3. Explain and illustrate, as you would to your first class, the three parables in the 15th chapter of St. Luke on repentance.

4. In what respects should a lesson from the Bible differ from any ordinary lesson?

Evidences of Christianity.

SECT. I.-1. Distinguish between contrary to general and contrary to particular experience. How does Paley apply this distinction to answer Hume?

2. What evidence can be found in the New Testament to prove that the preaching of the Gospel was attended with danger? What is the strict value of this evidence?

3. What is the evidence, and what the value of the evidence, that the danger of preaching the Gospel was foreseen by those who preached it?

4. What arguments for the truth of the Gospel does Paley derive from our Lord's prediction of the destruction of Jerusalem, and how does he answer the objection that that prediction may have been a forgery after the event?

5. Paley always argues on the supposition that, if the Books of the New Testament are not genuine and authentic, they are intentional forgeries. Is any third supposition possible, and, if so, how must it be dealt with?

6. "When it is once settled, no matter upon what principle, that to do good is virtue, the rest is calculation." Where does Paley say this? What does he mean by "to do good"? How far is Paley supported in this view by the common feelings of religious people?

7. "No two things can be more different than the heroic and the Christian character." Comment upon this statement of Paley's, and illustrate your comments by historical examples. Is it possible to maintain the argument which Paley founds on this statement, and yet to give up the statement itself?

8. Examine the third of the three cases in which Paley concedes that a history, and a series of letters, referring to the same events, are no confirmation of each other.

9. Describe the marks by which a coincidence between two writings may be recognised as undesigned; and give instances.

10. What forgeries does Paley compare with the genuine epistles of St. Paul? and what is the result of the comparison? Can you mention any other spurious or untrustworthy documents, professing to belong to the time of the apostles?

SECT. II.-1. What kind of doubts sometimes occur to the minds of children? Can they be met by such arguments as Paley's evidences?

2. In what cases is it expedient to solve children's doubts, and in what cases is it better to trust to time?

3. In what respects is a teacher better able to give religious instruction to children, in consequence of a careful study of the evidences for religion? Mental Science-Mental Faculties and Moral Philosophy.

SECT. I-1. What name do we give to the faculty by which we perceive what passes within ourselves? Is this faculty of the nature of a sense, or is it a part of the understanding? What studies keep it in exercise?

2. Distinguish between the primary and secondary qualities of objects. Which of our bodily senses perceive the one, and which the other?

3. What appears to be the ground for the division of our bodily senses into five? Arrange these five in a table, with their proper objects of perception opposite.

4. What is the perfection of memory? With what other powers is that of memory connected?

5. What do you mean by common sense? term liable?

To what objections is the

6. Under what few heads does Butler sum up our moral nature? How does he establish the supremacy of conscience?

7. What are the chief arguments against the theory that duty consists in having a regard to our eternal interest? On what other foundation can the obligation of duty be placed?

8. What is meant by a duty to ourselves? Does the same sentiment of disapprobation attach to a breach of this duty as to a breach of any other? 9. Distinguish between appetites, desires, and affections? Is self-love to be classed under any of these? Is conscience?

10.-Define precisely the terms dexterity, skill, tact, taste and judgment. SECT. II.-1. Describe the best method of cultivating the different qualities of a good memory.

2. Describe the natural tendency to imitation. How can a teacher best avail himself of it?

3. In what way can a taste for order, neatness and cleanliness be produced?

4. Which of the faculties may be most safely trusted to their spontaneous growth for development, and which most require cultivation? Give reasons for your answer.

Experimental Science.-Physics.

SECT. I.-1. What is meant by a couple? How is the effect of a couple measured?

2. Explain the action of the genou.

3. Show by what modes rotatory motion may be made to communicate alternate rectillinear motion.

4. Describe the whorling table and its use.

5. Define the metacentre of a floating symmetrical body.

6. What is Marriott's law of the relation between the volumes of gases and the pressures upon them? How is it established?

7. Explain the principle and action of the centrifugal pump.

8. What connection has been discovered between magnetism and electricity? What experiments may be used to demonstrate it?

9. Explain the electrical experiments made with the electric balls, the electric fly-wheel, the electric swan.

10. Describe the galvanic battery and its action.

11. What is a caustic? How can you show caustics by reflection and caustics by refraction?

12. Describe the camera obscura, the camera lucida, and the magic lantern.

13. Describe the Stanhope lens and Wollaston's doublet.

SECT. II.—Give a list of the apparatus that you would require, and of the chief experiments that you would show for a course of lessons to your first class on: 1. Pneumatics; or, 2. Electricity, magnetism, and galvanism; or, 3. Optics.

Experimental Science.-Organic and Applied Chemistry.

SECT. I.-1. Give the chemical composition of gum-arabic, gun cotton, grape-sugar, alcohol, ethyle vinegar, chloroform, camphor, and prussic acid. 2. Describe the process of fermentation, and compare it with that of putrefaction.

3. Describe the several effects produced in us by breathing. What gases are mischievous if taken into the lungs?

4. What remedies should be used to save the life of a person who has just taken common arsenic, sulphuric acid, corrosive sublimate, or sugar of lead?

5. Upon the presence of what substances does the nutritiousness of bread depend? What kind of bread contains the most nutriment? Is it always true that food which contains most nutriment in proportion to its weight is most nutritious?

6. Explain the action of tea, coffee, and alcohol upon the human body. 7. Upon what characteristics, and the presence of what substances, does the fertility of a soil depend?

8. Explain distinctly the chemical and physical requisites to form a good manure for the growth of a given plant on a given soil.

SECT. II.-Draw up a syllabus, and indicate very briefly under each head the needful experiments for a course of lessons to your first class on the elements of: 1. Agricultural chemistry. 2. Domestic chemistry and physiology.

Experimental Science.-Inorganic Chemistry.

SECT. I.-1. What is the atomic theory, and what is its connexion with the laws of combining proportion?

2. Give instances which exhibit distinctly the difference between chemical affinity and other kinds of attraction.

3. Explain the principles of chemical notation, and point out clearly what part of that notation is conventional, and what necessary.

4. What is meant by specific heat? Is there any connexion between the specific heat of a body and its equivalent ?

5. Describe the leading articles of a proper set of chemical apparatus and chemicals for a beginner of the study.

6. What is the law of gaseous diffusion? Describe experiments to prove it. 7. Describe the preparation, and experiments to show the properties, of

nitric acid.

8. Describe the properties and the chief compounds of calcium.

9. By what tests can you detect in any substance the presence of arsenic, mercury, or lead?

10. Give the chemical notation of common salt, gypsum, alum, litharge, lunar caustic, calomel, sal ammoniac, white sand; and name the substances represented by ZO, SO3; NO5; CH2; CaO, CO2; KO, NO,; HgO, SO3; KBr; NaO, CO2+HO, CO2.

SECT. II.-Give a list of experiments to exhibit the laws of heat without any other apparatus than a couple of thermometers and such articles of domestic use as can be readily procured in any household.

History.-Hallam's Middle Ages.

SECT. I.-1. To what causes may we assign the success of Edward III. in his war with France? Compare that war in respect to causes, character, and consequences, with that of Henry V.

2. Give a brief sketch of the feudal system, and examine how far it was favourable to the growth of liberty.

3. When was the change effected from the feudal to the modern military system? What were the causes and what the consequences of that change?

4. Give an account of the commerce of Italy during the middle ages. 5. What germs of political liberty are to be found in the laws and customs of other countries besides England? and how were they lost? 6. Give an account of Innocent III.

7. What was the Saxon law of Frank Pledge?

8. Describe the Common Law, and the manner of its establishment. 9. What three constitutional principles may be considered as established by Parliament in the reign of Edward III.? And how?

10. Give an account of the gradual extinction of villenage.

11. To what causes does Hallam attribute the intellectual improvement of Europe towards the end of the middle ages?

SECT. II.-Draw up a scheme for a course of historical lessons to the two upper classes of a large elementary school, supposing the children to begin the subject at the average age of ten, and to quit the school at the average age of thirteen.

History-Blackstone.

SECT. I.—1. Define municipal law, and explain the definition in detail. What mischiefs are likely to arise if municipal law be confounded with moral? 2. What are the three estates of the realm? Give reasons for the power assigned to each in the British Constitution.

3. What is the peculiar business of the House of Commons besides that which it has in common with the House of Lords?

4. Describe the passage of a bill through parliament. Explain particularly the difference between the debate on the reading of a bill, and the debate on the same bill in committee.

5. Enumerate the means provided by the British Constitution to protect the liberty of the subject, and sketch the history of their gradual growth. 6. Describe the ancient and modern English tenures of land. How and when was the change from one to the other effected?

7. Describe the English judicial system. When did it first assume its present form, and when did it become independent of the executive?

8. What is meant by a corporation? Trace the origin and growth of municipal corporations during the feudal period.

SECT. 2.-Mention instances in which a teacher will be able to apply his own knowledge of the character of our constitution to the instruction of children in an elementary school, and write full notes of a lesson on one of these instances.

History-Macaulay and Mahon.

SECT. I.-1. Give an account of the growth, character, and fall of the Star-Chamber and High-Commission Courts.

2. What were the circumstances that led to the Triple Alliance? What was the nature and effect of that alliance?

3. Give an account of Monmouth's rebellion against James II., and the circumstances which attended its suppression,

4. Describe the abdication of James II.

5. Describe the origin of the National Debt and the establishment of the Bank of England.

6. Describe the reformation of the currency in the reign of William III., and the difficulties attending it.

7. Give an account of the rebellions of 1715 and 1745. Compare the chances of success in each case.

8. Give an account of the South Sea Scheme, and its failure.

9. Describe the rise of the Methodists.

10. At what period in our history did government by a Cabinet begin? Mention the most important Prime Ministers that have since held office. SECT. II.-What do you consider to be the chief purposes of teaching history to children?

Higher Mathematics.-Problems in Applied Mathematics.

Logarithmic tables may be used with this paper.

SECT. 1.-1. Find the centre of gravity of a solid cone and a solid cylinder on opposite sides of the same circular base, the height of the cone being half that of the cylinder.

2. A sphere weighing 20 pounds rests upon two inclined planes whose inclinations to the horizon are 60° and 30° respectively. Find the pressure on each plane.

3. A weight of 15 tons is supported by a power acting on a system of 6 pulleys, every string being attached to the weight, and the friction of every pulley being one-seventh of the pressure on that pulley. Find the power.

4. With what velocity must a ball strike another equal ball that is moving 5 feet in a second, so that the impinging ball may be reduced to rest, the common elasticity of the balls being one-third ?

5. A body is projected at an angle of 45° with a velocity of 805 feet per second. Find the range.

6. If the length of a pendulum beating seconds, be 39 inches, what will be the length of a pendulum beating minutes?

7. The specific gravity of two substances being 9 and 12, find the specific gravity of a substance compounded in equal proportions of both, and find