"The second course is Chemistry, which is always a favourite one; with it we conjoin, on the Saturday morning, the study of Geology. I always encourage my young pupils to repeat my experiments for themselves, and to make little collections of minerals, which gives them a wonderful interest in these pursuits. "Our third course is Mental and Animal Physiology. The corporeal structure of man and the lower animals occupies us the two days; on the third we are engaged with the examination of our mental faculties.

"The pupils are frequently examined upon the topics brought before them, and once a-week they are required to write an essay upon one or other of them.

"I carefully avoid giving them a larger quantity of information at one time than their minds can easily retain, and am seldom, in my examinations, mortified by proofs of incapacity or inattention.

"Each course occupies a half year.

"Mathematics has always been made an important study in this academy, but I do not know that there is any thing new in our plans. Perhaps we are paying increased attention to the philosophy of Algebra and Arithmetic. Twice a-week all the pupils in Algebra are assembled, and are instructed in the theory and in the principles of the operations with which, at other times, they are made practically familiar; the same process is pursued with those in Arithmetic. On the other hand, we are anxious to exhibit to them the practical application of those parts of the mathematics which are chiefly presented to them in a theoretical form-Euclid's Elements, for example; with this view we occasionally perambulate the fields as practical land

surveyors.

"The languages are taught as I believe they are elsewhere. The "General Grammar Class" is composed of several of the higher Latin classes, for the purpose of pursuing in conjunction the study of the grammar of the Latin and English languages. By comparing these and other tongues together, we shall best arrive at an accurate knowledge of each; and this is perhaps the only way to acquire an acquaintance with the general principles of language.

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Geography is one of those useful and interesting studies which we never lose sight of-All the pupils engage in it from the earliest period.

"I have drawn out the scheme of "General Arrangement" exactly as the school is worked at present; and have selected, almost at random, an individual from the higher and one from the lower ranks, as further illustrations of the distribution of school hours. Other individuals from the same ranks would exhibit a somewhat different arrangement.

"A new general arrangement is required every half-year, to meet changing circumstances. In minor matters, I also give prominence to a pursuit which, at the next season, I may throw for a time into the shade. Since you visited us, I have assigned a longer time than usual to the first French class, circumstances acquiring it at present.

"You will perhaps be surprised at the formidable array of assistants which the scheme presents. It requires some explanation. I do not myself undertake the responsible charge of many classes; I am chiefly engaged in superintending others. I have four regular assistants resident with me in the house; two others I look upon in the light of junior assistants, but they are wholly engaged in teaching; the seventh is a female relative of my own, whose services amongst the younger pupils are peculiarly valuable; the eighth is the French-master, whose services are required during only two hours of the day. Besides these, two drawing-masters attend on the drawing-days. With scarcely an exception, all my pupils learn drawing.

"I fear I have erred in giving you too many particulars rather than too few; but should you require any further information, I shall feel gratified by your demanding it. I trust I need not say that I shall be glad to learn. I am, dear Sir, yours respectfully, J. C. BRUCE."

This communication speaks for itself. Mr Combe subscquently conversed with a young gentleman who had been educated at Mr Bruce's academy, and who had afterwards gone to Glasgow to pursue his medical studies at the college there; and he assured him that the elements of chemical and anatomical knowledge, which he had acquired from Mr Bruce, proved of the greatest value to him when he commenced his regular studies, and that, from the first, he was familiar with the principles, terms, general bearing, as well as many of the details, of these sciences, and profited as much by the first course of lectures on them as boys who entered without this preparatory training generally did by the first and second. This fact we can easily credit, for it stands to reason; and we hope that Mr Bruce's success may prompt many teachers to follow his example His system and terms are explained in the following Outline:

"First Division.-Reading, Writing and Arithmetic; English Grammar, and the Rudiments of the Latin language. "Second Division.-Reading and Recitation; Writing, &c. The advanced Rules of Arithmetic; Mental Arithmetic. English Grammar, and Exercises. Histories of England and Rome. Geography and the Use of the Globes. In Latin the Grammar is pursued, Turner's Grammatical Exercises are written, and several of the following authors successively read:-Lectures

Selectæ, Eutropius, Cornelius Nepos, Phædrus, Cæsar, Ovid, Virgil. Greek Grammar. French. Drawing.

"Third Division.-English Grammar: The Derivation and Structure of the English Language, and English Composition. Book-keeping by Single and Double Entry; Mental Arithmetic; the Nature of Foreign Exchanges; Practical Geometry, Mensuration, Euclid, Algebra, Trigonometry, plane and spherical; Navigation with Lunar Observations, Land Surveying, Mechanics, Fluxions, &c.-In Latin: Sallust, Horace, Cicero, Livy, Terence, Tacitus, &c; Mair's Latin Exercises; Latin Versification.-In Greek: New Testament, Analecta Minora, Xenophon, Homer, &c. Sandford's Greek Exercises.-Geogra phy: The Natural Aspect, the political and commercial Relations of the various Countries of the Earth; Ancient Geography. Astronomy, with the Use of the Globes and the Construction of Maps.-History: Universal History, Ancient and Modern. French. Drawing.

"Philosophical Courses.-The following subjects are in succession presented to the view of the senior pupils. Natural Philosophy, comprehending Mechanics, Pneumatics, Electricity, &c.; Chemistry; Geology and Mineralogy. Natural History; with reference especially to the Mechanism and Physiology of the Human Frame. Mental Philosophy and the Belles Lettres. The Evidences of Christianity. The Religious Instruction of the pupils is, in all the departments, made an object of primary importance.

"TERMS.-For Day Scholars: Entrance to the Academy one Guinea; pupils in the first Division, L. 1, 1s. per quarter; pupils in the second Division, L. 2, 2s. per quarter; pupils in the third Division, L. 3, 3s. per quarter; French 10s. 6d. and Drawing 5s. 6d. each per quarter extra; Dining for Day Boarders, L. 2, 2s. per quarter.-For Boarders: Entrance two guineas; Board and Education of pupils in the first Division, L. 35 per annum; ditto, second Division, L. 40 per annum; ditto, third Division, L. 45 per annum. Washing, 14s. per quarter. French 10s. 6d. and Drawing 5s. 6d. per quarter extra each. A quarter's previous notice or a quarter's payment is required on the removal of a pupil."

Mr Combe wrote Mr Bruce a note, pointing out to him that he had omitted to mention the arrangements for affording exercise to his boarders, and also the state of their sleeping apartments as to ventilation. Mr Bruce sent him the folowing reply:

PERCY STREET, 26th October 1835.

"DEAR SIR, "I avail myself of the earliest opportunity of replying to your obliging inquiries. I shall be glad of your inserting in the Jour

nal any portion, altered as your judgment may suggest, of my communication. The number of pupils in the Academy at this moment is 126. I desired some of my boys, to-day, to write out their own individual arrangements, which I enclose. One of the principal difficulties I have to cope with is, to make my arrangements so as to suit those who are not studying languages, and those whose advancement in one branch of education considerably exceeds that in another. This difficulty, I expect, will diminish every year; in this part of the country separate charges were formerly made for each separate branch of education, and the term card was like a bill of fare: some parents selected this branch, and some another; some suffered their children to begin a study as soon as they were fit for it, others kept them in the elementary branches as long as possible; and yet all were to be kept constantly employed during school hours. To obviate this difficulty, my father and I divided the school into the three divisions in the prospectus, holding out every inducement to parents to allow us to advance in every point the education of their children without restriction.

"I have at present eighteen boarders (including two young relatives of my own); with this number I have been accustomed to consider my house full; at the same time had I the prospect of increasing my number by four, I should convert another room into a sleeping apartment. Our bed-rooms are thus occupied :-in one room seven young gentlemen sleep, in another four and a tutor, in another four and a tutor, in another two, and in another one. The last room is set apart as a sick-chamber, into which we may immediately put any one exhibiting any symptoms which may excite suspicions of infectious complaints. The room is not so occupied at present, not one case of sickness requiring medical aid having occurred during the twelvemonth that I have had charge of the house. You ask after the manner in which we provide for bodily exercise. The young gentlemen rise at half-past six; between seven and half-past eight, when we begin public school, they read a portion of the Scriptures, attend family prayers, look over the lessons they have prepared the night before, have a run in the play-ground for about a quarter of an hour, and breakfast. From twelve to one o'clock they take an orderly walk in the country, or have gymnastics; at one they dine; after dinner till two o'clock is at their own disposal, and they romp in the playground, or amuse themselves at drawing, as they think proper. You will observe our first occupation in school after dinner is of a kind requiring the least possible mental effort. From a quarter-past five until a quarter to seven, they spend in the playground, with the exception of the time occupied in taking tea. At a quarter to seven they are called in to prepare their lessons for the next day; at eight we have family prayers; after that