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sixth form, are eight in number, being headed respectivelyScriptural Modern History-Grecian History-Latin into English-Greek into English-English into Latin ProseEuclid-Philology.

Scriptural.

State the object of our Lord's temptation, with the practical inferences to be deduced from it.

What seems to have been our Lord's principal object in the Ser-mon on the mount?

What is the Christian doctrine of justification? How does St. Paul vindicate it from the imputation of encouraging sin? What is a Christian's motive to obedience?

How were both the ceremonial and moral law of Moses conducive to the reception of the doctrine of the atonement?

Grecian History.

Who were the earliest inhabitants of Greece? Who were the Hellenes, and how came they to give their name to Greece?

Whence came most of the early colonists of Greece? What is likely to be the effect upon a small number of persons coming from a civilized country to colonize a barbarous one?

What were the leading principles in the legislation of Minos and Lycurgus?

What change took place in the Peloponnese on the return of the Heraclidæ? Who were the founders of the new dynasties?

How did Solon divide the Athenian people? Were all the citi zens, according to his constitution, eligible to the highest offices of the state? What change did Pericles effect in this respect? What other means did he take for securing his popularity?

The functions and power of the Areopagus at the time of Solon? What was the state of Sicily at the period of the invasion of Xerxes? Give the dates of the earliest Grecian colonies sent to Italy, Sicily, and Asia Minor.

Contrast the characters of Themistocles, Cimon, and Pericles.
The causes of the Peloponnesian war.

Give the dates of the foundation of Athens, Argonautic expedition, accession of Atreus, return of the Heraclidæ, first Messenian war, capture of Babylon by Cyrus, battle of Enophyta, and Thirty Years Truce?

Philology.

Hic putat esse Deos et pejerat, atque ita secum:
'Decernet quodcunque volet de corpore nostro
Isis, et irato feriat mea lumina sistro,

Dummodo vel cæcus teneam quos abnego numos.

Et phthisis, et vomica putres, et dimidium crus
Sunt tanti? Pauper locupletem optare podagram
Ne dubitet Ladas, si non eget Anticyrà nec
Archigene.'

Translate this? What distinction does Cicero point out between

'falsum jurare,' and 'pejerare? Why should Isis be here introduced? Who was this Ladas? Why locupletem podagram? Where was Anticyra? What is the derivation of the name? Illustrate its use here by quotations? Who was Archigenes, and what would be his office on this occasion? Quote an illustration? Derive sistrum and vomicæ.

Επι Μνησιφίλου ἄρχοντος, συγκλήτου ἐκκλησίας ὑπὸ στρατηγῶν γενομένης, καὶ πρυτανέων και βουλης γνώμη, Μαιμακτηριῶνος δεκάτῃ απιόντος, Καλλισθένης Ετεονίκου Φαληρεὺς εἶπε.

Translate this. Explain the terms ἄρχων, συγκλήτου ἐκκλησίας, στρατηγοί, πρυτάνεις, βουλὴ, ἀπιόντος.

In what year was Demosthenes born? At what age did he make his first speech on public affairs? From what event did he date Philip's designs on Greece? What circumstances gave Philip ground of interference in the affairs of Greece? Who aided him in his designs?

Ne dimissis quidem finem esse militiæ; sed apud vexillum retentos alio vocabulo, eosdem labores perferre; ac si quis tot casus vita superaverit, trahi adhuc diversas in terras, ubi, per nomen agrorum, uligines paludum vel inculta montium accipiant. Enimvero militiam ipsam gravem, infructuosam; denis in diem assibus animam et corpus æstimari.

Translate this? What number of campaigns was the Roman infantry required to serve? What new practice did Augustus introduce? Distinguish between 'missio' and 'exauctoratio.' Explain ' apud vexillum retentos,' and' alio vobabulo? What was the value of the denarius at that time? What was the highest value to which it ever attained? What was the cause of this fluctation? What proportion did gold bear to silver at this period? Where were the principal gold mines of Europe?

ΟΡ.Δὺς τόξα μοι κερουλκὰ δῶρα Λοξίου
Οἷς μ' είπ' Απόλλων ἐξαμύνεσθαι θεὰς,
Εἴ μ' ἐκφοβοῖεν μανιάσιν λυσσήμασι.

What are the various forms of compounds of xepàs? What is remarked on the union of μανιάσι, with λυσσήμασι Give similar instances? In which only of the oblique cases is this union observed? ὅταν δ' ὁ δαίμων εὖ διδῶ, τί δεῖ φίλων ;

Some read tl zo pilov What authority have we for such reading? State the various ways in which xoǹ and dɛì are used?

Εἰ δ' ἐγκράτεις φεύγουσιν οὐδὲν δεῖ πονεῖν.

Correct this line. Explain the rule against which it offends, and the principle of your correction.

ART. II.-ON ATTENTION.

BY T. H. GALLAUDET.

For the Annals of Education.

VIGOROUS and efficient attention of mind, especially as a habit, depends very much on the state of the disposition and moral feelings. Strong desires for the accomplishment or attainment of an object, will induce a fixed and prolonged attention to the means that must be employed for the gratification of those desires. The object, it is true, may be good or evil, praiseworthy or deserving of blame. Hence very wicked men, for very bad purposes, may attend pertinaciously to objects of thought, of study, and of action, essential to the attainment of the ends they have in view. And good men do the same in the prosecution of great and good ends. How strong in this respect, must have been the intensity and perseverance of the power of attention in Howard, the philanthropist. Is it not a truth, also, founded in the nature of man and his connection with the moral constitution of things, that he who is on the side of what is right and benevolent has within his reach influences to produce vastly more power of thought, of feeling, and of action, than he who is on the side of sin and selfishness? Have not truth, justice, integrity, goodness and the kindred virtues more intrinsic energy than their opposites? This may not appear evident in the contrast of some particular cases; but more extended observation, and especially with regard to the steady and continued uniformity of this energy, will lead us, the writer is persuaded, to such a conclusion.

It would seem, then, that as the power of attention depends greatly on the state of the moral feelings, it is, on this account, an essential feature of a wise system of education, to train these feelings on the side of virtue and goodness. A sense of duty, a feeling of the obligations which the child is under to his parents, his teacher, his fellow men, and his God, will do more than any other principle of mental action to cultivate and sustain that fixed and concentrated attention without which nothing good or great can be successfully accomplished. The motives that the religion of Christ inspires, the co-operation of his followers with himself in the advancement of his kingdom on earth, and the preparation of themselves and their fellow men for the love and service of God

in a better world, place before the mind such noble, exalted, and soul-stirring objects of pursuit, that he who is truly one of his followers has, in view of these objects, such strong and abiding desires going forth towards them, that, from the very laws of the human mind, his attention will be fastened on the means necessary for the attainment of these ends with deep and continued intensity. These means embrace all the acquirements of knowledge, and all the capacities of action, which a good education proposes to furnish. Imbue the hearts of your children, then, with the feelings of a rational and ardent piety, and furnish them, as their minds acquire the requisite expansion, with clear and comprehensive views of the dignity and moral excellence of the christian's character and prospects, both for time and eternity, and you have pursued the most effectual course, in connection with the proper subsidiary helps, to give to the faculty of attention, what is at the foundation of all sure progress in intellectual and moral worth, and of all wise and beneficent action, a capacity of strong, steady and continued exertion.

Subsidiary helps, the writer is well aware, must also be employed, especially in the early stages of education. The objects to which we wish to direct the fixed attention of the child must be rendered interesting to him. Novelty and variety must lend their share of influence. Authority must sometimes dictate and even coerce. Resort must be had to rewards and punishments. Emulation, perhaps, under some of its chastened and less dangerous forms, will be found necessary. But the more the moral sense is enlightened and strengthened on the subject of acquiring the habit of concentrated and continued attention, from obligations of duty, and for high and holy purposes, and the more the other principles that have been mentioned are merged in this purer and loftier one, the more it will be found that this great object in education will be attained.

The voluntary action of the soul, in the exercise of its various faculties, from the motives which considerations of what is true, right and benevolent address to its moral sensibilities, and for the accomplishment of great and good ends, is infinitely superior to what can be produced by any inferior means partaking, more or less, of constraint and coercion. The youth who can be brought by a wise training, under the influence of divine grace, (without which all human efforts

are ineffectual,) to give his hearty, fixed, and continued attention to his lessons, his labor, or his trade, because, in addition to the interest of having his curiosity gratified, and of enjoying the pleasure of industrious effort, and of pleasing parent, a teacher, or an employer, and of gaining the praise due to his exertions, and of enjoying the fruits of his application in other ways, he sees and feels that in doing it, he is using the means to fit himself the better to discharge his duties; to love and serve his God and Saviour; and to promote the best good of his fellow men; and all the while, too, to participate of the purest and highest kind of happiness of which his nature is susceptible in this life; and to prepare himself for still higher degrees of blessedness in the world to come. Such a youth, it is manifest, is cultivating the power and habit of attention in the most effectual manner, to render it what it ought to be, prompt to act at the command of the will,-carrying the heart along with it,—gratifying by its exercise the strongest desires of the soul,-intense, vigorous, undivided, unwearied. Such a power and habit of attention is worth possessing.

ART. III. PHYSICIANS TO SCHOOLS.

BY WM. A. ALCOTT.

For the Annals of Education.

It has long appeared to me desirable that schools of every form and grade should be under the regular occasional inspection of physicians. It is not sufficient that one of the board of officers appointed by law, or in compliance with the requisitions of the law, should be a medical man, as is at present, sometimes the case; though where nothing more can be done, even this is highly useful. Yet after all, there should be as it strikes me, a regular superintending physician to every school establishment, with a fixed salary, greater or smaller, whose daily or at least weekly duty it should be to visit the school, observe its condition, report at least every week to the proper officers-committees, trustees, &c.-and make every suggestion in regard to improvement which the circumstances appear to him to demand.

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