and Martin's Elementary Biology; Milnes Marshall's Elementary Biology; T. J. Parker's Zootomy; and the Professor's Syllabus.

Attendance on the Lectures and Practical Course counts as a full class. Students attending this class have free access to the Museum for study.

MEDICINE AND ANATOMY.

This Professorship was founded in 1721. The Professor is appointed by the University Court.

The object of this course is to instruct the general Student as much as the Student of Medicine in the Anatomy and Physiology of the Human Body, and in the more essential departments of Sanitary Science.

The first part of the course is occupied with a study of the healthy tissues and their functions; and the second part with the several systems of the body-e.g., the osseous, muscular, vascular, respiratory, cutaneous, nervous, and digestive systems, &c.

În studying the functions of these systems, special consideration is given to subjects which bear upon the hygiene of individuals and of communities-e. g., nutrition, growth, exercise, physical education, food, drink, air and water, clothing, ablutions, ventilation, drainage, climate, occupations, &c.

The lectures are illustrated by hand-preparations, wet and dry preparations, models, diagrams, microscopic demonstrations, and, where it is desirable, by Comparative Anatomy and Physiology. The class meets three days in the week for Science Students, and on two additional days for Medical Students.

CHEMISTRY.

This Professorship was founded in 1808, but the endowment only became available in 1840. The Professor is appointed by the University Court.

I. Systematic Course.-A lecture is delivered at 11 o'clock on five days in the week. The course of lectures, which is throughout illustrated by experiment, commences with the study of a few typical substances, forming an introduction to the discussion of Chemical Theory; the Non-Metallic and Metallic Elements with their chief compounds are then considered; and the latter part of the course is devoted to Elementary Organic Chemistry. Three lectures weekly are of an elementary character, and are intended to be useful to students of Arts who desire some knowledge of Chemistry for teaching, or for other purposes; the remaining two lectures weekly constitute a supplementary course, framed so as to meet the requirements of candidates for the degree of Bachelor of Science, and of Medical Students.

Certificates of honour of two classes are awarded on the results of separate examinations on the subjects of the general and supplementary lectures.

İİ. Laboratory.—A class in Practical Chemistry meets for two hours weekly, to which Students attending the Systematic course are admitted without additional fee. The course consists of a series of experiments, qualitative and quantitative, arranged with the view of giving the Student a practical acquaintance with the principles of the science, or else of simple qualitative analysis.

The Laboratory is also open during the session to a limited number of students from 10 A.M. to 5 P.M. for instruction in general chemical analysis. The fee is ten guineas for the session. Shorter courses of Practical Chemistry will be arranged to meet the requirements of students who cannot give so much time to the subject, the fees for which vary according to the number of hours taken weekly.

THEORY, HISTORY, AND PRACTICE OF EDUCATION.

This Chair was founded in 1876, by the Trustees of Dr Bell— the Earl of Leven and Melville, Viscount Kirkcaldy, and Mr John Cook, W.S., Edinburgh. It contemplates the instruction and training of Teachers in the Science and Art of Teaching; and the subject is divided into Three Parts-the Theory, the History, and the Practice.

I. THE THEORY.-This includes an inquiry into the Psychology of the growing mind-a collection of the knowledge we have of that from observation-an attempt to estimate the mode, rate, and kind of growth by experiment; and an inquiry into the relation of various kinds of knowledge to the mind, and the influence of certain thoughts, emotions, and sets of circumstances upon the character. The growth of the power of the senses, the memory, the understanding, the reason, the will, the imagination, the social emotions—have to be examined. The relation of the religious, moral, and intellectual sides of human nature to each other has to be shown; and the end of all processes which go by the name of Education clearly perceived. The best means towards the various minor ends-such as the building up of a sound understanding, the formation of a just habit of action in the soul, &c. -are to be inquired into and discussed. The forms of schoollife, and the relation of school-life to the ordinary public life of this country, will also be examined. Under this head, too, fall to be discussed the theories and writings of the best thinkers upon education.

II. THE HISTORY.-This includes the history of the notions regarding education and the processes employed in producing it

followed by all nations that are called civilised—that is, who have endeavoured to found forms of society favourable to the growth of what is best in man. It therefore takes notice of the chief educational ideas of the East, of Greece and Rome, of the Jews, of Early, Medieval, and Reformed Christianity, of the Jesuits, and of the great men who have practised, or thought and written on, education. It collects also the best and most inspiring statements of such men as Bacon, Selden, Milton, Locke, Jean Paul, Goethe, Herbert Spencer, and others. It discusses and compares the educational ideas and processes of such men as Comenius, Pestalozzi, Ratich, Jacotot, Diesterweg, Fröbel, &c.; and it also examines and weighs the educational aims, beliefs, habits, and processes of the national systems which exist in Germany, France, England, and other countries.

III. THE PRACTICE.-This includes an examination of all the processes at present going on in the schools of the country-the relation of these processes to the growth of the mind, and their value considered as means to ends. It therefore discusses the teaching of languages-how they may best be taught, what are the mental habits to be created, what are the difficulties, either inherent in the language or adherent to the circumstances under which it is taught, which beset the road of the teacher, and how he may reduce these difficulties to a minimum. The difference between our aims in teaching classical and modern languages, and the consequent difference in the means, is also discussed. The best methods of teaching science, especially the sciences of observation, and the necessary conditions under which these must be taught, are also examined. The methods by which, and the conditions under which, a love of literature may be produced in the mind, is one of the subjects of prelection. Courses of lectures are also to be given on the more usual school subjects-such as History, Geography, Grammar, English Composition, &c. The engineering of each of these subjects so that the pupil may go from the simpler and more striking parts of each subject to the more complex and intricately connected parts-is fully examined in relation to its principles; and the ground and nature of the obstacles are surveyed. What parts of a subject are fitted for what age; what are the tentacula by which the growing mind lays hold of each part; what and how much ought to be done by the teacher; what and how much must be done by the pupil; at what point mental action becomes independent and self-efficient; what powers of the mind are called into exercise by what subjects and by what parts of a subject, these are some of the questions which occupy the time of the Chair. The characteristics of the best books on each subject are also set forth and valued. The

mental outfit of a Teacher, his aims, his practical ends, and the means to these; his difficulties, his rewards; the nature and limitations of his profession, its advantages,-all these and other necessary questions are to be lectured on by the Professor.

LECTURESHIP IN BOTANY.

At a meeting of the University Court, held on 6th April 1891, Principal Donaldson reported that a donation of £1000 had been received by him from a gentleman interested in the University, towards the endowment of a Botanical Lectureship, or future Chair in the United College. At the same meeting Mr Robert A. Robertson, M.A., B.Sc., was appointed Lecturer in Botany in the United College during the pleasure of the Court.

A course of fifty lectures in Botany, with practical instruction, will be given by Mr Robertson each Session. These lectures are recognised as qualifying for graduation in Medicine and Science in all the Scottish Universities. The fee for the course is £3, 3s.

The Lectures will be delivered at 9 A.м. on Monday, Wednesday, and Friday. The Practical Class will meet at least twice a-week-viz., on the afternoons of Tuesday and Thursday.

BURSARIES.

These are derived from the annual proceeds of funds which have been mortified for the benefit of Students, from time to time, since the foundation of the University.

The number of Bursaries attached to the United College is about one hundred, varying in value from about £5 to £50 per

annum.

Bursaries Open to Competition.

FOUNDATION BURSARIES.

Founded in 1458, by Bishop Kennedy. The number of Bursaries is twenty, each of the annual value of £10, tenable for four years.

Through the generosity of several friends of the University, some of these bursaries have, in the meantime, been considerably raised in value.

GRAY.

Two in number, founded in 1808, by Dr John Gray of Paddington. The annual value of each is £10, tenable for four years.

PYPER.

Founded in 1863, by Professor William Pyper of the United College. One Bursary of the annual value of about £10, tenable for four years.

BRUCE.

Three Bursaries of the annual value of £30 each, founded in 1865, by Mrs Tyndall Bruce of Falkland, out of respect to the memory of her uncle, John Bruce, Esq. of Grangehill and Falkland. These Bursaries, of which the patronage is vested in the Senatus Academicus, are to be conferred, after competitive examination, on Students who are about to enter on the course of study usual for the second year in the literary classes of the University, and are tenable for three years. It is provided that no person shall hold any of the said Bursaries, along with any other Bursary, or any appointment yielding to him an annual income of £30 or upwards. One Bursary falls vacant in each year.

BAXTER.

Founded in 1867, by Sir David Baxter, Bart. of Kilmaron. Two Bursaries of the annual value of about £17 each, and tenable for two years. These Bursaries are to be conferred after competitive examination, on Students who are entering on their third year of attendance at the United College, and who shall be in bona fide attendance on at least two Classes in the College, during the tenure of their Bursary. It is provided that no person shall hold any of the said Bursaries along with any other Bursary or Scholarship in the University. One Bursary falls vacant in each year.

CHEAPE.

Two Bursaries of the annual value of £22 each, or thereby, founded in 1868 by George Clerk Cheape, Esq. of Strathtyrum. These Bursaries will be conferred by the Senatus Academicus, after competitive examination, on Students who are about to enter on the course of study usual for the second year in the literary classes of the University. The Bursaries are tenable for three years, and for other three years provided the Bursars pass the examinations required for the Degree of M.A., and proceed to the study of Divinity in St Mary's College.

DUNCAN.

Founded in 1868, by Miss Duncan, Edengrove. Two Bursaries of the annual value of £12, or thereby, open to two Students attending the Literary and Theological Curriculum, and tenable during the ordinary course of study at the University,-preference (cæteris paribus) being given to the Founder's kin or name.