Wednesday is a half-holiday, and the pupils are allowed to leave the school after two o’clock, and be absent till ten at night. The morning is occupied either in study, at the pleasure of the students, or in set exercises till eleven, when there is a lecture of one hour and a half, followed, as usual, by an hour of special study on the subject of the lecture. On Sunday they are allowed to be absent almost the whole day till ten P.M. There is no chapel, and apparently no common religious observance of any kind in the school. Such is a general sketch of the ordinary employment of the day; a couple of hours of preparatory study before breakfast, a lecture on the differential calculus, on descriptive geometry, on chemistry, or natural philosophy, followed by an hour’s work at notes; scientific drawing till dinner; recreation; and general study, or some lighter lecture in the evening. Were we merely to count the hours, we should find a result of eleven or eleven and a half hours of work for every day but Wednesday, and of seven and a half hours for that day. It is to be presumed, however, that though absolute idleness, sleeping, or reading any book not authorized for purposes of study, is strictly prohibited, and when detected, punished, nevertheless the strain on the attention during the hours of drawing and the lectures of the evening is by no means extreme. Landscape and figure drawing, the lecture in French literature, and probably that in German, may fairly be regarded as something like recreation. Such, at least, was the account given us of the lectures on literary subjects, and it agrees with the indifference to literature which marks the school. Of wholesome out-of-door recreation, there certainly seems to be a considerable want. There is nothing either of the English love of games, or of the skillful athletic gymnastics of the German schools. The method of teaching is peculiar. The plan by which a vast number of students are collected as auditors of professorial lectures is one pursued in many academical institutions, at the Scotch universities, and in Germany. Large classes attend the lectures in Greek, in Latin, and in mathematics at Glasgow; they listen to the professor’s explanations, take notes, are occasionally questioned, and do all the harder work in their private lodgings. Such a system of course deserves in the fullest sense the epithet of voluntary; a diligent student may make much of it; but there is nothing to compel an idle one to give any attention.