in the case of its pupils, to be more especially and particularly deprecated, on account of their sex; and the opinion already expressed of the desirableness of home instruction, and the authorized ministry of the church in the matter, gave additional strength to that very generally embraced by those connected with the college-that the object contemplated was too extended-too important to admit of one-sided contemplation.

And this is more especially necessary to be remembered now that their example is about to be followed by others in the metropolis, and, it is believed, elsewhere. The daily papers have affirmed, and with truth, that some of the professors of University College are about to establish one of a similar kind-some say an opposition-and it cannot be too clearly understood, or too widely made known, that the idea of opposition has never entered their heads; but, on the contrary, believing that they have seen a good work commenced, they are desirous of forwarding it and lending their powerful assistance to carry it out in the same spirit in which it has been begun.

And here, again, the College and the Society may justly accept the homage so graciously accorded them. It is no slight praise that an institution, hitherto considered a rival to that to which the Professors of Queen's College are attached, has afforded men willing to take the initiative from them to work out their ideas and follow in their steps, and thus the education of women has afforded a neutral ground on which men engaged in the instruction of their own sex, on dissimilar principles, can meet, not only without collision, but in amity; for though they do not, and, perhaps, could not, well work together, they may and will work for the same end by the same means; and woman has become in education, as in everything else, the pacific genius of the world. Nor is it University College only that has given in its adhesion to the great principle involved: the College of Preceptors, to which a Charter has lately been granted, has notified its intention of opening classes for ladies, which, it must be presumed, will be confined, like the evening classes at Queen's College, to the instruction of those already engaged in tuition, otherwise, it will have become a College of Preceptors in another sense than its name implies; but let this be how it may, every such endeavour honestly carried out must tend to advance the cause of female education-to raise, elevate, and invigorate the female mind, and thus improve the religious and social condition of society.

I have noticed already, that heads of schools have seen the necessity of taking the flood, and keeping in advance, and have communicated with the Committee on the subject; hence the declaration of their willingness to examine ladies' schools if desired under certain conditions, and for this several are making preparation, without which, none perhaps would be willing to make the experiment; but on every side of London, schools are now to be found-East, West, North, South-where the methods employed at Queen's College are, in so far as circumstances will admit and teachers can be made available, copied with sufficient care and ability to make the instruction most valuable.

The expense attending this, as noticed in the Prospectus-twenty-one guineas a-year-may at first appear large, but it must be remembered this branch of the work may well, before long, get beyond the power of

the Committee to handle, and that, therefore, means must be forthcoming to ensure competent examiners who must be supplied for every subject.

Happily female education has never, like that of men, been confined to two subjects, and hence the staff required will be necessarily great; while the amount considered, with reference to the benefit, could not be worth a moment's consideration to the principal of a large school, and for such alone it can be considered available.

We may well then rejoice in the greatness, no less than the success of the work, and fearlessly assert that a new era in female education has commenced. It is not to be expected that so much could be done without considerable errors and mistakes; and Queen's College, therefore, if it have the glory, has also the loss attending a first experiment; others ought, and no doubt will, as, of course, it is to be wished they should profit by its experience, and it is not too much to say that, on this account, it has some claim on public gratitude. Yet it must not be supposed, that although an increased expenditure is consequent naturally upon errors in management, that therefore, even in a pecuniary sense, it is not successful; when on the contrary it is in a condition to pay all the expenses incident to its continuance.

There are, however, many things in which public liberality might be well bestowed in forwarding its objects and assisting those labouring in it, whether teachers or pupils. The libraries and museums are yet in their infancy. Scholarships, or free presentations, may be founded, and individual liberality, not letting its left hand know what its right hand doeth, may help forward the deserving in the path of knowledge, which, without such help to many, is, even now, utterly inaccessible. Assistance has already been extended in some of these ways; it cannot be doubted that more will, and in all: and beside these a debt of gratitude is due to the Parent Institution for incurring the outlay of money necessary at the commencement. When we look back on the events of the past year, we cannot but be struck with their magnitude and importance to the world at large, no less than the female sex in particular; and we should sin against our light and knowledge, no less than our faith, if we admitted the smallest doubt or fear lest, as the great objects of this and similar institutions become gradually known to the people of England, they should not meet with that full, ready, and sufficient support, which they challenge and deserve.

No woman in the middle ranks of life can, for the future, have any excuse for ignorance. None can say instruction is inaccessible; and our children will not have to look back, as their mothers and grandmothers do, and have done, on hours wasted in frivolous employments or unsatisfying vanities, which might have been employed in the improvement of their minds and in rendering them, what God intended them to be, helps meet for man.

I have thus, I fear, somewhat discursively, but in full confidence in the interest your readers will take in the subject, given you a sketch of the rise and progress of Queen's College, shall be glad at any future time to afford you further information concerning it, and

I remain, Sir, your faithful servant,

C. G. N.

EXAMINATION PAPERS, GIVEN AT THE NATIONAL SOCIETY'S TRAINING INSTITUTION, WHITELANDS.

(Continued from our last.)

GEOGRAPHY.

SECTION I.

1. How can it be shown that the earth is round?

2. What produces the difference in the length of day and night at different seasons?

3. Name the zones, and state and account for their extent respectively.

4. What is meant by degrees of latitude and longitude? By what means are the latitude and longitude of a place ascertained?

SECTION II.

1. Describe the course of the Severn and the Thames.

2. Describe the situation, appearance, and height of the principal mountains of Great Britain.

3. Name the sea-ports of Great Britain, and give a full account of any two which you may select.

4. Describe the extent and chief physical features of each portion of the British Isles.

SECTION III.

Each of the questions in this section may be illustrated by a map. 1. Describe the position of these places :-Cæsarea, Bethlehem, Nazareth, Tiberias, Hebron, and Shechem.

2. Describe the course of the Tigris and Euphrates.

3. Point out the situation of the chief cities of Asia Minor named in the Acts of the Apostles.

4. Give some account of the countries bordering on Palestine.

SECTION IV.

1. Enumerate the British possessions in North America.

2. Give some account of the British settlements in Australia.

3. Describe the character and productions of Hindostan.

4. Account for the difference of climates within the same latitudes in

the west of Europe and the east of Asia.

5. Describe the phenomena of an arctic winter.

NOTES OF A LESSON.

Prepare the notes of a lesson on one or two of the following subjects :

The duties of children to their parents and elders.-Good temper.— Diligence.-Devotional habits.-Cleanliness.

The character of Rebekah.-Miriam.-Ruth.-Timothy.-Barnabas. -Paul

On the distribution of land and water.-Mountain ranges.-Vol

canoes.

On the effects of Wind.-Electricity.-Light and heat.

On the structure and habits of any Domestic animal.—Beasts of burden.-Beasts of prey.-The Bee.

The manners of the Chinese.-North American Indians.-Arabians. -Negroes.

On the organ and sense of sight or hearing in man and in animals.-The mental faculties.-Conscience.-Temporal consequences of immoral habits.

DOMESTIC ECONOMY.-No. II.
SECTION I.

1. What is the best mode of cooking potatoes and fish, and why? 2. What uses should be made of rice? Give receipts for various preparations of rice.

3. Write good receipts for home-made bread, and cheap and nutritious broth.

4. Compare the cost of roast and boiled meat, and account for the difference.

SECTION II.

1. State the expence and profit of keeping pigs.

2. What are the advantages of keeping bees? How are they best managed?

3. Under what circumstances may poultry, geese, or any domestic animals be profitably kept by a cottager?

SECTION III.

1. Give directions for the treatment of colds, sore throats, and fever. 2. State the mischief that may be the consequence of want of proper ventilation.

3. What causes tend to check or increase infectious fevers? How can they be counteracted?

4. What are the speediest and most effectual means of treatment or recovery in cases of accident by fire, sprains, stings, and drowning?

SECTION IV.

1. Give clear directions for cleaning a parlour and bed-room.

2. Write instructions for a dairymaid.

3. What quantity of bread, meat, vegetables, and other provisions should be allowed for a household of forty persons, at the rate of six shillings per head per week?

4. What ought to be the monthly expence of food and clothing in a labourer's family, with wife and three young children, supposing him to earn twelve shillings per week?

GRAMMAR.

SECTION I.

1. Define each of the parts of speech.

2. Give clear directions for distinguishing adverbs.

3. What do you mean by case? How is the possessive case singular distinguished from the nominative plural?

4. What are the elementary sounds in the English language? How are they expressed? Which letters of the alphabet may be considered to be redundant?

5. Enumerate and account for the exceptional forms of the plural substantive.

SECTION II.

1. Explain the use of the several moods.

2. Classify the irregular past forms of verbs.

3. Construct a sentence to show the use of the subjunctive mood.

SECTION III.

1. Define a sentence. Give examples of a simple and compound

sentence.

2. Write out the rules for the agreement and government of the relative pronouns.

3. When may two nouns in the same sentence be in the same case? Give examples.

4. Give the rules for the independent or absolute nominative, and construct a sentence to exemplify the rule.

SECTION IV.

Write a paraphrase of either of the two following passages, and express the sense of each in simple and perspicuous language:-*

"I was a stricken deer that left the herd
Long since with many an arrow deep infixt
My panting side was charged, when I withdrew
To seek a tranquil death in distant shades;
There was I found by one who had himself
Been hurt by the archers. In his side he bore,
And in his hands and feet, the cruel scars.
With gentle force soliciting the darts

He drew them forth, and healed and bade me live:
Since then, with few associates, in remote
And silent woods, I wander far from those
My former partners of the peopled scene.
With few associates, and not wishing more,
Here must I ruminate as much I may
With other views of men and manners now
Than once; and others of a life to come."

“A little onward lend thy guiding hand
To these dark steps, a little further on;
For yonder bank hath choice of sun or shade:
Here I am wont to sit when any chance
Relieves me from my task of servile toil,

Daily in the common prison else enjoined me,

*The Editor of the "ENGLISH JOURNAL OF EDUCATION" invites his young correspondents to forward paraphrases of these passages. The best shall be inserted in the Journal.