1. He 2. scarce ANALYSIS OF MILTON.-B. II., v. 284-290. The sound of blustering winds, which all night long Sea-faring men o'er-watch'd, whose bark by chance After the tempest." NAME AND OFFICE ANALYSIS OF ANALYSIS OF CLAUSES. B adverb clause to A 7. the assembly conjunction to A & B subject to 6 predicate to 5 completion of 6 Reading Sheets for Training Schools. 2nd Edition. By J. R. Langler, Normal College, Westminster. Heylin. Our notice of the first edition of these sheets was in very favourable terms. We are glad to see that the opinion then expressed has been endorsed by a rapid sale. The sheets before us, having undergone revision, now form the best tablet lessons that have come under our notice. The letters are introduced gradually, and, with a slight exception, preserve through the first part a constancy of power. The other powers and anomalous words are introduced on the same plan. The result is a series of lessons equally well adapted to the analytic or synthetic method. We strongly recommend them. Introductory Text-book to Method and School Management. Third Edition. By J. Gill. Longman and Co. -The fact that two editions have been so rapidly disposed of, is a stronger recommendation than any that we can give. We have, therefore, only to state that the present issue contains many additions, which add to its value as a manual of method. The Art of Questioning. By J. G. Fitch, M.A., Sunday School Union.-This tract contains a lecture delivered to a training class composed of members of the Sunday School Union, and has, therefore, a special bearing on the work of Sunday schools. Yet, as the principles of interrogation must always be the same, let them be applied in what direction soever they may, these pages will be equally profitable to teachers of day schools. Few persons are more competent to speak on any department of practical teaching, because few have had the long and varied experience in actual school work that Mr. Fitch has. The lecture before us is of first-rate character, and should find its way into the hands of all persons engaged in teaching. An extract will be found in our pages this month. Goldsmith's Deserted Village, with notes. By W. Macleod. Longman and Co. -Junior candidates presented under the Oxford scheme, will be examined in "the Analysis and Parsing of a passage taken from Goldsmith's Deserted Village." To aid them in this part of their examination, Mr. McLeod has prepared with carefulness and completeness this edition of Goldsmith's poem. Its comprehensive character will best be gathered from an enumeration of contents:-Biographical Sketch of Goldsmith; Analysis of Sentences; Rules of Syntax; and the poem itself, with notes, critical, explanatory, and grammatical. This work will be useful to teachers of elementary schools, and to teachers of private academies necessary; the more so as the analysis of sentences will be new ground to many of them. A Catechism of Chemistry. By the Rev. J. W. Neat, M.A. Longman and Co. -The object of the writer of this catechism was to supply an elementary manual of chemistry and its correlative sciences, having throughout a reference to the army and other examinations. This work is very superior to the general run of elementary catechisms, owing in great part, as we think, to the fact of its being the result of experience in the instruction of youth in the subjects of which it treats. Questions in Arithmetic. Part I. By J. Dixon. Judd and Glass-A small tract of 24 pages, compiled with the design of supplying a cheap practical manual. The exercises in this part are confined to Simple and Compound Addition. Correspondence. Gaitsgill, April 20th, 1858. SIR,-I shall feel obliged if you will be kind enough to insert the following equation in the next number of your valuable periodical, and also to any of your correspondents who would solve it. Yours respectfully, There are two numbers such that the less added to the square of the equal to 18, whilst the greater added to the square of the less equals 8. the numbers? T. W. greater is What are National School, Swansea, April 20, 1858. SIR,-I shall feel obliged if you will kindly insert the following continuation of the list of subscribers who so generously assisted the distressed teacher on whose behalf an appeal was inserted in your paper. Yours respectfully, F. COLE. 0 12 6 0 10 0 MR. EDITOR,-Would you be kind enough to give me the information required below. I have examined the broad sheet, but could find nothing bearing upon the subject on which I am seeking information. In the Class List for the last Christmas Examination for Certificates of Merit, page 9, there is a list of Teachers who have been examined for Apparatus Grants. I want to know: a. On what conditions Masters are entitled to sit at it. b. The benefits arising from a successful examination in it. c. What subjects are required, and what works are best adapted for the object of study. If the answers to these three questions would take up too much space, you would much oblige by giving me the address of the proper parties to whom I can apply upon the subject. I am, Sir, yours, &c., AN ENQUIRER. [The information sought may be found in Papers for the Schoolmaster, Vol. VI., page 222.-ED. SIR,-I am a country Schoolmaster, and am working at the subjects for the first year's examination (Christmas, 1858). If any other Teacher who is at work upon the same subjects would work with me, I am sure, from experience, we should both derive benefit from the interchange of papers and criticisms. I have tried this plan before upon other subjects, and found a great encouragement when work would otherwise have been monotonous. I am afraid that we country Schoolmasters have not libraries too well filled, so that the making two stocks of books in some degree common property, would be a benefit of some value. I will very gladly send further details of my proposed plan to any fellow laborer who will write to me, addressed R. W., care of Mr. Shorter, 45, Gt. Ormond Street, London, W. C., who will send it to me. April 14, 1858. W. R. 14th April, 1858. SIR,-In this month's "Paper" a very interesting article appears on half-time schemes. Permit me to make a few remarks on what may be considered an evil in connexion with the factory half-time scheme. Under the Factory Act the attendance of half-timers at school is compulsory, but the evil lies in the kind of school they should attend not being specified. At present it may be held either in an attic or kitchen, or (as is generally the case) some infirm old person may earn a miserable pittance by keeping a few half-timers in the house during the time specified. The certificates from such schools as these are placed on an equal footing with those from a first-rate national school. By these means the primary design of the scheme, viz., the extension of education to factory children, is, to a great extent, frustrated. A good remedy would probably be for certificates only to be granted from national schools under government inspection, which would then ensure proper tuition to many children who, under the present arrangements, are growing up in perfect ignorance, although producing to the manufacturers their weekly certificates. I remain, Your obedient servant, J. W. London, April 17th. SIR, Would you or one of your correspondents, through the medium of "The Papers," kindly assist me with a mathematical demonstration, that "the difference of numbers is proportional to the difference of their logarithms." The reason I am anxious for this proof is that I hear it is required (or may be) of those who take the papers for the second year. I am, Yours very respectfully, A. C. York. SIR,-Having derived much benefit from a perusal of that invaluable work, "Elementary Text-book of School Management," I am desirous of knowing when the "Introductory Text-book" is likely to appear. I trust its publication will not long be delayed. Can you also inform me where I may find an exposition of what is called the "Look and say system." An answer to these questions will oblige [See Notices of Books.-ED.] Wesley School, Northwich, April 7th, 1858. SIR,-My attention was directed to a group of young men, at the close of the day, returning from their employment. They were persons whom I knew to have attended Public Schools, obtained a fair amount of elementary instruction, entered in business, yet acquired polluted and depraved habits, and a vitiated taste. My thoughts wandered in search of the causes of their making shipwreck of virtue so early in life; and, prominent among them stood "The want of the careful cultivation of the taste, the cultivation of the perception of the beautiful, and consequently the holy." Permit me to offer a remark to Schoool Teachers on this most important topic; one, which I am painfully aware, has not sufficiently engrossed my attention previously. Every child loves the beautiful. The contemplation of flowers, birds, &c., is to him an inexhaustible source of delight. We often see the baby, unable yet to utter a single syllable, spreading its little arms, and turning its wondering eyes towards the moon, and start. Nature, in every form, exercises a powerful charm over them. But how soon is the spell broker! Their minds, uncontaminated, have a keen relish for the beautiful, and it is this feeling we ought to foster and carefully develope. As reason, the conscience of things intellectual, so taste, the conscience of things beautiful, urges its claims to our notice; for, everything good and holy, every excellence, is redolent with beauty and possesses powerful attractions to a soul awakened to its appreciation; and, on the contrary, every evil is deformed and defective; thus, if the sense of the beautiful were sound, it would prompt to a virtuous course of life. In the lustreless eye, the fire of which has long been quenched in sin, the stupid expression of the countenance exhibiting an appalling animalism, and from which the evidence of soul, the most legible footprint of the Deity, has been effectually scared, telling of the mind within, not alive to the influences of beauty, and the ccnsequent life, dull and cheerless, the desire of display so fatal to the class we educate, shewn in the extravagant dress, gorgeous and wholely tasteless, for simplicity is the daughter of beauty, these cry to us, to endeavour in our schools to cultivate and induce a correct taste, and awaken the dormant sensibility to the beauties of the objects around us, for "This world is full of beauty, Like other worlds above." Crush imagination and taste, and apathy and want of energy will ensue. |