready, handy, good book. for a reader labouring his way to a knowledge of the German language.

III. Junior.-Cæsar or Nepos, as before.

Senior.-Virgil, Horace, or Catiline, as in former lessons.

IV. Junior.-What are the letters of the Greek alphabet? giving an exact copy of it. Write the Greek derivatives of alphabet, of delta, of jot, or iota. Copy into Greek letters the following words:-ge, earth; mache, battle; nike, victory; ergon, work; biblion, book; thura, door; doxa, glory; philos, friend; akmē, a point; phone, voice, sound; rhodon, rose; dendron, a

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