arms could be dispensed with. Sad indeed would it be for England if its army and navy ceased to enjoy the sympathies of their fellow-countrymen. Captain Strange in acknowledging the toast, observed that he was perfectly satisfied the army and navy did enjoy the sympathies of the nation at large, and he trusted they ever would deserve it. (Applause.) "Rule Britannia." The next toast was "Success to the Battersea Training College, and especially the health of the Rev. the Principal," to whose efforts the college, and education generally, owed so much. His Lordship observed that the carrying out of the designs of the institution had involved some great experiments; it was intended to ascertain whether it was possible to give a high tone of mind to men of humble birth, without at the same time lessening their usefulness and injuring their moral and religious character. It had given him great satisfaction to learn that out of the 250 masters trained in the institution, only two had left the profession, and those but for the purpose of entering the higher and more sacred service of the Church. The Battersea Training College had therefore done a great work for the cause of education -a work, indeed, which no other institution in the country is capable of effecting. He might appeal to the Rev. the Principal, to many gentlemen and clergymen present, and, in fact, to all who have had masters from the institution, to bear him out in his opinion that a full development of the faculties of the mind had not depreciated, but, on the contrary, had elevated the moral and religious character of the teacher. Let it never be forgotten that it is not the part of true wisdom, or of true learning, to be puffed up with knowledge—"If any man think he knoweth anything, he knoweth nothing yet as he ought to know." We must remember the proverb which points out learning as proud that she knows so much, and wisdom as humble that she knows so little. The Rev. the Principal, in reply, said he had not expected his name to be brought so prominently before them, relative to the success of the college, for he was certain that the institution owed less of its success to him personally, than to those kind members of the committee of the National Society, who had carried on the work of this great experiment at an enormous expense, and at a time when its practicability was doubted by many of the friends and patrons of education throughout the country. He must also bear testimony to the indefatigable exertions of his coadjutors, to which they owed an equal measure of their success. As they had given him this opportunity of addressing them, he would take advantage of it to explain to them what the college had already done, and what it was designed to effect. In the first place, they had taken into training adults rather than youths, as at the beginning. He (the Principal) had gone into the manufacturing districts and said to the clergy and congregations, "Pick us out a man who has stood by you in the time of need, labouring in the Lord's vineyard without money and without price-a man who has spent his Sabbaths in the Sunday Schools, and employed himself in collecting the pence of the poor, for depositing in the provident societies, after toiling all day in the murky and unwholesome atmosphere of the mill." These are the men best adapted for carrying out the objects of this institution; for it must be borne in mind, that in effecting the regeneration of the peasantry, the peasant himself must be employed. Ï have oftentimes found, that though that man was not rich in silver and gold; though he had no wealthy patron, lay or clerical, to recommend him; though he had not in early life been enabled to avail himself of the Government aid held out to pupil teachers, yet in the end that man was a cheap one, though he might cost much in the outset, for he would work hard for the kingdom of Christ, nor would he cease to work until he at the same time ceased to live. But in pursuing this work it was obvious that large means were required to develop this its peculiar feature. He wished them to bear in mind that every contribution to the funds not only went to provide for the general maintenance of the college, but also to bring into training such men as he had described. If they were expected to provide masters with varied attainments, the means must be furnished. It would be amusing to his lordship, and the gentlemen present, to see the correspondence which is pouring in from various parts of the kingdom. Five hundred applications had been made within the last twelve months, by dignified clergymen and others, who must have a man of considerable accomplishments, one who would be able efficiently to teach reading, writing, &c., a little algebra and mechanics; and, as they had introduced chanting into the church, he must lead the choir; and it was also desirable that he be able to play the organ; but, besides this, they had recently heard that great experiments had been made with respect to agricultural chemistry, and he must therefore be acquainted with this science the great advantage of this being, that the master, by his own accomplishments, might be enabled to support himself. And this strange man is to be raised up in twelve months, or else anxious patrons are wishing to know why we keep the men so long in training. It was impossible for him (the Principal) to fulfil the expectations of the country and his Lordship, without the means-and here he should be ungrateful were he not to remember the liberality of the clergy, who had so kindly consented to aid the institution by sermons in their churches, and also the nobility and gentry, by donations, &c., particularly the noble Chairman, nor forgetting Mr. Cotton and Mr. Cazenove. But, after all, the success of the institution must mainly depend upon the efforts of the masters themselves. A Roman matron was once asked "Where are your jewels?" Pointing to her children, she replied, “These are my jewels." And here the reverend Principal, pointing to the masters, exclaimed, "And here are our jewels, and crown of rejoicing." The rev. gentleman concluded by an affectionate address to the masters, exhorting them to prayerful diligence in training our youth, who are to people our colonies, and be, perhaps, the founders of future dynasties. W. Cotton, Esq., proposed "The health of their noble Chairman, the zealous promoter of education and the interests of his fellow-men." In the course of his observations he remarked, that if England would be preserved from the anarchy and confusion which had distracted neighbouring states, she must give her children a sound religious education. H. Sykes Thornton, Esq., M.A., proposed "The health of Mr. Tufnel, and the other Founders of the College." He bore testimony to the efficient working of the institution, and thought that the present Bishop of Melbourne would not regret the use to which his former residence was now applied. Mr. Tufnel, in returning thanks for the cordial manner in which the last toast had been received, said, that though he had assisted in founding the institution, yet he thought that greater credit was due to those who had carried it forward through the difficulties of the last three years. In conclusion, he begged to suggest that the best way of serving the institution and the country was for gentlemen to select young men fitted by talent and disposition for the office of schoolmaster, and send them here for training. The Rev. R. Burgess, in a lively and interesting speech, proposed, "The National Society," in the course of which he alluded to the great and lasting benefits which had resulted from its operations. There was only one thing which he could complain of in this society, which was that it did not move quite fast enough for him; he thought they ought to put on a little more steam. To this the noble Chairman replied, on behalf of the National Society, that he had no doubt that they would put on more steam if the necessary coals were supplied. The Rev. J. H. Hamilton proposed "The health of the Lords of the Committee of Council on Education." R. W. Lingen, Esq. (of the Council office), in a brief and able speech, regretted the absence of the Lords, and returned thanks on their behalf. The Rev. Mr. Hawkins proposed "The missions of the Church of England all over the world," and introduced to the assemblage the Rev. Mr. Pope, of Tinevelly, the distinguished and successful missionary of southern India. The reverend gentleman observed that a schoolmaster in England was half a missionary, and the missionary must be more than half a schoolmaster. It was nearly ten years ago, that he found himself in an uncultivated part of southern India, with about twenty adults and thirteen children committed to his charge. These children were about five or six years of age-they were all naked, very dirty, and unable to read a word in any language whatever. The thought suggested itself to him, How shall I commence my labours in this place? And the reply was, As a schoolmaster. He first taught them to read their own language in a mud hut; numbers were added day by day, until they had increased to 140 boys and young men. He afterwards erected a seminary and collegiate buildings, and when he left Tinevelly sixty of them were learning Greek, and twenty-five could read the Greek Testament well. He concluded by exhorting the masters to cultivate a lively interest in Church of England principles, and her missions abroad; and if, in this and all their work, God should bless them, then all the ends of the world would fear him. The Chairman, in conclusion, gave "The health of the Rev. the Vice Principal and the Masters of the College, whose valuable services had been so well spoken of by the Rev. the Principal." Received with deafening applause. During the evening several glees and madrigals were admirably sung by the students, conducted by Mr. Martin, resident music-master. The company, after taking tea at an early hour, and joining in the evening divine service of the college, which opened with the Hallelujah chorus, separated, highly gratified with the evening's proceedings. NEW FORM OF EXAMINATION AT OXFORD. DEC. 7.-Convocation met this morning to take into consideration the proposed new form of examination statute. Almost all the Heads of Houses were present, the great body of professors and tutors, and about three hundred members of Convocation, among whom were observed Dr. Saunders, Head-master of the Charterhouse School; Dr. Mortimer, of the City of London School; Dr. Hessey, of Merchant Tailors'; Dr. Strange, of Abingdon School; Rev. Mr. Liddell, of Westminster School; Dr. Twiss, Rev. Mr. Denison, of Oriel, &c. The Convocation-house being found to be inconveniently crowded, an adjournment was made to the theatre. On the first vote being put, the object of which was to appoint two boards of officers for nominating moderators, Mr. Denison addressed the house in opposition. He objected to various parts of the proposed statute, and in particular to its tendency to depreciate the study of Greek and Latin literature, and to the principle of compensation provided in the ninth vote. Mr. Marriott, of Oriel, also spoke upon this clause, which was rejected by a majority of 36; the numbers being-placets, 133; non-placets, 169. The second vote concerned the details of the first public examination. Mr. Woolcombe, of Balliol, spoke against the exclusion of Aristotle from all mention in this part of the statute. The vote was carried on a division, but without a scrutiny; the relative numbers being about one to two. The third vote regulates the distribution of honours in this examination, and was carried by a majority of about four to one. The fourth vote, which enacts that this part of the statute should come into force in Easter Term, 1852, was carried with scarcely twenty dissentients. The fifth vote, which establishes a fourth School of Jurisprudence and Modern History, was carried by 153 to 139. The sixth vote, appointing boards for the admission of candidates to the second public examination, was agreed to without a division. The seventh vote, arranging for the admission of candidates to the second public examination, was agreed to without a division. The eighth vote, relating to the matter and form of this the final examina. tion, was opposed by Mr. Buckley, of Brazennose, who pointed out the omission of translation into Latin from among the requirements for candidates for honours. Mr. Hansell, of Magdalen, made some remarks on the introduction of theology into the subjects for the honour examination, and deprecated the too hasty transference of students in arts to the faculty of theology. Mr. Marriott also spoke on this vote in opposition to Mr. Hansell's view. The vote was carried by a majority of 27; the numbers being-placets, 147; non-placets, 120. The ninth vote, the object of which was to admit to the highest honours candidates eminent in philosophy and history, provided they should have made laudable proficiency in Latin and Greek, and vice versa, was rejected; the numbers being-placets, 92; non-placets, 172. The tenth vote was to provide for the details of examination in the fourth school-that of jurisprudence and modern history. It was opposed by Mr. Marriott, who feared the introduction of party spirit, and was anxious for better text-books than we at present possess in modern history; whilst, on the subject of jurisprudence, he preferred the study of the canon and civil law to the introduction of the last edition of "Blackstone." Mr. Denison also opposed this vote, which was negatived; the numbers being-placets, 106; non-placets, 178. The object of the eleventh vote was to provide for the class lists for the final examination; but as the details of the examination in the fourth school had been rejected, the Vice-Chancellor vetoed as much of the present vote as had reference to that school. The remainder of the vote was carried without a scrutiny. The twelfth vote regulates the payment to the Moderators and Examiners, and was carried with but few dissentients. A scrutiny was demanded by one or two persons, but refused by the Vice-Chancellor. As the thirteenth vote, which stands somewhat in the place of a preamble, would, if carried, have involved the abrogation of the existing system before any complete plan could be substituted, it was negatived by the Vice-Chancellor. The statute, in the form to which it has been brought by this day's proceedings, settles the details of the first public examination; and the second, so far as the first three schools are concerned. The principle of the School of Modern History has been affirmed, but its details have to be reconsidered. Two proposed alterations have been rejected, -viz., that which would take the nomination of examiners from the Vicechancellor and Proctors, and assign it to certain Boards, and that which would allow a system of compensation between merits and defects. The latter of these propositions is entirely new, while the former is taken, with but slight alteration, from the form of statute which was proposed and rejected in the spring of this year. It is to be observed, that the alterations in the responsions, which were proposed and rejected at the same time, have not been reproduced even in a modified shape. The old statute on this subject will therefore remain unaltered, except by the new arrangements which were then adopted. ANSWERS TO THE MATHEMATICAL QUESTIONS. QUES. 48.-Proposed by H. V. P. BOUGHT 4 gallons of rum, of Mr. A., at 18s. a gallon, which, by the hydrometer, was found to contain 10 gallons of water in 100 of proof spirits; bought also the same quantity, of Mr. B., at 10s. 6d. a gallon, which contained 18 gallons of water in 100. Which was cheaper, and how much? Answered by Mr. John Elliott, Lamesley. Proof spirit in each gal. of 1st lot 18 × 11 = gal. Price of proof spirit per gal. of 1st lot .. 2nd quantity cheaper per gal. of proof spirit by 7 S. 4 D. Answered by W. P. F., and by Emma Royds. QUES. 50.-Proposed by Mr. Herbert, Amber.eg. The sides and diagonal of a rectangle form an arithmetical series, whose sum is equal to one third the area of the rectangle. Required the sides. Let x Answered by Theta. y, x, and x + y represent the sides and diagonal respectively; then by the conditions of the question, and the property of the figure, we have the two following equations, |