With those who have the faculty strongly marked, mapping from memory will be comparatively easy. It is only necessary to repeat the process of drawing the map a few times, and they will find no difficulty in drawing it from memory. But those having feeble recollective power great help may be obtained by making and adhering to a plan, thus, -supposing it were required to draw a map of N. and S. America, make a square as large as you wish your map; bisect two of its sides (contiguous), and draw lines from these points parallel to the other sides of the square. These lines will divide the square into four component squares, and placing N. A. in one and S. A. in the square touching the preceding one by the corner, the relation of the two will be exact. Points may be found where the several headlands and capes touch the squares; these can be noted and made use of in filling in the outline. By this means with little effort a correct map may be obtained. A triangle may be used for England, a square for France, a rhombus for Ireland, &c. I am, Sir, yours &c., I. H. HANCOCK. SIP, I beg to forward you the parsing of the following words from the lines sent you by G. B. N. P., and inserted in the Papers of this month :- Them, 3rd Per. Pro., Plu. Num., Com. Gen., Obj. Case, governed by 'of ́ understood. Children, Com. Noun, Plu. Num., Com. Gen, Obj. Case. He, 3rd Per. Pro., Sing. Num., Masc. Gen., Nom. Case, to 'is.' It will easily be seen that children is in the objective, in apposition to them. Boast of them. Of whom? Of nature's children; and as he, chieftain, and hero, refer to the same person, he is clearly the nominative to ' is.' July 4th, 1857. I am, Sir, Yours, &c., W. G. S. Cxamination Papers. GENERAL EXAMINATION OF TRAINING SCHOOLS. HOLY SCRIPTURE. 1. The supplementary questions are not to be attempted by any candidate of the first year, who has not answered one question in each of the preceding sections. No such candidate may answer more than two of the supplementary questions. 2. Candidates of the second year, and teachers in charge of schools, may not answer more than six questions, but may choose them from any part of the paper. SECTION I. 1. Name in order the chief events between the deluge and the birth of Isaac. State concisely the most important lessons to be drawn from some of these events. 2. Give a full account of the Song of Moses, and the circumstances of his death. 3. Write an account of one of these persons in the form of a lesson, with practical applications suitable for your first class: Jehoshaphat, Josiah, or Nehemiah. SECTION II. 1. Write out the most remarkable prophecies concerning the rejection of our Lord by the Jews, and the corresponding passages in the New Testament which show their fulfilment. 2. Describe the contents of one of the following books: 1 Samuel, 2 Kings; and give a brief account of the characters of the most remarkable persons in that book. 3. Name in chronological order the prophets who flourished in the period between the death of Solomon and the Captivity, and give a succinct account of the writings of one of these prophets. SECTION III. 1. Enumerate in order the events of our Saviour's life, from the commencement of his public ministry to the evening before his crucifixion. 2. What parables and discourses of our Lord are recorded exclusively by St. Luke and by St. John? Explain the spiritual lesson taught by one of these parables or discourses. 3. What practical and spiritual lessons are illustrated by the history of these persons-Dorcas, Rhoda, Titus, Julius, and Epaphroditus. SECTION IV. 1. Explain fully one of these parables, with examples and illustrations— "The Ten Virgins," "The Wedding Garment," "The Lost Sheep." 2. Give an account of the last journey of St. Paul before his imprisonment. SUPPLEMENTARY. 1. Write an analysis of one of the following portions of Holy Scripture, using the words of the text as far as possible: Romans viii.; Romans xii. and xiii.; 1 Corinthians i. and ii.; 1 Corinthians xv.; or of three chapters from any one of the other Epistles. Also append to this analysis at least six verses from the same Epistle, to illustrate the chief lessons which it conveys. 2. Explain the following passages, illustrate them by examples, and show the practical application: "The weapons of our warfare are not carnal, but mighty through God to the pulling down of strongholds." After that faith is come we are no longer under a schoolmaster. 3. Write out and explain the most important texts from the Epistles on some of the following points: conformity to Christ, intercessory prayer, organisation of the Church. 4. What women are named by St. Paul in his Epistles? What practical spiritual lessons may be enforced by reference to the passages in which he names them? 5. What churches are named in the Book of Revelation? Give the substance of the charge which St. John was directed to address to one or more of these churches. 6. Quote some of the most striking promises to the Church in the books of Isaiah, Hosea, and Micah. 7. Quote from the Old and New Testaments passages that prove the personality and Godhead of the Word and the Holy Spirit. 8. What foreign nations are connected with sacred history in the reigns of Solomon, Asa, and Josiah? Quote the most remarkable prophecies fulfilled in the present condition of these nations. CATECHISM, LITURGY, AND CHURCH HISTORY. SECTION I. Prepare the notes of a lesson, not exceeding twenty-five minutes in the delivery, and adapted for a class of girls between ten and twelve years old, on one of the following subjects with reference to the Catechism : 1. The Fifth Commandment. 2. The means of Grace. 3. The Communion of Saints. SECTION II. Write out one of the following articles, with illustrations from Holy Scripture: 1. Of the Old Testament. 2. Of sin after baptism. 3. Of the Sacraments. SECTION III. 1. Analyse the "Te Deum," or the general thanksgiving, and illustrate the most striking expressions of the former from Holy Scripture. 2. Name in order the parts of one of these services -Baptism, or Holy Communion; and write out, from either, one form of praise or thanksgiving. 3. Give some account of the collects or lessons for one of these seasonsAdvent, Epiphany, or Lent. SECTION IV. 1. Give an account of the revision of the Prayer-book in the reign of Elizabeth. 2. Name the principal events in the lives of these prelates-Cranmer, Parker, and Whitgift. 3. Name the chief persons connected with the Anglo-Saxon Church. 4. Name some of the principal events and remarkable persons in the first four centuries of the Church History. SUPPLEMENTARY. 1. Give some account of the early British Church, and state why its history is important. 2. Name the chief events connected with Augustine, Theodorus, Wilfrid, or Columban. 3. At what time did each of the following prelates flourish.-Anselm, Langton, Chicheley, Arundel, and Warham? on what account were they severally remarkable? 4. Give some account of these pontiffs, and describe the circumstances which connect them with English History-Gregory VII., Innocent III., and Clement VI. 5. What measures were taken before the Reformation to protect the independence of the National Church? 6. Name the leading persons in the Church at the death of Henry VIII., and give a brief account of their characters. 7. What distinguished persons suffered martyrdom in the persecutions in Asia Minor, Gaul, and Africa, during the first three centuries? 8. Give some instances of the charity of the early Christians, as displayed in their conduct towards each other, and to the heathens among whom they lived. 9. Describe briefly the origin and proceedings of one of our own societies for the extension of the Christian faith. DOMESTIC ECONOMY. 1. What kinds of food are required for young children? State clearly the reasons. 2. Give a clear account of the potato, and of the various uses to which it s applied. 3. Give receipts for Irish stew, and soups with and without meat: estimate the cost; and give an account of the nutritious qualities of each. SECTION II. 1. Name all the materials used in washing; and show for what properties or qualities each of these materials is useful. 2. What practical lessons have you had in the kitchen and laundry, either as a pupil-teacher, or as a teacher in training? State exactly what time has been so employed. 3. Describe accurately the best system for needlework, including the fixing and cutting out. What difficulties may you expect to find in supplying a school with work, and what expedients would you propose to the managers? SECTION III. 1: Calculate the weekly and annual expenditure of a schoolmistress, having one or two pupil teachers residing with her, and occupying a furnished house rent-free. 2. Give clear instructions to a pupil teacher about the purchase and uses of clothing materials, with full estimate of cost and value. SECTION IV. 1. Describe the best treatment for sprains, slight wounds, and whitlows. 2. Describe the poisonous vegetables most commonly found in England, the symptoms produced by them, and the best remedies. 3. Write a lesson on one of these subjects for girls about to leave school: personal neatnes, frugality, self-denial. No. 79. PAPERS FOR THE SCHOOLMASTER. SEPTEMBER 1, 1857. VOLUNTARY HALF-TIME SCHEMES. A Paper read at the Education Conference in London, by the Rev. C. H. Bromby, M.A.; F.S.S. (CONCLUDED FROM PAGE 129.) In every case, in factories, in mines, or in farm houses, the first step is to require an educational test, or a certificate of two years past attendance at school before employment-i. e. before 10 years of age. The Factory Act has overlooked this requirement in factories, though from that age up to 13, it has made a provision. In similar occupations my opinion is that the same enactment should be at once extended. The foremost and most benevolent capitalists positively desire the law to protect them against the results of unprincipled competition. In mines and collieries let the Print Works' Act in a modified shape be applied, requiring 6 hours a week to 14 years, and 3 hours till 18. In agricultural districts, where there happen to be large farms and landed proprietors, the factory system of relays; in others less favourably eircumstanced, follow the precedent of the present Print Works' Act, but with still greater latitude; while in rural districts, thinly populated, outlandish and impracticable, I am not sure whether I am not prepared even to recommend a system of itinerant schoolmasters who shall visit different farm-houses on difˇ ferent nights of the week. There is another feature in the half-time system which I would not overlook—its tendency to promote moral training. The highest object of national education, restricting the term to the labouring classes, is not intellectual development so much as the formation of moral habits. Instruction, mental or religious, has no tendency in itself to restrain crime. The daily and hourly practice of self con rol, right behaviour one to another, victory over selfishness, are the |