Leicester, Sept. 14, 1858. SIR,-Would you or any of your obliging correspondents inform me whether there is any book of moderate price published, from which I could obtain the information required in Question 8 of Grammar for Queen's Scholars, 1858. Make out, very carefully, a list of all the words in the above passage, which come to us THROUGH THE FRENCH? Examination Paper set to Pupil Teachers at the end of Third Year. GRAMMAR. Parse the words in Italics, and analyse the sentence: Cousin of Buckingham, and sage grave men,— Your mere enforcement shall acquittance me. GEOGRAPHY. Write out the notes of a lesson on North America, or Jamaica, or Hindostan, with a map, shewing the chief rivers and towns. EUCLID. Prop. xiii. The angles which one straight line makes with another upon one side of it, are either two right angles, or are together equal to two right angles. Prop. vi If two angles of a triangle be equal to each other, the sides also which subtend, or are opposite to the equal angles, shall be equal to one another. SCRIPTURE. (Isaiah-Acts.) Give a short account of the death of Joshua, or of the life of Deborah-or of the temptation of Christ. LITURGY. Write out the statements as to Baptism, from the Catechism, and prove them from Holy Scripture. ARITHMETIC. If 15 grains of silver be worth 24d., what is the worth of dwt.? If 10 yards cost 29s. 3d., how many yards cost 12s. 9d.? Boys. Reduce to thousandths-add decimally + + + 3/3. HISTORY. Write out, in order, the names of the English Sovereigns, with dates, from Egbert to the present time. ARITHMETIC. --SECTION I, Explain fully but concisely every step you would take in teaching 1. Notation of integers ;-or, 2. Notation of vulgar fractions ;-or, 3. Notation of decimals. SECTION II. 1. If a draper bought eleven dozen pairs of gloves at 1s. 94d. per pair, and sold them at 2s. 6d, what did he pay for them, and how much profit did he gain? 2. Forty-two persons have £3906 divided among them; to how much will the shares of 16 amount? Show that division is a short method of working subtraction. 3. How many yards of paper 1ft. 4in. wide, and how many yards of carpet 2ft. 3in. wide, will be required for a square room, whose side is 18ft. 9in., and height 13ft. 4in. ? SECTION III. 1. What change may every fractional expression undergo? State the principle and give an example. Show the advantage gained by being able thus to deal with fractional expressions. 2. Express in its simplest form 18 - 11 + 1 — 1, and add together of a guinea, of a crown, and of 7s. 6d., and reduce the result to the decimal of 163. 3. A rectangular cistern, of which the length is 133ft., and the breadth 6ft., contains 294 cubic feet of water; what is the depth of the cistern, and what is the weight of water when one cubic inch weights 252.5 grains? Express the first answer as the decimal of a yard, and the second as the decimal of a cwt. SUPPLEMENTARY. 1. A bankrupt has good debts to the amount of £456 188. 1., and the following bad debts, £360 7s. 10d, £120 13s., and £19 18s., for which he receives respectively 4, 5, and 9s. in the £; his own liabilities amount to £3,408%; how much can he pay in the £? 2. A man buys 27 sheep for £30, and sells 12 of them so that he loses 3 per cent. in the sale; at what price per head must be sell the remainder, so that he may gain 2 per cent. on the whole purchase? 3. How much stock must be bought at 88 per cent., in order that, by selling out at 90, twenty guineas may be gained? 4. By selling tea at 5s. 4d. per lb., a grocer clears of his outlay; he then raises the price to 6s. ; how much does he clear per cent. upon his outlay at the latter price? 5. Find the commission on £126 at 9 per cent., and reduce the answer to the decimal of £1 11s. 6d. 6. What is the discount on £257 8s. 84d., paid 210 days before due, at 4 per cent. Explain the varieties of discount as to a Pupil Teacer. No. 93. PAPERS FOR THE SCHOOLMASTER. NOVEMBER 1, 1858. Salaries of Schoolmasters. A correspondent who writes in our columns to-day, complains strongly of passages contained in Mr. Watkins' last report respecting the stipends of Schoolmasters. There can be no doubt that such opinions as those which Mr. Watkins has thought right to express will make him popular with the class whose interests he has a right to advocate. Whether his advocacy is well-timed while the new system is yet in its probation and the whole sympathy of the country and even the friends of Education is so far from being universally in its favour that many look back with some regret to the old-fashioned type of the English Schoolmaster, admits of grave doubt. There is sufficient discontent abroad which is acting unfavourably upon the moral influence of the Schoolmaster, and Mr. Watkins would have done better to wait until he had discovered the means of allaying the spirit which he is likely to arouse. Our correspondent to-day denies the fact of the paradox which Mr. Watkins mourns, the paradox of a Master receiving a stipend scarcely exceeding that of an artisan, a lawyer's clerk, or a domestic butler. He shows that their salary is much larger. Mr. Watkins is afraid that suitable men will not be drawn to an unremunerative office, but we think he lays out of sight other influences far too much. There should be an analogy between the office of the clergyman and the schoolmaster, and not between le latter and the office-clerk. The love of study, the desire of usefulness, and the impulse of religious zeal should be expected to operate supplementarily to the lower motive of gain. These motives influence thousands who devote themselves to the ministry, and many of the best of our Schoolmasters have chosen their profession in preference to more lucrative callings. Let the public respect the work, and allow to the Schoolmaster an honorable social status, and the number of the right class will increase. On the other hand let the public see that such men of high stamp, moral and intellectual, yet humble and religious, are spread over the land, and it will sanction a more liberal supply of funds, whether in rates or public grants, or private benevolence. The thing will act and re-act, but no good will arise from forcing the public mind. After all, men should not be attracted to the office by mere gain The good results will depend upon the degree in which they do not If a man would become a labourer, a clerk, or a butler, because of better wages, he would not be the right man for a Schoolmaster. There are two mistaken impressions abroad upon the subject of a Schoolmaster's work and pay. On the one hand the Schoolmaster is apt to be pitied by his friends for his excessive drudgery. But when the hours of his leisure are compared with those of employment, and the recurrence of a vacant day besides Sunday each week, as well as of a lengthened vacation every year, are borne in mind, the comparison with the other occupations is in his favour, and if he only enjoys the amount of social respect to which his office, as a trainer of youth, entitles him, he is far from being an object of compassion. The second error is committed by those who instead of improving as far as it is possible, the Schoolmaster's stipend, and so adding to the still higher motives for making his office sought for, are complaining of its excessiveness. They compare his salary with that of a large portion of the clergy. The comparison, however, is inapplicable until the same motives can be brought to bear upon the one class which are found to operate upon the other. We must increase the public estimation in which the office shall be held, we must multiply the possible opportunities of preferment such as may be supposed in some measure to influence the sacred order of our clergy, before the comparison will hold. After all, the question will be found to resolve itself into one of political economy. The market cannot be forced. Prices will depend upon the ratio there is between demand and supply. Increase or diminish the demand either by the improved or deteriorated character of the Schoolmaster, or (which will follow as a consequence) by the improved or deteriorated social status allowed to him, or by increasing or diminishing his annual salary, and the candidates for office in any profession, sacred, semi-sacred, or secular, will be increased or diminished. Mental Faculties. Observation, curiosity, and perception, are terms very closely allied in meaning. Observation must always precede curiosity, and perception may or may not follow. Curiosity is the desire to know how and why, and the answer to this desire to know is a perception. Man, besides differing from the brute creation in his possession of reason, differs likewise in the singular passion-curiosity. It is the most certain and permanent sign of a vigorous intellect. It is the thirst of the soul, and whatever will serve to gratify it, however otherwise insipid, we taste with avidity. It is the parent of science, though science may in some degree have been the nursling of interest, yet the progenitors were actuated by curiosity, for no one can believe that the Zabian astronomers who wonderingly watched the stars in their course, could foresee the use of their discoveries in the felicitation of commerce and the measurement of time. Curiosity is the basis of knowledge and the precursor of wisdom, the wisdom to direct our future lives; for the wisdom of experience hinges on the perception of cause and effect in matters relative to daily life, and the search for these causes is prompted by our desire to know how and why. The satisfaction of this appetence of the mind bestows a very high degree of pleasure. Hobbes says, "Curiosity exceedeth in duration every other carnal desire in being a lust of the mind, and knoweth no satiety." In great men it has ever been conspicuous, and doubtless may have been a very considerable element in their elevation. The great temptation with which Homer furnishes his Sirens in their seduction of Ulysses is that none ever departed from them but with an increase of knowledge. Cæsar, speaking to the high priest of Egypt, says he would forego the projects of a civil war for one sight of the wonderful fountains of the Nile. M. Musschenbroek, urged primarily by his curiosity, elaborates his "Attraction of Cohesion." Newton sees an apple fall his curiosity is aroused, and he gives to the world the construction of the planetarium. In a word, on the examination of men like La Place, La Grange, Aristotle, Archimedes, &c., the most prominent characteristic is their curiosity, and more especially their curiosity with respect to trifles. But this curiosity displays itself very forcibly in childhood. Every object in turn is redolent with interest, and, consequently, the why and how continually recur. Their inadequate reasoning power, however, incapacitates them to solve the queries they themselves propose, and every why or how unsolved, diminishes the curious ardour of the querist, till at length curiosity will no longer continue to prompt. Seeing, therefore, that observation and curiosity afford materials to be elaborated by the other powers of the mind, and that |