a method so simple and easy that it can be acquired even by infants. A method though so easily acquired, yet, will give a good knowledge of the principles of music, including composition and thorough bass. Some of its advantages are: 1st, in using a new notation, which is more easily learned, and what is of importance towards the diffusion of musical knowledge, it can be more cheaply printed. 2nd, it makes Dol always the key note, which is a method supported by the best authority and scientific usage of England, thus differing from the methods of Hullah and Mainzer, and also excelling them; and 3rd, though not least, the pupil taught on this method would be able to sing at sight any plain Psalm tune, &c., before he would have acquired a knowledge of clefs, sharps, flats, crotchet, minim, &c., if taught on the old method (or even the Lancashire method.)

The following are two pieces in the old and new notations, which will illustrate the manner in which the new notation is written. The first was sung at sight from the new notation, by a class of young men and women after two or three lessons; the second* at sight, and then to words, by an advanced class.

Referring M. F. to the different publications of the Rev. Mr. Curwen (Ward and Co.) for further information, and also to a letter by another friend of the method, which he will find in the "Papers" for February, 1855.

Forfarshire, March 11, 1857. SIR, I feel constrained, at the earliest possible moment, to tender my best thanks to you and your correspondents who have so promptly come forward to aid me in solving my grammatical difficulty, and although that difficulty is not yet removed, I feel so far gratified to find, from the diversity of opinion expressed that there were good grounds for my doubt. I would now simply state that my own opinion, as to the parsing of "like" in the cases referred to, is in favour of the preposition. Besides mere analogy, I consider myself backed by Sir John Stoddart, who, in his "Universal Grammar says", A preposition is not like a piece of money stamped to pass for a certain sum, and which cannot change its denomination, or value. It is a word to which a transient function is assigned, and which, as soon as it has discharged that office, becomes available again for its former purposes as another part of speech." I confess I dislike much the necessity, in parsing, of supplying other words for the syntactical part of the work, and would always avoid it, if at all possible. To allow the necessity argues a defect in a language which 1 am unwilling to think belongs to the English. It is true that in old English-as in our translation of the Bible, we almost invariably find "like" followed by to or unto; but in modern English, never; therefore, the syntax should be complete without it. If that be allowed, "like" must be a preposition; but even if it be not, it will fall to be classed with "according to" which is uniformly called a preposition or a prepositional clause.

C. J. Lyon, of Trinity College, Cambridge, in his " Analysis of the seven parts of speech" nniformly claims like and near as adjectives, but there are instances in which the use of both of these words precludes the possibility of their being thus classed.

My humble opinion is that any and every word should be parsed in consonance with the duty it performs; and therefore, I would certainly parse the word "besides" (in R. B's specimen appended to his kind reply to me) a preposition governing 'some other words." This by the way.

rea?

In conclusion, I would respectfully solicit permission to present another a rea difficulty which has met me since I last wrote to you. In the sentence

"What with riot and extravagance, he soon came to ruin :"

how should "what" be parsed?

Trusting to your further indulgence,

I am, &c., AN OLD FRIEND.

SIR, Will you be so kind as to inform us, whether it would be any advantage to a Pupil Teacher to study Music for a Queen's-scholarship; and also, whether a Pupil Teacher who does not receive instruction from a Government Master can gain a prize for Drawing, at the Yearly Examination.

An answer to this will greatly oblige.

S. S., and M. T.

[No Examination in Music is given before the end of the first year's residence at the Normal College. In Drawing as in Music, proficiency is valued without regard to means by which it has been attained. "Teachers from Salisbury House, connected with Schools of Art are most likely to know what style of Drawing is required.-ED.]

Limehouse, March 3rd, 1857.

SIR,-In confirmation of your opinion as to the proper parsing of the word "like," permit me to ask your attention and that of your readers to the following extract from a deservedly high authority on the English Language.

Your Faithful Servant, E. S.

"The only adjective that governs a case is the word 'like.' In the expression "this is like him," &c., the original power of the Dative remains. This we infer— 1. From the fact that in most languages which have inflection to a sufficient extent the word meaning like governs a dative case.

2.-That if ever we use in English any preposition at all to express similitude, it is the preposition to-like to me ;-like to death &c. Expressions like "full of meat," good for John," are by no means instances of the government of adjectives; the really governing words being 'to' and 'for' respectively."

66

Dr. Latham's Hand Book of the English Language, pp. 302-3.

St. Peter's, February 16, 1857.

SIR,-You will oblige me, by inserting in the Papers for the Schoolmaster next month the following passage. I am, Sir, yours truly,

"What to avoid we no great knowledge need,
But what to follow is a task indeed.'

1

E. A.

18th March, 1857.

SIR-As a constant reader of your valuable periodical, may 1 be allowed to ask what books a Teacher should read who wishes to take the 2nd year's Papers in Latin at Christmas next. I believe the Committee of Council do not specify the works from which the 2nd year's questions in Latin will be taken; but probably you will be kind enough to inform me what books are generally used in the Training Colleges by those who are preparing for the second year's examination. I have already a Certificate of the 3rd Class, and wish to raise it.

I am, Sir, yours obediently,

PRECEPTOR.

[In the absence of any prescribed course, we should say that the safest books to read would be Cicero and Virgil. We recommend the "De Officiis," and the two small treatises "De Senectute," and "De Amicitia. Of Virgil, Books I., II., III., and VI. of the Eneid, and the Eclogues. If you are studying Latin alone money would be well spent on Key's Le tin Grammar.-ED.]

SIR,-Perhaps some of your readers will be kind enough to inform a young School Master of a good time-table, for a mixed school of about 120 children, where the school hours are from ten till twelve, and from two till four, and where the girls are taught needlework four afternoons in the week. Also the name of a good text book of Geography. Any information will be thankfully received by Yours respectfully, F.T.

Rawtenstall, March 14, 1857.

SIR,-Allow me to make a few remarks on the parsing sent by R. B., in the March No. of Papers for the Schoolmaster.

3.

19.

22.

four-a numeral adj. qual. instead of limiting.

is

is-aux. verb, indicating, present tense.

verb, irreg. intrans. indic. present tense, pass voice, third per. sing. written pred. of that (13.)

25. cannot-same as 19.

26.

credit-(cannot credit) verb, irreg. trans. poten. mood, pres. tense, act. voice, first pers. sing., pred. of I.

being limited-pres. part. pass. voice, attribute of mind. can-same as above.

can operate-same as above, except in person, &c.

others-indef. pron. instead of pluralized adj. used as a noun.

The above are the corrections I, in my humble opinion, think ought to be made. In every case R. B. has put CAN in the INDIC. instead of the FOTENTIAL. I shall be glad to see your remarks on what I have stated in the next month's paper. I remain, yours respectfully,

ENQUIRER:

[We give preference to R.B.'s mode of parsing, because it is simpler, and makes every word to stand by itself, dealt with according to its own inflection. We have in English no voice, and no potential mood, i.e., no inflections in the word to express those varieties of the action of the verb. There is no objection to take is written together, and say the expression is equivalent to a verb passive. Cannot denotes no mood of the verb "credit," but at once speaks of power in the subject. Why do we not find a mood for dare not," "must not," as well as "cannot "-ED.]