at Glasgow. For the benefit of others we will describe them in words quoted from the speeches delivered on the occasion. The peculiar characteristics of his system, if that can be called a system, which, in giving distinctness to certain principles, leaves the outward organization to be modified according to the views of those who adopt them, may be thus enumerated

(1.) The Sympathy of Numbers.

(2.) The use of ellipsis in simultaneous teaching, with a view to intellectual training by imductive process.

(3.) The use of a play-ground, as well for physical as moral training.

We have already explained in this periodical, the use of the latter instrument of education, and we now select a passage from Mr. Stow's address.

"You know, then, that we desire, by attaching a spacious play-ground and gallery to every school-room, and a trained master or mistress as superintendent out of doors and indoors for the greater portion of the day, that every school establishment should be rendered one for moral training; and for the following reasons-1st, To avoid the training of the streets; 2nd, To assist Christian parents at home in the training of their children; 3rd, To train religiously, intellectually and morally the children of those parents who cannot and who do not train them at home, but leave them to run wild on the streets with companions like themselves. This, then, was the primary end and object in view when we first established a model school, and a Normal seminary for training teachers; and these also, are the great objects you have yourselves in view in your various positions of trainers and students, thus publicly, at least, fulfilling the Divine command, Train up a child in the way he should go,' to which such a gracious promise is attached."

We must reserve the second principle of Mr. Stow's system for a future number, and content ourselves with confirming what has been written in our current remarks upon the Sympathy of Numbers, by an extract from the eloquent speech delivered upon this interesting occasion by the Rev. Mr. Fraser. After describing the educational theories of Milton and Locke, and the educational plans of Lancaster, Bell, and Pestalozzi, he continues

"There was wanted to this great cause a man with a clearer and juster appreciation of the claims of the masses of our fast-increasing population, than even Milton and Locke possessed; with a finer and firmer hand for the mechanism of school arrangements than that of Lancaster or Bell, with the large-hearted benevolence and self-sacrificing spirit of Pestalozzi, but with quicker perceptions and greater practical sagacity, and that man, I need scarcely say to you, has been found in the author of the training system, and the founder of the Normal Schools of this city. (Checrs). Let us look at the origin and progress of the training system, that we may know more of the character of the author. While Felix Neff, with all the modesty and meekness of his gentle spirit, is toiling for the poor at Dormilleuse, and assisting with his own hand, to build them schools, and is preparing teachers in the evening; while Pestalozzi is still labouring an old man-at Yverdon, with his teachers and amidst his pupils, to complete his system and render it intelligible and practicable, Stow begins, a silent worker in the St. Giles of Glasgow, amid misery, and filth, and blasphemics. While Chalmers is convulsing the upper

strata of society by the volcanic energy of his eloquence, Stow finds the substratum, in which he is toiling unmoved-silent as death in its cold indifferentism. Unlike Pestalozzi, who began his course with preconceived notions, and an elaborate theory, Stow commenced without a plan and without a purpose, save to benefit, and slowly raised the training system on the foundation of a gradually widening experience. He swept some of the scum of that degraded part of the community into a little room. Soon in this laboratory of his system, he proceeded but a little way with his analysis, when he found elements which had only to be brought into contact to give beautiful results. In the general laugh and co-operation against him, he discovered an element of power that might be turned to the side of order-sympathy of numbers. He seizes it, and the class-room becomes a model of external propriety. He strikes more deeply, and the same regulating power stimulates to intellectual effort, and sustains attention. Abstract doctrinal statements he sees resting in the memory, but in their cold forms finding no lodgment in the intellect. He soon observes how these, by appropriate explanations, and pictures addressed more to the imagination, generally the predominating faculty in the young, may be received and retained by the reason. Hé saw their delight in the midst of his picturing out-such a delight as the young draw from reading Jack the Giant Killer, and Cinderella, the Shakespeares of the literature of childhood. This he turned to account. He saw the delight of the young in mental effort, and his system assumed the character of an intellectual companionship on the journey of inquiry. He saw a less saddened expression beginning to appear in the countenance, and a brighter and more ingenious intelligence beaming in the eye, and longed to follow them to their homes to learn more of their character. After many a baffled attempt, week-day schools are established for them, and his system makes progress. Picturing out, sympathy of numbers, the uncovered school-room as the true theatre of character, and moral training, are all new terms, and are scouted through a prejudiced educational Toryism. Yet conscious of the power he possessed, tested by years of experience, he prosecutes his high purpose. Bible and moral training are the compacting influences of his whole system, and, through noticing these, enlightened Christian philanthropists are drawn to his aid. He strikes at once boldly through the prejudices and trammels of stereotyped system, and demands a full religious and intellectual training for the young, as beings not only with the duties of time before them, but the realities of eternity. **** When we look, first at the earnest worker, amid the noise of the Saltmarket, on the Sabbath evening, with his little class around him, brutalized by ignorance, and stupid in conception, and then let the eye look at this noble institution, with its 800 children, and its 100 students, and remember also that in Antigua, and Ceylon, and Cheltenham, and other places, there are normal seminaries in which his principles are fully carried out-when we reflect on the fact, that in the Westminster Normal College, raised by the energy of the Wesleyan Church, one of the noblest educational institutions in the kingdom, masters have been appointed who are expected to diffuse through the rising generation in their connexion, the benefits of Bible and moral training-when we look, I say, at the little dot in the crowded lane of this city, and then trace the spread of the system through all this wide territory, and receiving the homage of the most accomplished scholars of the day-we are not only gratified, for Mr. Stow's sake, in the rich reward he enjoys, in the laurels he is wearing, but confirmed in the truth and solidity of our educational principles. Mr. Stow has borne much, but he has his reward. If to be acknowledged in the highest court of the realm by one of the shrewdest statesmen of the day, as having done more for education than any living man-if to know that his works are translated into different languages, and his principles thus diffused-if to know that tens of thousands are enjoying

Taken (by permission) from the Glasgow Training School Son

3. A ladder, 30 feet long, is placed with its foot upon a horizontal plane, and its top against a vertical plane; the co-efficient of friction on the vertical plane is 3, that on the horizontal plane 7; the centre of gravity of the ladder is 12 feet from its foot; determine the greatest inclination to the vertical at which it will rest.

SECTION II.

1, Exemplify the proposition that action and reaction are equal and opposite to each other.

Two spherical balls of equal size, but weighing respectively 20 and 30 ounces, move directly towards each other with the respective velocities of 75 and 17 feet in a second: determine their movements after collision, supposing the force of elasticity to be the force of impact.

2. A body is moved from rest by the force of gravity: find the velocity acquired, and the space described in a given time.

high, a shot is fired with a vertical veloFrom the top of a tower, 170 feet city of 1,000 feet in a second; find the height to which it would rise and the velocity with which it would fall to the ground, if the air offered no resistance to its passage.

3. Describe the construction and action of the hydraulic ram.

If the modulus of one of these machines be 87, and the water spent 18 gallons per minute, the fall of the water 14 feet; to what height will it raise a cubic foot of water in 80 seconds?