Sir C. Barry himself greatly doubted the cogency of the arguments brought against the proposed improvements, believing that space could be found or made, and that some part of the pecuniary balance in favour of the Royal Academy (which was stated officially in 1860 as amounting annually to above 3000_l._ on an average of seven years) might be well expended for such a purpose, instead of being added to the large funds (above 100,000_l._) already in hand. His own paper of suggestions is full and elaborate. Perhaps it may seem to err on the side of excess in requirements; and possibly his strong sense of his own want of regular artistic education may have inclined him to this side; but it will probably be thought to point in the right direction, and will have interest at this time, when it is felt that artistic education is not only both possible and desirable, but also capable of being based on systematic principles. The practical question must recur, and, when it does so, some guidance must be found in the record of the opinions of any who have thought much on the theory of architecture, and have had experience of its actual capabilities and needs. The transference of the Academy to the larger accommodation now provided on the Burlington House site must remove all difficulties of space, and probably, by the very fact of change and enlargement, give an impetus to activity and efficiency of work. His scheme is accordingly subjoined. CURRICULUM FOR THE STUDY OF ARCHITECTURE. ELEMENTARY TEACHING. 1. Geometry, trigonometry, hydraulics, hydrostatics, chemistry, optics, acoustics, geology, and mineralogy; and mechanics as far as they relate to the powers and forces applied to the purposes of construction. 2. Nature and properties of materials used for constructive and ornamental purposes. 3. Principles of construction. 4. Drawing, perspective, and sciography. 5. Drawing from the human form, from the life, and from casts. 6. Freehand drawing from natural objects with reference to decoration. 7. Conventional treatment of such objects as applicable to architectonic decoration. 8. Drawing and modelling of ornament. 9. Drawing of the elements of each recognised order or style of architecture. 10. Drawing of the best works of the Greeks, the Romans, the mediævalists, and the most eminent masters of the revival of classical architecture. N.B. It is suggested that the whole of the above studies should be conducted at the national establishments for art and science, the Schools of Design, King’s College, London, the London University, and other accredited institutions for teaching art and science, with a view to obtaining certificates of proficiency from such institutions as a qualification for admission to the Royal Academy. FINE ART TEACHING, OR THE HIGHER BRANCHES. Principles of--