Think not, when worn the homely robe appears, And what shall clothe these shivering limbs again. And the fair body its investing weed? HISTORY OF ENGLAND. First Series. 1. Give some account (1) of the language, manners, and institutions of the ancient Britons; and (2) of the conquests of the Romans in this island. What monuments and ruins have those two nations left in the country? 2. When was Christianity first introduced, and when were the Christians first persecuted in this country? On what occasion were the errors of Pelagius condemned? 3. Describe the kingdoms established by the Saxons. Name the most famous kings of England, from Egbert to Harold. Give an account of those Saxon institutions of which traces may be discerned at the present time. 4. Give some account of Bede, Alcuin, and Theodore; and describe the conversion of Ethelbert and Edwin. 5. On what grounds did William I. claim the throne of England? Mention facts that show the oppressive character of his government. Describe the last days of William, and of his three sons. 6. Describe the condition of this kingdom under Stephen. Give some account of the dispute between Henry II. and Thomas à Becket. What English princes took part in the Crusades? 7. State some facts showing the progress made by the constitution of England under the princes of the house of Plantagenet. Describe the character of these princes-John, Edward I., Richard II., Edward IV.; and of the queens of William I., Edward I., and Edward III. 8. Give some account of the relations between vassals and their superiors; of the condition of the serfs; and of the institution of knighthood under the feudal system. (The last Question to be answered as a written Essay.)` Second Series. 1. Trace the descent of Henry VII. What insurrections took place in his reign? Describe the character of his mother. To whom, and on what conditions, did he marry his son? 2. Give some account of Sir T. More, Bishop Fisher, the Earl of Surrey, the Ladies Catherine Parr and Jane Grey, Cranmer. What anecdotes show the piety, intelligence, and attainments of Edward VI.? 3. What persons were most distinguished, in the reigns of Elizabeth and James I., as statesmen? What authors of that age are most famous as poets, historians, and philosophers? Give some account of Hooker, Bishop Jewell, and Archbishops Parker and Whitgift. 4. Trace the descent of James I. from Henry VII. To what foreign princes was he allied by the marriage of his son and daughter? 5. Give some account of the origin and transactions of the civil war. Describe the characters of Hampden, Lord Falkland, and the Marquis of Montrose. 6. What circumstances led to the abdication of James II.? Give a brief account of his male and female descendants. Describe the state of parties in the reign of Queen Anne. Name the most distinguished writers, and statesmen, and military commanders of that age. 7. Give a brief account of the principal events during the administration of Sir Robert Walpole, the Earl of Chatham, Lord North, and William 8. In what reigns, and under what circumstances, were the countries at present subject to Her Majesty annexed to the kingdom of England? 9. Give a brief account of the constitution of England; describing clearly the manner in which the laws are framed, confirmed, and executed. (The two last Questions should be answered in the form of a lesson for a large class or gallery.) GEOGRAPHY. 1. Explain these terms-Estuary, Archipelago, Promontory, Oasis, and Table-land. Give instances of each from the map of the world. 2. Describe the various uses of rivers to mankind, by the following instances: -the Euphrates and Tigris, the Nile, the Rhine and Danube, the Thames. 3. Name the straits by which the seas in and near Europe communicate with the Atlantic Ocean. Name the principal islands in the Mediterranean, and the countries by which that sea is surrounded, beginning at the north-west corner. 4. (a.) Which are the most important estuaries in Great Britain? Describe the course of the Severn and the Thames, naming the counties through which they flow, and the chief towns on their banks. (b.) Name the rivers which flow into the Humber and Wash. State where each river rises, and the chief towns on its banks. 5. Give some account of the situation, size, and industry of these places :— Birmingham, Sheffield, Coventry, Liverpool, Paisley, Kidderminster, Burslem and its neighbourhood, Newcastle, Manchester, Derby, Worcester, Leeds, Merthyr Tydvil, Ware, Yarmouth, Portsmouth. 6. What are the chief commercial productions of France, Spain, Sweden, Russia, Italy? 7. (a.) Name the countries in Europe where the Protestant religion, and those in which the Roman Catholic religion, is established. and (b.) What are the main differences in diet, domestic economy, recreation, between the inhabitants of northern and southern Europe? (The last Question to be answered in the form of a lesson to a large class or gallery.) 8. By what circumstances is the climate of countries affected? Describe and account for the difference of climate between places at or near the same latitudes in North America, Great Britain, and Russia. 9. Enumerate the colonies and dependencies of the British Empire. What makes it true to say that the sun never sets on our Queen's dominions? 10. Give the heads of a lesson on the course of the Jordan, supposing the girls not to have any previous knowledge of a map, but to have read the Gospels. ON SCHOOL-KEEPING. 1. Draw a plan, or write a description of a school, with class-room for eighty girls, arranged in the most convenient method, with desks, gallery, easels, forms, &c. 2. Make out a complete time-table for such a school, and give a full account of the books and methods of instruction which you would prefer for each subdivision. 3. Supposing that you have two or three pupil teachers in such a school, how would you employ them during school-hours? 4. Write a set of rules for the discipline, moral conduct, and devotions of your monitors and pupil teachers. 5. State your views as to systems of punishment and rewards-as to the intercourse which you consider desirable with the parents or children out of school-hours-and as to the best means of keeping up a connection with those who have left school. 6. Arrange the notes for two lessons: one on the senses, their uses and objects; the second, on domestic economy and household duties, Report on the Training Institution at York supported by the York and Ripon Diocesan Boards of Education. By Her Majesty's Inspector of Schools, the Rev. ALEXANDER THURTELL, M.A., Fellow and lately Tutor of Caius College, Cambridge. April 1, 1848. SIR, In pursuance of the directions which I had the honor to receive from the Committee of Council on Education, I commenced my inspection of the Training Institution at York, and of the masters who had been trained there, on the 24th of August, 1847. Illness and other causes have prevented me from sooner presenting my Report founded on that inspection. The Institution is supported by the Boards of Education for the diocese of York and Ripon. It commenced its operations in May, 1841, as a training school for the diocese of York alone; but in 1843 an arrangement was entered into for connecting it with the diocese of Ripon also. The expenses are shared equally by the two Boards; the same number of trustees for the joint property has been appointed by either Board; and an equal number of the members of each has been selected, in order to form, together with certain ex-officio members, a managing committee, to which is intrusted the entire conduct of the training school, and of the middle school attached to it. This seems at first sight an arrangement far from equitable, considering the inequality in the population of the two dioceses. It was thought, however, that the demand for masters was not greater in one diocese than in the other, nor likely to become so for many years. At the annual meeting of each diocesan society the committee presents an account of receipts and disbursements, together with a report of its proceedings and of the state of the schools. I found on my arrival a spacious building of Elizabethan architecture, whose design might, with no very great additional expense, have been made to present a considerable degree of beauty. Unhappily, however, the necessity for consulting economy in the outlay has greatly diminished the architectural effect. It was erected in 1844-5, and opened in August, 1845; and in 1846-7 a smaller building was placed at a short distance to the west of it for the reception of the sons of Yorkshire yeomen, as boarders, to be taught in the middle-school for day-scholars, which had been from the first connected with the establishment; a connexion however which, it is important to remark, has never received the sanction of the Committee of Council on Education. This building, yet remaining incomplete, is in the same style of architecture as the other; but its roof is of higher pitch, and it has dormer windows in the attic. The improvement thus produced, as regards architectural effect, is very striking. The site is not sufficiently large for the Institution as it now exists; and should the plans of enlargement now in contemplation be carried out, considerably more ground will be requisite. This is one of the many evils resulting from the want of adequate funds with which the Institution has had to struggle. I was informed that land adjoining might easily have been purchased had there been money for that purpose. The west wing of the main building consists of a good house for the Principal, with ample and very well arranged kitchens, store-room, larder, wash-house, and laundry. The washing department is not large enough for all, and is only used for the pupils of the yeomen school. The students provide for their own washing. The drainage was considered to be abundantly provided for; but inconvenience appears to arise from the drains that carry off the soil and water not having been sunk sufficiently below the surface. The south front contains on the ground floor a hall, used for meals and prayers, on one side the entrance, with a large room for study on the other side; and over these are suitable rooms for the Vice-principal and the masters, together with dormitories. The east wing has at its south end on the ground floor various offices and rooms, some of them not yet much used; above are dormitories. The rest of this wing is occupied by two spacious and lofty school-rooms, one for the students under training, and the other for the middle school. These various parts are conveniently arranged, and the Principal is enabled to visit every part with facility at any hour. The separation of the kitchen department from the rest is complete. During the daytime the dormitories are closed, and a lavatory, common dressing-room, and shoe-room are provided, and are always accessible to the students. This is an arrangement which presents some advantages, and has perhaps been adopted partly to save the more extensive furniture with which the bed-rooms must else have been provided. The bed-rooms, however, looked bare, and I missed greatly the comfortable appearance which they present in some other establishments of this nature-the wellchosen collection of neatly arranged books, and the other little property in which the possessor seems to rejoice, and which indicate his tastes and his pursuits: there are civilizing influences of no little value connected with such things. It is also desirable that each student should have such an opportunity for occasional privacy and retirement as is given by having access to his bed room. The lavatory and dressing-room, moreover, did not seem adequate, in size or fitting, for the purposes for which they are employed. I should, however, add, that the bed-rooms were clean and neat, and that the rooms provided for the officers were furnished appropriately, at the cost of the Institution. It will be observed that there is no part of the building set apart for the purposes of a chapel. The students and yeomen scholars attend every morning a neighbouring church, where the service is read by the Principal, or Vice-principal; and in the evening they are collected for the same purpose in the hall. There is a room intended to receive the library, and to contain materials for the illustration of lectures, &c. At the time of my visit, however, there was no collection of this sort, and the library consisted only of about 130 volumes, and was in every respect inadequate. Another room contains an organ, and is used for instruction in music. In general the ventilation of the building is sufficiently provided for. One most important room, however, viz. that set apart for study under the superintendence of one of the masters, is very inadequately ventilated. Warmth is diffused, where requisite, by hot-water pipes, the apparatus being placed on the ground floor. That by which the west wing is warmed is not effective, and great inconvenience is caused by the leakage at the joints of the pipes. The supply of water for all purposes is good. The lighting is by gas throughout. The whole domestic management rests with the Principal, whose accounts are regularly audited by the Committee. It seems a defect in the arrangement that the Principal's servants are mixed up with those of the Institution, and that his house has no kitchen, larder, &c., separate from those of the college. The dietary is as follows. Breakfast.-Bread and milk; tea for those with whom milk does not agree. Dinner.-Monday-Boiled beef and broth. Tuesday-Hash or meat pies; apple puddings or pies. Thursday-Boiled beef and broth. Friday-Hash or meat pies; puddings or pies. Saturday-Roast beef and pudding. Sunday Cold roast beef and rice pudding. This dietary is varied with seasons, and according to circum stances. When there is no fruit, suet puddings, &c., are prepared. In the evening, the same is provided as at breakfast. Their The Vice-Principal and the other Masters always take their meals in the hall, at the same time with the students. table is placed on a dais at one end of the room. The Principal |