Masonic Notes And Queries.

nation of a former Communication , " pages 48 and 68 of the present volume . — CHAEEES PUKTOS - COOPEE .

Correspondence.

CORRESPONDENCE .

The Editor is not responsible for the opinions expressed by Correspondents . ELEFSINIAN MYSTERIES . TO THE IDITOB OU THE EliEE'IASOJfS' MAGAZINE AND MASONIC JIIIHIOli . DEAE SIB AS - !) BKOTHEE . —Will any of your -correspondents inform me if there is any account

extant of the initiation of the Sacred Olympic Eites and Eleusinian Mysteries of the old Greek , and if any similarity thereto can be found in the mysteries of our Craft ? Yours fraternally , A

The Boys' School.—Middle-Class Education.

THE BOYS' SCHOOL . —MIDDLE-CLASS EDUCATION .

TO ~ THE EDITOR OI ? THE FUEEJIASOJCS' MAGAZINE AND 3 IASONIC MIHROE . DEAK SIE AND BEOTHEE , — I have endeavoured " ( see my letter of Jan . Sth ) to lay before you my idea of the sort of instruction which now in our model middle-class school ought to be offered to our charges , and which those interested in their welfare

may very reasonably demand . It may be urged in reply that I have asked for too much , and that in so asking I have injured my case . Of course all and everything I have suggested for a curriculum could not be undertaken at once ( let us not , however , be too content with that jog-trot

¦ proverb "festina lense" ) of course would not be offered in the fullest extent to all ; but what really have I demanded which can be called unnecessary ? Hindustani may seem so to some , but that subject only . Only , however , those boys who have shown an aptitude for languagesand Avho manifest an

in-, -elination to seek their fortune abroad , aud who promise to be physically fitted for the climate , and for Avhom , through the patrons of the Craft , openings offer in India , need be taught it . But I do say this ,

moreover , that independently of all these conditions , I know of no language better calculated for training than it is—no , not even Latin ; and I do say consequently this , that these conditions existing on his part , we best serve the boy by teaching him thoroughly before he starts the language of his future home ; and we best serve our own interests in that country b

y sending thither the educated linguist , and not the half-taught griff . But , sir , my plan is that we should have a good , inexpensive school , to Avhich a parent abroad—say in India , for instance—could send home his child , sure of his receiving a good educationand Avhence that

, child could return to his father iu all respects fitted for his life work , saA'e as regards the parental guidance and experience—a world-famed school belonging to a world-wide brotherhood , Avhere the best education , both in quality and quantity , may be guaranteed at the least expensive rate .

The great thing to remember is , that we have and must have a school , not a college ; a place where boys are taught , and not youths received ; a place where a great many rudiments must be carefully attended to ,

The Boys' School.—Middle-Class Education.

and not Avhere special subjects can be entered upon and thoroughly pursued ; but again , on the other hand , I contend that we need not and ought not to rest contented with a perfectly rudimentary curriculum . The report of 1864 lies before me . The examiners may have been satisfied ; it Avas a charity

school , no doubt , in their eyes which they were asked to examine . I wonder imieh , however , was the Head Master satisfied ? I ask you to look over the subjects of examination ; the marks given ( almost in some cases the maximum ) , and then to walk into the National School nearest to you , and—verhum

sap—I am not quite certain that house committees and amateur schoolmasters can best tell what average boys can do ; but a boy of ten or tAvelve is capable , if he has been in any sort of training before that age , of a good deal more than the subjects on the face of that reportaudas a rulesuch a boy does not require

, , , much pushing from a teacher who knOAVs his business . Now , consider what can be done between twelve and fifteen if " science in play is made philosophy in earnest . ' ' "Wh y , sir , you may get a boy to do anything , make anything if you will only show him how , and help him . The idiot may he trained , and the lunatic

made amenable , and the man is a dotard who cannot , somehow , interest the average boy . The child is the true investigator , and the ablest constructor . But the worst is , for this you Avant so much individualising ; and hoAV is this to be paid for ? I can only recur to the pupil teacher system , an admirable system under a good master : a system pursued in the highest schools , for , after all , what are the junior assistants ?

Given , a good master , as head , —a labourer worthy of his hire , and receives the hire Avorthy of him , —a good man and true , a Mason , a christian , a gentleman , a scholar , and a lover of human nature as manifested in the April shoAverism of boyhood . Given , one or two men of a like stamp for his aides , and then all other help should come from amongst the boys ; and there

is a screAv loose , and a large screw too , Avhere such help is not only not quite efficient , but not taken in very good part . A school like ours should , in this respect , resemble a college , Avhere the fellows are chosen , under conditionsfrom the students . Herein should be held

, out a bonus to the hardworking pupil . At the age of fifteen a certain number , one , say , for instance , distinguished for his scientific , another for his linguistic powers and information , might be permitted to remain in the school to prosecute his studies , on condition that he assisted in the Avorking of the

school , and was attached to some college or incorporation recognised for its capability to assist him in that , his OAVU speciality . The College of Engineers , the London University , Trinity College ( Dublin ) , may be mentioned to complete my meaning ; and , according to circumstances , their might be payment

given to him or taken from him . This , hoAvever , ifc is easily seen is mere detail , and as regards the school work itself , I would offer a few suggestions . A good practical guarantee should be provided for the educational progress of the boys . I do not find fault with Avhat is apparently provided in this respect , 1 merely say it is not enough , and , certainly , in writing this , I would by no means even appear to doubt the progress , but the Craft should have it made