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elementary as arithmetic and English and all important in education. There cannot be the least hesitation in saying tha of this kingdom is there provision made for the education of begin the battle of life early, equal to that which is within everyone in Scotland, in the parish schools, and in the "acaden larger towns. The attempts made in Ireland, under the gov Henry VIII. and William III. to establish in each parish a promote the English order, habit, and language" failed, and no education cannot be so easily crammed down a people's throat by strangers and enemies. It is beyond a doubt, likewise, that schemes have not been much more successful; witness the d the National Board, aiming at a system of education, in n particularly well carried out, and including religion carefully doctrine, and the greater difficulties of the Queen's Colleges, w tion is as carefully weeded of religion.

It is not easy to account for all this by alleging the unhappy the country by the all-pervading factions of Romanist and Pr by ascribing it to the natural disposition of the people, and tha dence of character which is their just pride. The truth, howe enough that the Irish nation as a whole has hitherto been not but unwilling to avail itself of any authorised or "government for education. The Romanist parish schools, indeed, often things are pretty much the same now as they have been for so tions past, the upper classes seeking education in England private schools not standing high in Ireland, and the lower class their appetite for learning either by what might be picked up fi teachers, miserable in every sense, or else by means of the "hed which abounded and yet abound throughout the country: bett than might be expected, both in the quality and quantity of the given, but in other respects most mischievous, and naturally t occupation of the schoolmaster into contempt.

We believe that very much may be hoped for when, and not position of the master of one of the endowed schools in Irelan nised as on a par with that which his confraternity hold in kingdom. When this comes to pass, Ireland, as well as England her public schools. It is admitted that among the present char endowed schools, to say nothing of the University of Dubli scholarship enough, if that were all that were required, to keep th of education high; but there are complaints on the one side that are kept back by circumstances from acting in full efficiency, and o side we have a cry from the Queen's Colleges, as well as from the of Dublin, complaining of the unsupplied want of intermediate s

The Queen's Colleges have been compared to a completely fur floor with no stairs to render it accessible. A re-organisation now apparently almost inevitable, and we should not be sorry "Queen's University in Ireland" take its place as an exami doing on a large and official scale the work so satisfactorily att England by the Society of Arts, holding examinations at certain all who choose to come, and granting diplomas or certificate accurately the extent of knowledge shown by each candidate in th in which he may have offered himself for examination. We h us the course of study as drawn up for the Queen's University

can say is, that there is not a man in an English University who would not think much more highly of himself could he believe that he could pass satisfactorily through it. It seems to us utterly unmanageable, and that half the subjects would suit much better, if they are to be done properly. We should like to see, in connexion with each of the Queen's Colleges, a hall, in which students could live, if they desired, as economically and comfortably as the students in a training college in England. We should likewise think that the following point might be taken into consideration : whether it would be practicable to allow the leading schools and colleges in Ireland to stand to the Queen's University in the same relation as several similar institutions in England stand to the University of London, to allow, for instance, residence in them, after matriculation at the University, to count as terms kept towards a degree. We cannot learn why, at Trinity College, Dublin, where students enter generally two years younger than at an English University, and where all the steps towards a degree can be taken by examination without residence, it never happens that students keeping their terms in this manner remain still connected with a school. The pupils from the "Royal Schools," having exhibitions at the University, must necessarily reside; but we wonder, that at the other schools such a plan is not found worth while to all parties.

We should rejoice if in the report of the Endowed Schools Commission a recommendation were made, and carried out, for placing the boarding establishment of the schools on a better footing. În England and elsewhere it has been found practicable to carry on these, independent, pecuniarily, of the head master, compensating him at the same time, by a sufficient capitation fee, for the duty of superintending the discipline and general management of the concern. Most schoolmasters would be thankful for this. Some modification of the course of instruction will doubtless be proposed in the above-named Blue Book, which we hope will end in carrying out with equal completeness, and if necessary, as distinct departments, general and classical education in those schools where both are required. It cannot fail to have been noticed, that while to the Queen's Colleges as well as to the special classes of the University of Dublin is due much of the praise for the recent signal success of Irish candidates in the competitive examinations for government appointments, civil and military, yet very little of the credit can be traced back to instruction given in any of the endowed schools. They serve indeed, to a certain extent, as "feeders" of the universities in mathematical and classical learning, but not by any means in the more general style of education to which such prizes are held out in the examinations for government appointments.

We repeat, that we look forward with great interest to the report of the commission: so will all who know how much the Celtic mind is capable of, and how much at the same time it needs discipline for its improvement. So will all who know what a favourable opportunity the present is for the introduction of well-digested measures on the subject. Whatever advantage there may be in centralisation, the Irish Endowed Schools have it all everything is possible for the authorities at head quarters; no local influences can interfere with or impede the government of the schools: the endowments are ample, considerably above the average of English schools, and by introducing improvements or reforming abuses, or both, the desired end may be gained, of finding for Ireland, in her own schools, the education which each class in the country requires.

F. I.

CHRISTMAS EXAMINATION PAPERS.

Continued.

MALES, FIRST YEAR.

1. The History, Chronology, and Geography of the Bible.

2. The Gospel according to St. Matthew.

SECT. I.-1. Describe the course of the Jordan.

2. What tribes or nations occupied Canaan when Abraham and Joshua, respectively, crossed the Jordan?

3. Draw a map of Syria, inserting the mountains and rivers, Antioch, Damascus, Tyre, Jerusalem, and the six cities of refuge.

SECT. II.-1. Write a history of Gideon.

2. Distinguish between trespass-offerings, peace-offerings, and burntofferings. Give the rules for each.

3. Give an analysis of one of the prophetical Books in the Old Testament, with some account of its author.

SECT. III.-1. What do we know of St. Matthew from the Bible? What is the commonly received opinion on the date and original language of his gospel? What circumstances mark for whom it was written?

2, Mention any miracles, parables, or phrases peculiar to this gospel.

3. Narrate the parable of the labourers in the vineyard. What circumstances led to the parable? What is its doctrinal meaning? Can you find anything parallel to it in ordinary life?

SECT. IV.-1. When did our Lord first begin to foretell his own sufferings?

2. Mention the occasions on which the disciples are said to have quarrelled amongst themselves. State in each case what circumstances seem to have led directly or indirectly to the quarrel.

3. Give an analysis of the sermon on the Mount, showing its unity and coherence. What leading doctrines or precepts of the Gospel find no place in it?

SECT. V.-What is the best teaching that can be given to children between the ages of seven and nine out of the Old Testament? Illustrate your answer by a sketch of a specimen Old Testament lesson.

SECT. VI.-Write an explanation for a class of children between eleven and thirteen of the parables of the leaven and the mustard seed. Be careful to point out the difference as well as the similarity of meaning in the two parables.

SECT. VII.-Write such notes on the following passage as will give an illustration of the preparation that you would make for hearing it read by your first class, and explaining it to them:

"And when they were come to Capernaum, they that received tribute money came to Peter, and said, Doth not your master pay tribute? He saith, Yes. And when he was come into the house, Jesus prevented him, saying, What thinkest thou, Simon? of whom do the kings of the earth take custom or tribute? of their own children, or of strangers? Peter saith

unto him, of strangers. Jesus saith unto him, Then are the children free. Notwithstanding, lest we should offend them, go thou to the sea, and cast an hook, and take up the fish that first cometh up; and when thou hast opened his mouth, thou shalt find a piece of money: that take, and give unto them for me and thee." Matt. xvii. 24 to 27.

ENGLISH HISTORY.

SECT. I.—Give an account of-1. The character and government of Edward the Confessor; or, 2, The victories and subsequent expulsion of the Danes; or, 3. The steps which led to the consolidation of the Heptarchy into a monarchy.

SECT. II.—Enumerate the instances in which-1. England took part in the Crusades; or, 2. England has interfered by arms to support foreign sovereigns against their subjects, or foreign subjects against their sovereigns; or, 3. England has engaged in foreign war in support of (a) the hereditary rights of her sovereign, (b) the unity of the British Empire, (c) protection or extension of her commerce.

SECT. III.-1. Give an account of the reign of Henry IV.

2. Give the pedigree, life, and character of Henry VII.

3. Sketch the successive attempts made by England to conquer, or unite, the kingdom of Scotland.

SECT. IV.—1. Give a brief outline of the Wars of the Roses, and of their effects upon the country, both as regards domestic and foreign policy. 2. Give an outline of the reign of Elizabeth.

3. Write a sketch of the growth, and narrate in detail any one of the principal feats, of the British navy.

SECT. V.-Write full notes, and draw proper maps or other illustrations for a lesson to be given to your first class, on: 1. The wars of Edward III. in France: or, 2. The English colonisation of America; or 3. The progress of the British power in India.

SECT. VI.—Write full notes, and draw proper maps or other illustrations to show how you would treat one of the following passages, supposed to be read by your first class:

1. "America was discovered by Columbus in the year 1492. Several European Nations, following the example of Spain, sent out ships to explore the new continent; and the beautiful countries and rich gold and silver mines they found there, disposed them to try and get possession of all they could. As the nations were some of them ignorant savages, and the rest not nearly so well skilled in war as the Europeans, they were easily overcome; and numbers of them were cruelly slaughtered by the conquerors, who made themselves masters of nearly the whole continent, and kept those of the natives who were not killed in a state of bondage. After much war and bloodshed, both among the Europeans themselves and with the natives, the chief part of North America remained at last divided between the Spaniards and English, and the south between the Spaniards and Portugese. But in the year 1783 the descendants of the English who inhabited the centre of North America separated themselves from Great Britain, and formed themselves into an independent republic, called the "United States." Irish IV. Book, p.p. 133, 134.

2. "In the time of Henry II. of England, Ireland was conquered, and since that period has been under the English kings. Its history is therefore

blended with that of England. In the year 1800 its parliament was united to that of England.

"A great part of this island is covered with immense bogs. These form a remarkable feature of the country: they afford abundant supplies of peat, used by the inhabitants for fuel. These bogs are the remains of ancient forests and large quantities of wood and the skeletons of animals have been found in them.

"The lakes of Killarney at the south-western extremity of the island are very beautiful, and will bear comparison with the finest in England or Scotland. Their banks are high, and covered with wood, and verdant islands are scattered over the surface.”—British IV. Book, p. 82.

3. "On the threatened Invasion in 1803.—By a series of criminal enterprises the liberties of Europe have been gradually extinguished; and we are the only people in the eastern hemisphere who are in possession of equal laws and a free constitution. Freedom, driven from every spot on the continent, has sought an asylum in a country which she always chose for her favorite abode; but she is pursued even here, and threatened with destruction. The inundation of lawless power, after covering the whole earth, threatens to follow us here; and we are most exactly, most critically placed in the only aperture where it can be successfully repelled-in the Thermopyle of the world."-M' Culloch's Course of Reading, p. 24.

GEOGRAPHY.

SECT. I. Describe in words the coast, the boundaries, the mountain chains, and the river system of: 1. France; or, 2. Russia; or 3. Hungary.

SECT. 2. II.-Describe in words one of the following coast-lines: 1. North America, from the Straits of Belle Isle to New Orleans. 2. Asia, from Aden to Hong Kong. 3. Europe, from Gibraltar to St. Petersburg.

SECT. III.-Draw an outline map of: 1. Spain; or, 2. Greece; or 3. Denmark.

SECT. IV.-1. Describe, or draw a map of, the basin of the Rhine. 2. Draw a map of the Mediterranean Sea.

3. Trace in words, or by a map, the watershed which divides the northern and western from the southern and eastern drainage of Europe.

SECT. V.-Write full notes, and draw such maps and illustrations as would be required, for a lesson to your first class upon the geography of: 1. South America; or, 2. Canada; or, 3. Yorkshire.

SECT. VI.-Write full notes of a lesson upon, and draw proper maps and diagrams to illustrate, one of the following passages, supposing it to be read by your first class:

1. "Lapland, which belongs to Sweden, as you know, is perhaps the most dreary country in Europe. During a great part of their long cold winter the inhabitants have no daylight; and in their short summer hardly any darkness, for the nearer one approaches to the north pole the longer the days and nights become. At the pole itself there are six months' darkness and then six months' light; but in Lapland there is but a very short period in which there is no light at all, though during the whole summer the sun sets for a short time only."-Irish IV. Book, pp. 79-80.

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