129 161 225 . 257 Incus-Stapes Bone containing Ear of Rab- 205 Papilla-Filiform Papillæ 289 Multiplication VI. Leaves Considered as Abridged Methods of Multi- 136 On Shading-Broad Sha- XXXIX. Reflective Verbs 333 XV. The Plural Number of sions 372 XXII. The Verb To be, etc. 197 XXIV. Conjugation of Verbs 210 XXXI. Inseparable Particles 282 XXXVII, XXXVIII. Reflec- POPULAR EDUCATOR. INTRODUCTION. Ar no period in the history of our country was it less necessary to offer an apology for introducing a national work on Education than at the present time. So keen is the competitive spirit of the age, that the advantage of knowledge in the struggle for advancement is apparent to all. The mighty power of steam applied to railways and vessels has developed national and international communication to a degree not dreamt of at the commencement of the century. Telegraphy presents to our view the daily contemporaneous history of the world; and the Press, relieved from those shackles which impeded its action and fettered its influence, has become a powerful medium for the communication of thought between the leading minds of the age. In the political condition of our own country a change has been wrought, the consequences of which the boldest prophet avows his inability to predict, but which all parties agree will be fraught with good or evil, according to the degree in which the new recipients of power may be possessed of the knowledge to use that power aright. The necessity of Education, therefore, which was fiercely combated when this work first saw the light, is now universally admitted, and the mode and the system alone remain to be discussed. This truth was fully recognised by no one more than the late Earl of Derby, the illustrious chief of the Conservative party, and he was pleased to accept the dedication of this work to himself. Gratifying as is this complimentary recognition of the services which the original edition of the POPULAR EDUCATOR has rendered in the promotion of National Education, we feel that the basis of our present claim upon the co-operation of all the friends of that great movement consists in this—that our system has been tested, its efficiency has been proved, whilst a sale of 750,000 copies has testified, on the part of those for whom it was designed, their appreciation of the work and their estimate of its value. But some twenty years have elapsed since the POPULAR EDUCATOR first issued from the press, and during that period considerable advances have been made in many of the departments of knowledge. To perfect the work in accordance with all the discoveries up to the present day, we have found it necessary to introduce many new subjects, and to re-model many of our old lessons, and we shall spare no expense in making these changes as complete as possible. To amuse, to instruct, to elevate, will be our constant endeavour. To render the workman more perfect in his vocation, the soldier and sailor better fitted for the higher positions of his profession, the naturalist more conversant with the beauties of Nature, the politician further acquainted with the im VOL. I. portant events in the history of his country, and to place at the command of the student for the Civil Service or University Examinations all the branches of education necessary for his advancement, no effort will be wanting. Our ambition is to place in every English Home an Educational Encyclopædia, invaluable as a manual of study and a work of reference, which, whilst simple, progressive, and interesting in its style, shall be powerful for the improvement and the advancement of its students. In the three great departments of knowledge which this Work will embrace-History, Science, and Languages-the end of such instruction, viz., its practical application to the affairs of life, will be kept steadily in view. Science will be taught not merely as abstract truth or an interesting intellectual exercise, but as embodying in all its branches those principles, a knowledge of which will explain the various phenomena of the world, and enable us to avail ourselves more intelligently, and therefore more successfully, of all the varied material with which Nature has supplied us. Instruction in Languages-whether living or deadwill be so conveyed as to enable the student not only to understand a given set of books in any particular tongue, but to make him master of the language itself by gradual and easy, but yet real and tangible stages. The Historic Sketches, by means of which we shall teach History, will, we hope, render that study no longer a mere record of battles, an obituary of kings, a mighty chaos of incident; but will illustrate how each nation has discharged its functions in the world's history-how each epoch has played its part in the drama of a nation's life. A reference to our list of contents will show that under various heads will be included every branch of study which can possibly be useful in the varied walks of life. The great aim and object of this Work is to enable the people to educate themselves. We have only to ask them to realise the magnitude and grandeur of the work in which they will be engaged if they determine to do so. Obstacles will be overcome by united resolution. Every difficulty surmounted will be additional strength for further victories. A good education is the best legacy we can leave to our children. It is the best investment we can make for ourselves. The educated man in every walk of life carries with him his own capital-a capital unaffected by monetary crisis-an investment whose interest is not regulated by the success of speculation—a legacy which none can dispute, and of which none can deprive. 1 LESSONS IN FRENCH.-I. IN commencing these Lessons in French, instead of beginning with a long chapter exclusively devoted to the pronunciation of words, and the variations which are caused in the sounds of vowels and consonants by changes in their relative position, we have thought it best to enter at once into the construction of the language, and endeavour, without unnecessary delay, in as plain a manner as possible, to make our readers familiar with its various idioms and peculiarities. The Section on French pronunciation will be divided into several portions, one of which will be given at the commencement of each lesson in French, until the subject is exhausted. SECTION I.-FRENCH PRONUNCIATION. I. THE FRENCH ALPHABET. 1. A tolerable pronunciation of any spoken language may be acquired by imitating the sounds of that language, as uttered by a living teacher. But the reading and writing of any language cannot thus be learnt. The pupil must bring into requisition something else besides his imitative powers, if he would thoroughly comprehend any language. The alphabet of the language to be learnt must be exhibited and examined, and then mastered. 2. An alphabet is a collection of different characters called letters, each of which represents its own peculiar sound. These letters differ from each other in name, form, size, and sound. Used as vehicles of thought, they must not only be familiar to the eye, but their use, both singly and combined, must be understood. 3. Two objects are to be before the student whilst perusing these preliminary lessons on French pronunciation, namely: First. The acquisition of the correct pronunciation of the various sounds of the letters of the French alphabet. Second. To learn how to combine and use those sounds, in order to read the French language easily, intelligibly, and profitably. 1 4. The first object will be accomplished by the aid of analogous English sounds; that is, every sound represented by a letter or combination of letters of the French alphabet, will be unfolded, analysed, and defined, as far as possible, by means of analogous sounds of a letter or combination of letters of the English alphabet. 5. The second object will be accomplished by learning a few brief and simple rules, illustrated and enforced by appropriate examples. 6. Diligent attention, patient labour, and a determination to succeed, will enable the learner to overcome every obstacle, and thus make him master of a language, not only exceedingly difficult for foreigners to acquire, but beautiful in itself, and co-existent with the triumphs of civilisation. The first example-ouai, is composed of two compound vowels, viz.: ou and ai. The second example-oueu, is also composed of two compound vowels, viz.: ou and eu. In the last example-ouée, the final e is silent, and the three vowels are thus divided, viz.: ou and é. 13. THE VOWEL Y.-The vowel y is frequently found combined with other vowels, but in such combinations it is never used as a diphthong. Its use in combination is peculiar, and will be fully explained hereafter. 14. THE NASAL VOWEL SOUNDS.-There are certain sounds called nasal vowel sounds, produced by the combination of the vowels with the consonants m and n, namely:— La fille, the daughter, the girl. Le frère, the brother. La soeur, the sister. 7. The student's attention is next directed to the French 2. Before a word commencing with a vowel or an h mute, the alphabet. While the English alphabet contains twenty-six final e or a of the article le or la is cut off, and replaced by an letters, in the French alphabet there are only twenty-five. It apostrophe, leaving the article apparently the same for both has no letter which corresponds to the English w, though it is genders [§ 13 (7)], as :occasionally found in French books. It is used only in foreign words, and then pronounced like the English v. 8. The French alphabet is divided into vowels and consonants. 9. THE VOWELS.-The vowels are six in number, namely:a e i o u y. L'aïeul(e) aïeul], the grandfather. 3. There are in French only two genders, the masculine and or inanimate object, belongs to one of these two genders. the feminine [§ 4]. Every noun, whether denoting an animate |