of every question which had ever puzzled a candidate from the era of the first competition down to the present day.

His motive in this was very obvious. The crammer argued, not only wisely, but well, that a certain proportion of these questions were pretty safe to be again propounded in subsequent contests, just as one sees antique Joe Millers appear again and again, at regular recurring intervals, in the excruciating " Facetiæ " columns of those penny serials, of limited merit and "unlimited circulation," that delight the eyes and ears of below-stairs readers, the staple of whose mental pabulum they principally form.

The crammer was right in his premises, as I've said, the old queries being so frequently put and re-put, that they amount on average to fifty per cent., at least, of the total number that may be set to-morrow, to addle the brains of the Smiths, Browns, and Robinsons who may be ambitious of serving their country in a red-tape capacity.

It has often struck me that the general principles of our national system of education are open to considerable improvement.

We go to work on a wrong foundation. Any plan of instruction, meant to be permanent in its effects, should be homogeneous: we, on the contrary, so break up and divide the different branches of ordinary knowledge, that they resemble more a number of disconnected particles, loosely strung together without order or uniformity, than the kindred units of a harmonious whole-as should properly be the case.

We mark out and specify, geography, history, science, and Belles Lettres, as distinct subjects for study-whereas, in reality, they dovetail into one another in the closest bonds of relationship; and, were they only thus judiciously intermingled, in one, thorough, cosmical course of learning, they would, most likely, be better understood in their separate parts, and, undoubtedly, be better remembered.

For instance, in grounding the young idea. in the geography of any particular country, the main points of its history should follow as a natural sequence. Its seas and rivers would lead to the consideration of commerce and the polity of nations :-the mention of its

towns, suggest the names of its great men in literature and art. Its scenery would call to mind the poets who might have made it famous, the artists who may have portrayed its beauties with their pencil; while, to pursue the theme, its valleys and mountains would remind the student of the value of agriculture and mineral wealth-besides attracting his notice to atmospherical and other scientific phenomena, that can be far more readily comprehended by young learners, when thus seen, as it were, in action, than if taught merely in separate dry treatises that seem to have little in common with the busy, bustling, moving world, whose laws they affect to expound.

My plan, indeed, would be a further development of the Kindergarten scheme, and the Pestalozzian system, generally.

As soon as children had passed through the rudimentary stages of instruction, being able to spell and read correctly, their advanced studies should be entirely shorn of their present routine characteristics. They might be made so full of life, and even amusement, that they would thenceforth lose their lesson look; and be, correspondingly,

all the more easily learnt. In fact, they would appear more as a series of interesting pastimes than school tasks.

Instead of making boys and girls con so many pages, say, of the geography of China, at the same time that they are wading through the history of the Norman Conquest, for instance; those two subjects should be made to bear the one upon the other.

The deeds of Duke Robert would lead to a consideration of the places mentioned in connection with them, their geographical position, geology, local traditions, celebrities, and other archæological associations; while, their after-bearing on the history of our country should not be omitted.

The doings of the Black Prince might, also be exampled as inducing the study of the geography of northern France. Cressy, and Poitiers, and Agincourt, might, naturally, suggest the first use of gunpowder, its composition, and invention; and, then, the improvements in modern weapons of war would follow as a natural consequence, which would end in their being compared with the old flint

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implements, that are so frequently found to the delight of antiquaries' hearts.

In this way, the literature of any particular period might be combined with its history and geography :-science, and other technical matters, being incidentally introduced; and, the pupil's imagination, in addition, kept in play, by allowing him or her to peruse such good historical novels and light essays as would bear upon the life and times of the people of whom they were reading.

Celebrated battles of the world, memorable deeds, and famous men, would then no longer be classed in separate order, as so many bald facts, and dates, and names, to be learnt and remembered in chronological sequence; but, the young student would take such deep interest in them from the various pieces of desultory and comprehensive information he may have picked up in reference, that he could tell you "all about them" in succinct narrative-in lieu of merely being only able to mention their bare statistical connections.

You may urge, perhaps, that this system would take a long time to work; and that