and schoolboys, and see if a school is not always rightly conducted, and instinctively felt to be so by the boys, in proportion as it is governed by laws, by strict and just rule, and not by caprice, even though it be the caprice of kindness and affection. The good schoolmaster is the just one; he who habitually subjects himself, no less than his scholars, to fixed laws, condemning caprice in himself as severely as disorder in the boy. There is no lack of kindness, but I fear much of justice, among our schoolmasters; and kindness alone will never call forth in the schoolboy the feeling of conscience, nor the love of uprightness. Schoolboys love justice far more than kindness: if they have the latter at home, they care but little for it at school; but nothing can make amends to them for the want of the former, either as regards their present happiness or the lasting effects upon their character. Hence the different feelings with which a public and a private school are usually looked on by the boys of each; hence, too, the dislike which all schoolboys have to female interference with them. King David, chosen of God as a man in whom He would reveal and set forth the true principles of kingship and government, in those last words in which he reviewed his past life, declared that "he that ruleth over men must be JUST, ruling in the fear of God." And this idea of constitutional sovereignty might be illustrated by contrasting it with that mode of government which the Greeks called "tyranny:" they did not at all necessarily mean by a "tyrant" a cruel ruler, but one who had possessed himself of power without right, and exercised it, even if mildly and beneficently, according to his mere arbitrary will, and not according to laws. It is on this cardinal point of law or justice, (for justice is but law in operation, as law is justice embodied in rules,) that the analogy between a state or nation and a school turns. This then is the second-the national or school-relation, and stage of moral training: it does not supersede the domestic relation; but it meets a new and wider case which this cannot meet, and leads us on a step farther in our education.

But here you will say, that though you like my theory very well, and though you see it shadowed forth everywhere around you, yet it seems to be only a shadow and no substantial reality: that you find English family life everywhere cultivating the affections, but too commonly as the foster-parents of new forms of self-indulgence; while in the Nation our boasted reverence for law and order no less frequently ministers to a cold calculating regard to self-interest, and to a heartless indifference to our fellow-men in the pursuit of it. I confess, while I lament, the facts: but I think we shall get an explanation of them, and a clue to the remedy, if we consider a little what the Church is, and what its relation to the Family and the Nation. The word Church, you know, means" the Lord's House," or 66 Kingdom;" and as often as we say "I believe one Catholic and Apostolic Church," we recognise the fact that such a Kingdom of Christ has been set up in the world, and still continues to be regulated and governed by fixed laws and according to its original constitution, and that all men are called to come into it; and we assert that this same kingdom is lying round us, and that we ourselves have been made members of it. Now the great aim and end of the Church is, to awaken and bring to good effect in us the desire of

communion with God and with our fellow-men, and of holiness as the condition of that communion; and this by showing us on the one hand the depth of sin that is in each of us, and on the other the life eternal which is given us in our Saviour, and by training us habitually to renounce the former as an incumbrance and pollution, and to claim the latter as our true spiritual birthright. By exhibiting this as the ultimate end of all education, and in actually bringing us to that end, the Church explains the meaning and worth of those previous stages in our moral training. "He that loveth not his brother whom he hath seen, how can he love God whom he hath not seen?" How can we know our Heavenly Father, if we have never acknowledged the authority of our earthly parents; how can we stand in the courts of the King of kings, if we have never learnt what loyalty and duty to Queen Victoria are; how can we conform ourselves to the Christian "Law of Liberty," if we have not practised obedience to the laws of England; or how can we be capable of fellowship with "all the company of heaven," if we have not first learned to love our kinsmen and fellow-citizens? But on the other hand, the Church, in unequivocally asserting the fact of a "fault and corruption of the nature of every man," points out an inherent vice which cannot fail to counteract the moral influence of all our domestic and political institutions, and thus occasion that unsubstantial result which, as we have seen, is too common. The Church has pointed out the secret canker, but she has also provided a remedy for an evil which affects the very existence of these her main auxiliaries in performing her appointed work in the world. As the nation embraces all the households in the land, and makes our family life more vigorous while it superadds a new element; so the Church recognises and actually adopts both the family and the nation as her children, infusing a new and holy life into the old organization at the same time that she completes what it has left undone. In this Christian land the nation and the family are Christian also. If you will meditate on what are usually called the state prayers and services in the Prayer-Book, on the Coronation service, on the fact that both Houses of Parliament begin their daily sittings with prayers, and that every assize is opened by the judges' attendance at church, (and I believe you will find that all other important national acts and interests are consecrated in like manner, unless where there has been some relaxation to meet those practical departures from the ideal of a national, or indeed catholic, Church, of which it is easier to deplore the bitter consequences than to see the remedy); you will see how the nation is properly called Christian. The services of "Holy Matrimony," "Churching of Women," and "Baptism of Infants," show the same in reference to every household which they have hallowed; while the last-named rite has of course a still further significance as the witness of the personal incorporation of each of us into the Church, and of our own interest in those blessings which I spoke of above as the ultimate end of all education. This then is the remedy for the defect which by reason of sin is inherent in all earthly relationships, and it is not more effectual because we refuse to believe in its efficacy, or, what is the same thing, in the fact of its existWhen we have a living faith that Jesus Christ is not may perhaps become the actual upholder of our house, our school, and our

ence.

country; and when we teach this constantly to our children, scholars, and citizens, first acting upon it ourselves, then we shall find that in these relationships, no less than in our personal condition, it is unto us "according to our faith."

Thus far I have endeavoured to explain what I mean by the education of the heart, in which I include the conscience and the will. It has often been asserted that this education of the heart is all that we want; for what, it is asked, need we or can we wish for, if we are raised out of all selfishness and sin, and brought into fellowship with God and our brethren?

I shall reply by a quotation from Coleridge's second Lay Sermon:"It is impossible that the affections should be kept constant to an object which gives no employment to the understanding. The energies of the intellect, increase of insight, and enlarging views, are necessary to keep alive the substantial faith in the heart. They are the appointed fuel to the sacred fire. In the state of perfection all other faculties may, perhaps, be swallowed up in love; but it is on the wings of the cherubim, which the ancient Hebrew doctors interpreted as meaning the power and efforts of the intellect, that we must first be borne up to the pure empyrean and it must be seraphs, and not poor mortals, that can burn unfuelled and self-fed. 'Give me understanding,' exclaimed the royal Psalmist, and I shall observe thy law with my whole heart. Teach me knowledge and good judgment. Thy commandment is exceeding broad: O how I love thy law! it is my meditation all the day. The entrance of thy words giveth life, it giveth understanding to the simple. I prevented the dawning of the morning: mine eyes prevent the night-watches, that I might meditate upon thy word.' Now, where the very contrary of this is the opinion of many, and the practice of most, what results can be expected but those which are actually presented to us in our daily experience?" E. D.

(To be continued.)

GENERAL EXAMINATION OF TRAINING SCHOOLS.

CHRISTMAS, 1850.

FEMALES.

ART OF TEACHING.

SECTION I. Write an essay on one of the following subjects:

The best mode of discovering and correcting bad dispositions and habits in young girls.

The mode of instructing children between three and six years old.

The comparative importance of subjects taught in the first class of a good -school.

SECTION II.-1. How would you propose to organize a mixed school consisting of eighty children between three and twelve years of age in an agricultural parish? What apparatus and books would you require?

2. Describe the best organization for an Infant School of 120 children. 3. Describe the organization, subjects, and methods of instruction best adapted for a girls' school of 100, between seven and twelve years of age.

ARITHMETIC AND BOOK-KEEPING. SECTION I. Prepare the notes of a lesson to explain—

1. The principles of numeration and notation.

2. The rule of long division.

3. Ratios and proportion.

SECTION II.1. What will be the rent of a house for 3 years, 7 months, 4 days, at 17s. 6d. per week? Prove the sum.

2. If 14 men can mow 168 acres in 12 days of 8 hours each, how many can be mowed by 20 men in 11 days of 7 hours each?

3. If 7 needlewomen can finish a certain quantity of work in 10 days of 93 hours each, how long would it take 3 to do twice the same work, reckoning 10 hours to the day?

SECTION III.-1. Find the interest on 6397. 10s. from May 6th, 1848, to January 1, 1850, at 37. 10s. per cent, How would you find the compound interest?

2. What is meant by discount? Find the discount on 18071. 17s. due at the end of 2 years, at 4 per cent.

3. If 236 yards of cambric are bought at 7s. 104d. per yard and sold, onefourth at 10s. 3d., one-third at 8s. 6d., and the remainder at 7s. per yard, what will be the loss or profit per cent. on the whole outlay?

4. Add together 0'0234 of a £ and 0·0234 of a guinea.

0'079

SECTION IV. In answering one of the following questions give one example at least:

1. What are real accounts? What is the rule for keeping personal

accounts?

2. What books ought to be kept by a retail grocer? In journalizing, for what do you debit or credit stock?

3. How many cases of partnership are there? What books ought to be kept when the several partners take part in the management of the joint trade?

HOLY SCRIPTURE.

SECTION I-1. Name the most remarkable persons in the book of Judges, and give a full account of Gideon.

2. Where, and under what circumstances, was Josiah slain? What allusions are made to his death in the prophetic writings? Describe his character.

3. At what times did Hosea, Micah, Nahum, and Zechariah respectively flourish? Give an account of the writings of one of these prophets.

SECTION II.-1. What prophecies describe the extent, duration, and character of Messiah's kingdom?

2. What is meant by a type and antitype? Show the typical character of the Aaronic priesthood.

3. Explain the distinction between the moral and ceremonial law, and quote passages from the Psalms and Prophets, showing the paramount importance of the former.

SECTION III.-1. Give a full account of St. Peter.

2. What points in our Lord's character are illustrated by his miracles? Which miracles have a judicial character?

3. What events are recorded in the Acts in connection with these placesJoppa, Paphos, Troas, and Thessalonica? What places did St. Paul visit on his last journey between Crete and Rome?

SECTION IV.-1. Give instances of zeal, disinterestedness, humility, and prudence from the life of St. Paul. What other graces do you remark in his character?

2. What institutions and observances of our Church are described in the Acts of the Apostles?

3. Give some account of the Epistle of St. James, or of the Epistle to the Hebrews?

CATECHISM, LITURGY, AND CHURCH HISTORY. It is not necessary for a Certificate that the questions on Church History should be

answered.

SECTION I-Prepare the notes of a lesson on one of these subjects:

1. The Lord's Prayer.

2. Our duty to God.

3. Our duty to our neighbour.

SECTION II.-1. Give an account of the Church services between Advent and Whitsuntide.

2. State the order of the service for the Holy Communion, beginning with the prayer for the Church Militant.

3. In what reigns was the book of Common Prayer revised? Give an account of the conference of the Savoy.

SECTION III.-1. What do the articles affirm touching the Creeds, the Apocryphal books, and the Old Testament?

2. How many articles speak of works, and what do they teach concerning them?

3. What definition is given of the Church in the articles? How is its authority explained and limited?

SECTION IV.-1. Who were the most distinguished martyrs of the early Church? Give an account of the last persecution before Constantine.

2. What councils were held in the first four centuries? What heresy was condemned by the Council of Nice?

3. Explain the growth of the Papal power.

SECTION V.-1. Name the most celebrated divines in the reigns of Edward VI. and Elizabeth, and give a brief account of Bishop Jewel.

2. In what European countries was the reformed religion established in the 16th century? Name the most remarkable divines of that period.

DOMESTIC ECONOMY.

SECTION I.-1. Supposing the calico for a shirt to be 14 nails in width and 2 yards 2 nails in length, what will be the exact proportions and the number of pieces in the shirt?

2. What wages may a house-maid expect to earn in a gentleman's family? State exactly how much she ought to spend yearly, and in what manner. Calculate how much, upon such wages, she ought to save by the end of ten years' service, including the interest of the money if invested in a savings bank.

3. Supposing a schoolmistress to receive 357. per annum with apartments, calculate exactly what she ought to spend for clothes and food. What portion of her income ought she to lay by? In what manner should it be invested in order to secure a provision for old age, or infirmity?

SECTION II.-1. What time is required for roasting or boiling a joint of 8 lbs. ? Compare the expense of roast and boiled meat, giving the reasons for your opinion. What kitchen range is best for a cottage?

2. Where are arrow-root, tapioca, and sago produced? How are they prepared for a sick person? What use can be made of oatmeal and barley? State the price of these articles.

3. What do you consider the most nourishing economical dinner for a cottager's family? Calculate the exact cost of food per week in such a family, of seven people, the children being between four and twelve years old.

SECTION III.-1. How should linseed meal and mustard poultices be prepared? On what occasions are they usually applied? How should a blister be dressed?

2. Give an exact account of the treatment for scalds and burns. What should be recommended for whitlows or ringworm?

3. Show the effects of bad ventilation, bad water, and imperfect draining. What practical directions should be given to a cottager on these subjects? SECTION IV.-Prepare the notes of a lesson on one of the following subjects:

1. Wastefulness in cottage economy.