meaning which it has no business whatever to bear. In our use of it, it constantly signifies merely sparing or saving. Economy of money means sparing money, economy of time sparing time, and so on. But that is a wholly barbarous use of the wordbarbarous in a treble sense, for it is not English, it is bad Greek, and it is worse sense. Economy no more means saving money than it means spending money. It means right administration or stewardship of a house, spending or saving, that is, whether money or time, to the best possible advantage."

Thus, in the purchase of dress, a woman who buys a good material, and is content to have it plain and neat, is well dressed for the same money that another expends on a fashionably-made garment of poor material, which looks well when quite new, but becomes tawdry after a few weeks' wear. The first is well dressed for six months at the same cost as the second is for six weeks. In the same way the artisan's wife, who has a large family to provide with food, arranges her income so that she secures a good, warm, substantial meat dinner every day, for the same money that another spends on one expensive joint, which yields a hot dinner for one, or at most, two days.

Some of those who are to be the future mistresses of schools have imbibed the foolish notion that a good practical knowledge of household management is, the sign of a lack of intellectual power. "It is a pity you do not understand that I have a soul above buttons," said a woman of this class to her husband, when he appealed to her in distress on account of the absence of those necessary accessaries to his wristbands. "It is a pity you do not understand that buttons are at present above your soul," was the rejoinder: "when that takes a higher flight, it will realise what your duty is, and in that sphere it will find buttons." The common sense which enables a girl to observe what goes on in a well-ordered house, and put it into practice if required, enables her to take precedence of her one-sided "intellectual but unpractical sisters, and to become useful in any station of life; but it will be especially valuable to one who aims at training other girls to be not intellectual only, but good, sensible, useful women, counterparts of her of whom it is said, "The heart of her husband doth safely trust in her: she looketh well to the ways of her household: her children rise up and call her blessed; her husband also, and he praiseth her."

The idea that education makes bad housewives is utterly erroneous; the want of education is rather to blame. To manage a house

hold successfully, a woman needs wide and varied knowledge, as well as trained and cultivated intelligence. No intellectual acquirement will be lost in a household; all may be so brought to bear upon domestic affairs as to secure comfort, refinement, and happiness. The young girl who understands the rules of art, having studied form in her drawing lessons, has received training in the choice and arrangement of dress, of trimmings, of furniture and ornaments. If she has studied painting, so much the better, for taste in colour is thereby cultivated. Geometrical drawing will train her eye for arrangement. Arithmetic will enable her to calculate rapidly the quantity of stores or materials she requires, and to keep exact accounts. History will furnish her with lessons in government that she will find useful in the management of children and servants. A knowledge of the chemistry of food will help her in cooking, and making the most of the food she has to deal with. The study of physiology brings an intelligent knowledge of the laws of health, which will be valuable in the prevention of disease, and in the management of the sick. If she is a good reader or musician, she will be able to furnish enjoyment for the leisure time afforded to the household by her wise management; and if her reading has been varied, her powers of conversation will render her a pleasant companion.

Domestic Economy is to many the only direction in which knowledge can be applied. One of the worst faults in the

education of young people at present is, that during school days their heads are filled with knowledge which they cannot use. This is especially the case with women. While out in the world of business, a man may constantly find help from some knowledge acquired at school; but only in the varied duties of the household can a woman enjoy the pleasure and power that flow from wisely-applied information.

But while affording scope for intellectual exercise, household economy, rightly understood, does more. On the comfort of the household depends all that tends to keep society pure, to make men satisfied with innocent pleasures, to render the home a haven of rest, to secure leisure for mental culture, to knit closely the natural bonds of relationship, and to preserve a people from the degradation that inevitably follows departure from the divine ideal of the family. Strength of body, vigour of mind, and purity of soul, for the individual and for the race, are best secured by the influences of a well and wisely-ordered home; and it is this wise ordering that truly constitutes Domestic Economy.

Notes and Queries on English History.

66

BY W. G. ADAMS,

AUTHOR OF LEADING EVENTS OF ENGLISH HISTORY."

ROMAN PERIOD, B.C. 55 TO A.D. 410 = 465 YEARS.

55 B.C.-Condition of Ancient Britons.-Kind of dress; food employment; residences. How were they governed? What was their religion? Which was the most civilized part of the country, and why? Their methods of warfare, and the weapons used? All barbarous nations resemble each other in these particulars. Britons of Celtic origin or race.

Causes leading to Roman Invasion.-Conquest of Gaul by Romans. Their wish to conquer all the known world. Ambition of Julius Cæsar. His first invasion-Opposition of natives; result. Second invasion-What was the result? Who were the principal British leaders? Account for the interval of nearly a century that elapsed between Cæsar's second invasion and the appearance of Aulus Plautius. Caractacus-Who was he, and what was his fate? How much of Britain was held by the Romans in 55 A.D.? Next governors-Aulus Didius; Suetonius Paulinus. Massacre of the Druids. Give reasons for this massacre. Cause of the revolt under Boadicea? Result. Recall of Suetonius Paulinus. What policy was pursued by Julius Agricola? State of the country under Agricola. How far had the Romans penetrated in A.D. 84? Who was Galgacus? What part had he taken in the struggle? Divisions of the country under Roman rule. Names of the five provinces; how were they governed? Roman towns-Which of them exist now, and under what names? Account for the fact of the country north of the Grampians retaining its independence. How many attempts had been made to subdue it, and by whom? What Roman emperors visited Britain? With what object did they come, and what was the result of their coming? How long was Britain a Roman province? Account for the withdrawal of the Roman soldiers.

Results of Roman Conquest-(1.) Advantageous.-Introduction of Christianity. By whom, and under what circumstances? Building of towns; extension of trade; making roads; civilization advanced. (2.) Disadvantageous.-Britons lost hardy, warlike,

independent spirit. Results seen in the invasion by the Saxons after the Romans left.

NOTES ON LESSER KNOWN POINTS.

1. The British Isles were called the Tin Isles, the Phoenicians having traded in tin with the Scilly Isles and Cornwall long before the Roman invasion.

2. Cæsar wrote commentaries on countries he conquered; from these we obtain much information concerning the state of the island at this time, not always reliable. Later, Tacitus, a celebrated historian, son-in-law of Agricola, wrote accounts of struggles of Britons and Romans.

3. The Romans were attracted to Britain by love of conquest, reports of tin mines and pearl fisheries, and their proximity‘ being already in Gaul.

4. The Druidical religion taught transmigration of souls, obedience to many immortal gods, of whom the Druids were chief ministers; human sacrifices were offered to appease the wrath of the deities; ceremonies were performed under the branches of the oak tree, which was regarded with veneration. Druids were the teachers, physicians, poets, and lawgivers. They had great influence over the people, owing to the superstitious terror they inspired.

5. Druidical remains at Stonehenge and Abury in Wiltshire, consisting of masses of unhewn stones, arranged at intervals in form of a cross; cromlechs, single stones placed upon supports; also remains connected with the worship of the Druids, probably sacrificial altars.

6. British tribes were 30 in number at the time of Julius Cæsar's invasion. The principal were the Trinobantes north of the Thames, the Belgae in the south, the Iceni in the east, the Silures in Wales. The tribes were governed by independent chiefs, but they united in times of danger and difficulty.

7. They buried their dead in plains and valleys, e.g., Salisbury plain; graves marked by mounds-tumuli; or piles of stonescairns.

8. The Roman Empire extended over all the civilised world. Julius Caesar, ambitious of conquering a new world, crossed from Gaul, and met with stubborn resistance from the hardy Britons. Leaving after his second invasion, he returned to Gaul, completed the conquest of that country. After serving at the head of

legions in Italy, was made first Emperor of Rome. Assassinated by Brutus and others 44 B.C.

9. Roman emperors and generals in connection with Britain.— In the reign of Claudius the subjugation of Britain was resolved upon. Aulus Plautius, A.D. 43, under whom served Vespasian, said to have fought thirty battles in Hants and Wight. Ostorius Scapula, A.D. 50, died of vexation, after vainly trying to subdue the Silures. Aulus Didius simply held possession. Suetonius Paulinus, in the reign of Nero, massacred the Druids, cruelly revenged the revolt under Boadicea, and was recalled to Rome. Julius Agricola, in the reign of Vespasian, adopted a pacific policy; completed conquest of country; built a line of forts from Moray to Solway Firths to keep out the Caledonians, A.D. 81. He was recalled to Rome by jealous Emperor Domitian, A.D. 84, and ended his life in obscurity.

The Emperor Hadrian visited the North A.D. 112; built a wall from Solway Firth to the mouth of the Tyne. Emperor Severus appeared in the island, rebuilt and strengthened Hadrian's wall, and died at York, 211. Constantius died at York, 306. Constantine the Great, commenced his reign at York.

10. The first Roman colony was called Camalodunum, now Colchester or Maldon.

11. Introduction of Christianity.-Date uncertain; obtained prevalence in second century. There were religious persecutions in the reign of Diocletian, 284-304, but toleration during Constantine's reign, 311-341. Rapid progress after. Hierarchy established. Three English bishops assisted at Council of Arles, 814 (York, London, and Colchester).

12. Roman Towns.-London, Colchester, Bath, York, Gloucester, Caerleon, Chester, and Lincoln. These cities elected their own magistrates.

13. Roman Roads.-Long, straight. The principal were Watling Street from Kent to Caernarvon; Ikenild Street, St David's to Tynemouth; Ermin Street, Southampton to St David's; Fossway, from Cornwall to Lincoln.

14. Roman Remains.-Architectural-Great Roman Wall, built by Hadrian, 18 ft. high, 8 ft. thick; Archway at Lincoln, called Newport Gate; Richboro' Castle in Kent; Pharos in Dover Castle; architectural remains in most of the Roman towns. Coins, urns, &c., found in vicinity of Great Wall.

15. Language under Romans.-Latin being the language of the rulers, probably many natives became acquainted with it.