The dromedary the walls of the first and second stomachs are excavated into deep cells, wherein water may be retained in considerable quantities. On this account these animals are able to go many days without a fresh supply of water, even during long journeys across the hot, sandy desert. The intestines (like those of man) consist of two portions, of which the first is named the small, and the second the large intestine. The point of separation between them is indicated by a valve formed by the mucous lining of the bowel, and in some animals by a cæcum, to which is attached a tail-like process, termed the vermiform appendix. The relative length of the intestines varies. In the carnivora it is from five to fifteen times the length of the body; in insectivora, from three to six times; cheiroptera, two to seven; ungulata, fifteen to thirty; in the quadrumana, about three to eight times. The division into large and small intestine prevails with few exceptions throughout the mammalia. membrane lining the small intestine is elevated into valvular folds, for the purpose of increasing the surface over which the digestive material has to pass; there are also embedded in it small glandular organs and villi; the former secrete a fluid which aids the digestive process, and the latter take into the system, as white blood, that already sufficiently prepared. The large intestine is sacculated. It commences by a blind extremity called the cæcum, at the termination of which the small intestines open. The cæcum is not always present, as in the insect-caters, bats, edentata, and certain of the cetacea; and in other mammals it is variable in length. It is short in the carnivora, yet absent in bears and weasels. In the ruminants it is large and capacious. The appendix exists in man, apes, and gibbons, and also in the marsupial wombat, but in no other animal. In the monotremata (ornithorynchus) the intestinal canal terminates in a cloaca, as in birds. The glandular organs, liver, and pancreas, and the spleen, are always present. The liver has generally appended to it a gallbladder, or reservoir for the bile. In the mouth there are usually three pairs of salivary glands, which furnish the secretion to moisten and partially dissolve certain constituents of the food This fluid readily converts starchy food into sugar, while in the mouth. The kidneys are situated on each side the lumbar portion of the spine. They eliminate the urine from the blood. This excretion passes from the kidney into the bladder by means of a membranous tube called the ureter. The abdominal cavity is separated from the chest by a partition-muscle called the diaphragm. This is a very important muscle, and by its contraction and relaxation the principal part of the mechanism of breathing is effected. The lungs and heart present much the same arrangement as that described in the last lesson. The lungs do not communicate with air-cells in any part of the body in the mammalia, as they do in birds. The windpipe has surmounting it a larynx, made up of a number of pieces called cartilages, to which are attached numerous muscles and ligaments. It is here that the voice is produced. The position of the heart is usually in the median line of the chest, lying between the lungs. In man and the higher apes it has an inclination towards the left side. Nervous System.As will be anticipated, the brain is found larger and more complicated in these animals than in the preceding classes. It is characterised by the presence of a transverse band of nervous matter, which connects together the two halves of which the brain is composed. This transverse band, or commissure, is called the corpus callosum. It is small (said to be absent) in the monotremata. The convolutions of the brain are more numerous, and increase in complexity, as we ascend towards the higher mammalia, according with the increased intelligence which these animals manifest. The weight of the brain in proportion to that of the body diminishes in the vertebrata generally in the following order and manner :--In mammalia it is as 1 to 186; in birds, as 1 to 212; in reptiles, as 1 to 1,321; and in fishes, as 1 to 5,668 (Leuret). In proportion to the body, the brain is smaller in the larger mammals than in those of less dimensions. Thus, in the ox, it is as 1 to 180; in the elephant, as 1 to 500; in the horse, as 1 to 400; in the sheep, as 1 to 350; in the dog, as 1 to 305; in the cat, as 1 to 156; in the rabbit, as 1 to 140; in the rat, as 1 to 76; and in the field-mouse, as 1 to 31. In man, the average proportion is as 1 to 36.5 (Marshall). With the exception of a few small birds, certain rodent animals, and the smallest of the monkey. tribe, man has a larger brain, in proportion to the size of the body, than any other vertebrate. Sensory Organs.-We find these delicate organs developed to the highest degree of perfection in this class. The pupil of the eye varies in shape. In man, and many of the larger carnivora, it is round. In nocturnal animals, as the cat, it assumes the form of a vertical fissure, and is very large. In many of the herbivorous animals it is transversely oblong. In the whale tribe the eye is similar in shape to that already described in fishes. The eye is moved by six muscles. It is protected by two movable lids. Besides these, there is sometimes a third lid, called the nictitating membrane. The minute structure of the eye is in almost every respect similar to that of man, which will be described elsewhere, as also the organ of hearing. The nose consists of two lateral halves, the cavity being divided by a vertical septum. It is invested by a delicate membrane (mucous), in which the olfactory nerve filaments, which preside over the sense of smell, ramify. Both cavities com. municate with the upper part of the gullet, or pharynx. The sense of smell is very acute in the majority of members of this class. The proboscis, or trunk of the elephant, is a prolongation of the nose. It consists of a highly flexible tube, surrounded with muscles, through which food and water are conveyed to the mouth, and air to the lungs. It also serves as an organ of prehension. By means of its trunk the elephant is enabled to uproot trees, untie knots, open a lock, or even write with a pen (Rymer Jones). The Skeleton, in many respects, presents a close analogy to that of man. It undergoes, however, many modifications. The skull and face are formed by a series of bones immovably bound together, and so arranged as to present several complete and incomplete cavities for the lodgment of the delicate organs concerned in the manifestation of the senses. Thus we have one cavity, of variable size, for the brain; another one for the nose; and one on each side of the face for the eyes. The mouth is situated at the base, in the interval between the upper and lower jaws. The size of the face becomes larger, and the cranium smaller, as we recede from man. The jaws are always articulated to the squamosal bone of the skull, without the intervention of a quadrate bone, as in the preceding classes. Some of the mammalia (ruminants) have horns projecting from the frontal bones. In deer the horns are called antlers, and are replaced annually. The horns of the rhinoceros are mere appendages of the skin. In the goat, ox, and sheep, the horns are hollow, and based upon an osseous process, which is hollowed out into cells. These communicate with certain cavities in the frontal bone, called sinuses. Such horns grow by layers, analogous to ordinary nail, and are never shed. With the exception of camels and musks, all the ruminants are provided with horns. The vertebral column is made up of bone segments. These are respectively named cervical, dorsal, lumbar, sacral, and caudal, according to their position. The cervical are usually seven in number (Fig. XV., 12). The dorsal (13) vary from eleven to twenty, and give attachment to a corresponding number of ribs. Thus, in man there are twelve dorsal vertebræ, and as many ribs. The horse has eighteen, and the elephant twenty pairs of ribs. The sacral vertebræ are absent in the whale tribe. In other mammals they consist of three or more segments fused together, forming a wedge-shaped bone, called the sacrum (15). The tail (caudal) vertebræ (16) are represented in man by four small segments. In other mammals they vary to sixty in number. In certain rats they are entirely absent. The weight of the head is supported by a strong elastic ligament, vulgarly termed packwax, which extends between the back part of the skull and the neck vertebræ. Every mammal is provided with four limbs, except the whale tribe, and these have only the two thoracic or anterior limbs. The limbs present many peculiar modifications, according to the habits and sphere of the animal. Thus, the thoracic limbs of the bat act as wings; those of the whale, as oars; in quadrupeds as legs; and in some, as the cat tribe, also as instruments of offence. In monkeys they are indiscriminately used as hands and feet; while in man the hand and arm are emblematical of his skill and prowess-by them he is enabled to accomplish the various duties which the exigencies of life entail upon him. The bones of the extremities are, first, a broad and expanded bone, called the blade-bone (Fig. XV., 1) in the thoracic, and the innominate bone in the pelvic extremity. The blade-bone may or may not have a clavicle or collar-bone attached to it.* The arm and thigh bones are single, and called respectively the humerus (2) and femur (7). The fore-arm and leg have each two bones, viz., radius and ulna (3), and tibia and fibula (8). The bones of the hand and foot are very variable (5, 6, 10, 11). Man has five digits; the bat also five, but the thumb is small; while the other digits are very long and connected together by a fold of skin derived from the sides of the body, and continued along the whole length of the hind legs. The horse has only one perfect toe, and two imperfect ones; the perfect toe is inclosed in a mass of horny matter, called a hoof. The toes of the carnivora are armed with claws; and many, as the well-known cat, have their feet padded with an elastic cushion, to enable them to tread noiselessly, and thus take their prey unawares. The ruminants have a cloven hoof, having two toes on each foot. Besides these, there are a variety of modifications. Some animals walk on the sole of the foot, as man, bears, and badgers, and are called plantigrades. Others walk on the extremities of their toes, as the horse, and many of the carnivora; these are called digitigrades. Professor Owen adds a pinnigrade class, as the seal tribe, which have both fore and hind feet expanded into broad webbed paddles for swimming. In our next lesson we shall give the classification of the mammalia, etc. THE UNIVERSITIES.-IX. LONDON.-II. III. CHEMISTRY. THIS branch of the examination will be found difficult, unless some recourse can be had to experimental teaching. But in any of our large towns this will not be difficult of attainment, and even when such is not the case the apparatus which is absolutely requisite is not very expensive. But the performance of some experiments is very desirable, and cannot be too strongly recommended. Some medical friend will probably be most qualified to suggest the best method in which to proceed for this purpose. The chief subjects of the examination in Chemistry are thus enumerated in the University Calendar :Heat, its sources. Expansion. Thermometers, relations between different Scales in common use. Difference between Temperature and Quantity of Heat. Specific and Latent Heat. Calorimeters. Liquefaction. Ebullition. Evaporation. Conduction. Convection. Radiation. Chemistry of the Non-metallic elements; including their compounds as enumerated below-their chief physical and chemical characters their preparation-and their characteristic tests. Oxygen, Hydrogen, Carbon, Nitrogen. Chlorine, Bromine, Iodine, Fluorine. Sulphur, Phosphorus, Silicon. Combining proportions by weight and by volume. General nature of Acids, Bases, and Salts. Symbols and Nomenclature. The Atmosphere-its constitution; effects of Animal and Vegetable Life upon its composition. Combustion. Structure and properties of Flame. Nature and composition of ordinary Fuel. Water. Chemical peculiarities of Natural Waters, such as Rain Water, River Water, Spring Water, Sea Water. Carbonic Acid, Carbonic Oxide. Oxides and Acids of Nitrogen. Ammonia. Olefiant Gas, Marsh Gas, Sulphurous and Sulphuric Acids, Sulphuretted Hydrogen. Hydrochloric Acid. Hydrogen. Silica. Phosphoric Acid and Phosphuretted One paper is set in Chemistry, for which three hours are allowed. Its proper execution involves a general and accurate knowledge of the elements of Inorganic Chemistry; and, as the subject is a new one to the majority of those who propose to matriculate, and the paper usually somewhat fatal to candidates, it is desirable that preparation for this portion of the examination should be commenced early, and steadily pursued. The subject is exceedingly interesting and practically useful, and the difficulties of its study rapidly disappear. The "Lessons * The collar-bone is absent in the cetacea, hyrax, elephant, ungulata, and in some of the carnivora it is a mere rudiment. in Chemistry" in the POPULAR EDUCATOR, which have the great merit of simplicity and numerous illustrative diagrams, and in "Natural Philosophy," may be most advantageously read, especially as a general introduction to the subject. IV. CLASSICS. The classical knowledge required consists of one Greek and one Latin subject, announced in the University Calendar one year and a half prior to each examination. The Greek subject consists of one book of either Homer or Xenophon; and the Latin, of a small portion of Terence, Virgil, Horace, Sallust, Cæsar, Livy, Cicero, or Ovid. Candidates must be prepared to write with facility a fairly literal translation of any passage from the selected author; and for this purpose, in the case of self-teaching students, it may be necessary and even desirable to procure some translation for reference on points of difficulty, and as a test of accuracy. Those published in Bohn's classical series will best answer the end in view. But such works must be used with caution; and, if they can possibly be dispensed with, not at all. There is much reason in the almost universal condemnation of such aids by educational authorities. But there are cases in which some such assistance is indispensable-in those in which there is no master or friend to whom to refer a difficulty, no mutual assistance on the part of members of the same class. Under these circumstances a key may, we think, be used with advantage; but we repeat the caution that it should be rarely resorted to, and only in cases of extreme difficulty, and as a substitute for a master. It must not become a servant. The student must, in addition to the translation, render himself acquainted with the outlines of the life and times of the selected authors, and with the chief allusions, geographical, historical, and mythological, in the text. The classical papers also include questions in grammar, history, and geography; and a separate paper is set in Latin grammar, which also contains simple and easy sentences of English for translation into Latin prose. The grammatical questions in the classical papers usually have reference to words in the text, and we recommend the student to get up the syntax, etymology, and chief peculiarities of the words made use of. But the questions are not by any means confined to these; and as special stress is laid on accuracy in the answers to the questions in both Greek and Latin grammar, these subjects should In Latin be very carefully prepared from a good grammar. grammar, the declension of nouns, adjectives, and pronouns, with the chief exceptions to the general rules; the formation of the genitive plurals of the third declension; the comparison of adjectives and adverbs; and the chief parts of those verbs whose perfects and supines are irregularly formed, should be committed to memory: while in Greek the inflections of nouns and adjectives, the conjugation of verbs, and the comparison of adjectives should be rendered familiar, the exceptions to general rules being specially noted in all cases The examination in Latin Prose Composition is of the most elementary character, and frequently has reference to the use of the subjunctive mood, Latin numerals and ordinals, and the Roman calendar. The histories of Greece and Rome must be carefully and diligently read, and special attention should be paid to the dates of the most important events, the causes and chief battles of the wars, and the leading features of the lives of the chief characters. V. THE ENGLISH LANGUAGE, AND HISTORY AND GEOGRAPHY. The English element of the Matriculation Examination will involve considerable preparation, chiefly owing to the want of attention usually bestowed upon the subject at primary and secondary schools. The history and principles of the English language and its grammatical structure must be carefully and methodically studied. The grammatical and logical analysis of sentences; the signification of Anglo-Saxon, Greek, and Latin prefixes and affixes, and of the chief Anglo-Saxon inflections as they influence English forms; and the leading rules of syntax should receive every attention.* The paper on the outlines of English history is not usually a difficult one. The questions embrace a period commencing with See upon all these points the "Lessons in English" in the PoruLAR EDUCATOR. the earliest historical times, and terminating with the end of the seventeenth century. Most of them may be answered from any of the usual school histories. The questions frequently have reference to the dates of the most important events, to points of constitutional importance, to legislation by charter and by statute, to conflicting claims to the Crown, to battles, and to general biography. It is, therefore, desirable that these subjects should be carefully read. Candidates should also be able to draw from memory an outline map of England, and to fill in the most important geographical divisions and places in Roman, Saxon, and modern times. The POPULAR EDUCATOR will furnish ample materials for the study of the requisite modern geography. VI.-FRENCH OR GERMAN. Either the French or German language must be so far mastered as to enable the candidate to answer grammatical questions, limited to the accidence, and to translate short and easy passages from prose works not previously announced, and short and easy French and German sentences at sight. The lessons in these languages in the POPULAR EDUCATOR, and the translation of passages from standard authors will be amply sufficient for these purposes. history-and to write out the translation of the classical authors. But this course, if adopted at all, should be deferred until the student's knowledge of the subjects is such as to enable him to discriminate those portions which it is desirable to commit to writing. It must also be remembered that the note-book should never be a substitute for the memory, which it is apt to become. A more useful and less dangerous plan is to mark, by perpendicular lines drawn down the margins of the text-books, those passages which are of most importance, and which it is desirable to commit to memory, such as definitions and generalisations; the number of these may be again reduced, either by a parallel line, or by some other distinctive mark; and it is a recommendation of this or some similar system that it enables the most essential points to be referred to at the last moment before the examination. We advise students who have studied thus systematically to read until the moment of entering the examination-room. In the case of those who possess neither notes nor marked passages, such a course is calculated to produce confusion and nervousness; but it has a reverse effect with those who are in a position to glance over the whole subject in a few hours before the commencement of the examination in each branch. We add one or two hints for observation in the examinationroom. First, let no candidate omit to write his name legibly The whole of the subjects required at the matriculation on each book of his answers to the questions. Such an omission examination have now been mentioned. It is, of course, impossible to even estimate the time requisite for their preparation, or to lay down any inflexible rule as to the hours and modes of reading. These matters depend upon the previous knowledge, ability, and leisure of individual candidates, but in the majority of cases a year and a half or two years will, with ordinary application, be sufficient for the purpose of preparation. A few words upon the mode of reading may, perhaps, be useful in affording some general hints. They are, however, offered merely as suggestions, and must yield to individual tastes and circumstances. It is, we think, desirable to gain a general acquaintance with each of the subjects before proceeding to acquire a knowledge of those portions of them especially required at the examination. The Greek and Latin grammars, the lessons in Greek and Latin in the POPULAR EDUCATOR, and the first part of Arnold's "Latin Prose Composition," or some similar work, should be thoroughly studied before the translation of the selected authors is commenced; and in the study of French and German it is equally desirable to master the accidence and to gain a general acquaintance with the elements of the language in the first instance. This done, the special subject should be read and re-read until the student is perfectly familiar with it, and able to translate any passage with facility, in order that more time may be devoted at the examination to the consideration of those questions which may not have suggested themselves in the course of reading. It is, in our opinion, desirable that all the subjects should be read concurrently rather than successively. If, for instance, three hours a day can be spared for study, a portion of the time should be devoted on alternate days to each of the branches of the examination. If this plan be adopted, although the student's progress may be less perceptible, he will, on the eve of examination, find himself familiar with even the details of the whole of the subjects, and fresh from their preparation; while the more usual and ably advocated system of reading each branch separately tends to create an inequality in the candidate's knowledge of the various elements of the examination. In the subjects most recently prepared he is strong, but the details of those studied at an earlier period, and laid aside as finished, will have faded somewhat from the memory-a fatal defect in an examination in which a competent knowledge of all is absolutely essential. The change produced by reading the different subjects contemporaneously furnishes another argument in favour of this system; each forms a relief to the other, and it is possible by judicious variation to read for a much longer period without fatigue, than can be done if one subject only be adhered to. It is an excellent plan to construct periodically a time-table, allotting to each subject a certain portion of the hours of study in proportion to the progress made and the amount of prepara tion requisite. Such systematic reading is worth double the amount of cursory study. It may be useful to analyse and note down briefly certain subjects of the examination-for instance, the chemistry and has in more than one instance led to the rejection of competent men. It is desirable to answer each question in consecutive order, and to complete, if possible, the first before proceeding to or even looking at the second. A hasty glance at the whole in the first instance is apt to magnify the difficulties of the paper, which will probably vanish before a little thought, but which at first sight may seem insuperable, and so give rise to a paralysing nervousness. It is generally necessary to write quickly, and it is a good rule, though the paper may be finished, to remain in the examination-room and to carefully revise it. Such a course may lead, as it often has done, to the detection of errors and to the remembrance of answers previously forgotten. Lastly, we recommend our students to avoid merely cramming the minimum of knowledge requisite to pass this or any other examination. Such a course is neither a safe nor a useful one; on the contrary, an extensive acquaintance with each branch will not only prove of service at future examinations and in the world, but is an insurance of success. It may be stated for the encouragement of nervous candidates that half the marks in each subject will suffice for a mere pass, but such an equivocal position as that of the second class should be carefully avoided. A place in the Honours Division must be an object of aspira tion to one and all our readers; and it is to be hoped that the more material rewards promised to the first six candidates at each matriculation examination, in the shape of scholarships of £30, £20, and £15 each, tenable for two years, and prizes of books, philosophical instruments, or money, may be awarded frequently to the self-taught students to whom these remarks have been especially addressed. In the next paper on the University of London the two examinations for the degree of Bachelor of Arts will be similarly dealt with. LESSONS IN MUSIC.-XXVI. MINOR TUNES. WE shall now try to elucidate the subject of "Minor Tunes." Why they are so denominated we shall explain presently. But, first, let us ask our readers to recall all that we have said in former lessons on the "mental effect of the note LAH (the sixth above the key-note or the minor third below), or, better still, let them recall all they have themselves observed and felt in connection with it. Was it not always, when sung slowly, the sorrowful note? Then let us suppose ourselves trying to compose a very sorrowful tune-should we not naturally employ this note in the most effective positions? Without composing, however, let us iust recall one of the oldest tunes of this kind in existence. You notice nat a sorrowful effect is produced by simply closing on LAH instead of the key-note in Ex. 1 in the accompanying Exercise. Yet more striking is this effect if the tune also opens with this note of sadness. Take the example (Ex. 2) with which Mr. Hickson illustrates this subject. EXERCISE 47.-FIVE EXAMPLES OF MENTAL EFFECT IN MINOR TUNES. m.r:d:t. 1:-:m 8.fm:rm:--:d t1.1, :m:d r.d:t, tm .r:d :tl:And must this bo-dydie, This mor-tal frame de-cay? And must these active limbs of mine Lie mould ring in the clay! Two other examples (Exs. 3, 4), in the well-known tunes St. Bride's and Wirksworth, will bring more clearly before the mind the effect of LAH when thus placed in effective positions. Our pupils will now be prepared for the following exposition of the subject before us : a. In some tunes-chiefly those which are intended to express a mournful sentiment-the note LAH is found to predominate. It is necessarily heard both at the beginning and at the end of such tunes; and assumes almost the importance of a governing or key-note, but without changing (as SOн and FAH do when they become key-notes by "transition") its own musical effect. It still leaves on the mind the impression of sorrowful suspense." 66 b. Modern musicians, in order to give to LAH a closer resemblance to the ordinary key-note, and to direct the ear to it more decisively as the note on which the tune closes, as well as to increase the general effect of such tunes, occasionally introduce a new note, which we shall call SE, a little step below LAH. This note bears the same relation to LAH, which TE bears to DOH. Musicians also think it necessary sometimes to introduce another new note, which they then use instead of FAH. It is a tone below SE, or a chromatic part-tone above FAH. We call it BAH. It bears the same relation to SE which LAH bears to TE. BAH, SE, LAH, heard in succession, resemble, in mental effect, LAH, TE, DOH. The learner may sometimes strike BAH more easily by thinking of it as FE. The note SE is in frequent use, but BAH is very seldom used in ordinary music (Ex. 5). C. Tunes of this kind are commonly called minor tunes, from their having the interval called a minor (smaller) third immediately above their predominating note LAH—(LAH, DOH), and in distinction from other tunes which have a major (larger) third above their predominating note DOH. They may be said to be in the LAH mode. It is advisable to take their pitch by means of DOH, as in other tunes. The signature may be written in this form, KEY A, LAH MODE. The distinctive difference between Leute and Männer may be forcibly shown by reference to the words Eheleute and Chemänner: Eheleute means married people; Ghemänner signifies married men, i.e., husbands. (2.) Some have no plural, according to the following heads:a. Generic names of material substances; as:-Das Gelt, gold; Silber, silver; Eisen, iron, etc. b. General terms and those expressive of abstract ideas; as:Raub, pillage; Ruhm, glory; das Vich, cattle; Vernunft, reason; NOTE. When the singular ends in e, el, or er, the plural Stolz, pride; Kälte, cold, etc. c. Some names of plants; as :-Der Kohl, the cabbage; Hopfen, hops; Kresse, cresses, etc. d. All infinitives employed as nouns, as also all neuter adjec tives so employed; as:-Leben, life; Verlangen, wish; das Weiß, white, etc. e. Nouns denoting quantity, number, weight, or measure; as:-Bund, bundle; Dugend, dozen; Grat, degree; Pfund, pound; Zoll, an inch, etc. Thus, in German, we say, neun Klafter, nine fathoms; hundert Grad, a hundred degrees, etc. Feminines ending in e and words denoting periods of time, as also the names of coins, are, in general, excepted from this rule. (3.) Some, in the plural, have two forms; conveying, in general, different, though kindred significations; as in the following examples: Nom. Die Hirtin, the shep. Die Hirtinnen, the shepherdesses. herdess. Der Fuß, Das Gesicht Das Horn, shep Das Holz, Holze, sorts of wood. Der Laden, Laten, shutters. Läten, shops. Das Land, Lande, regions. Dat. Der Hirtin, to the shep- Den Hirtinnen, to the herdess. herdesses. Acc. Die Hirtin, the shep- Die Hirtinnen, the shepherdesses. herdess. Mutter, mother, and Tochter, daughter, are in the plural Mütter and Töchter. They add n to the dative. Feminine nouns were originally in the singular declined according to the New Declension. These old inflected forms are still preserved in certain phrases. Thus mit or in Ehren, with or in respect or honour-Ehren, from Ehre; auf Erten, on earthErten, from Erte; mit Freuden, with joy-Freuten, from Freute; von or auf Seiten, on the part of-Seiten, from Seite; meiner Frauen Schwester, my wife's sister. : Der Mond, Der Ort, Die Sau, Die Schnur Sträuße, nosegays. Wörter, words unconnected (as in a dictionary). Bolle, inches. Länder, states. Mannen, vassals. Schnuren, daughters-in law. Straußen, ostriches. Worte, words (in a sen tence). Zölle, tolls. § 16.-FOREIGN NOUNS. (1.) Some nouns introduced from foreign languages retain their original terminations; as:-Der Meticus, a physician; plur. Merici, physicians; Factum, deed; Facta, deeds. (2.) Some masculines and neuters from the French and the English merely affix 8 to the genitive singular, which is retained in all the cases of the plural; as, nom. ber Lord, the lord; gen. res Lords, of the lord; plur. die Lorts, the lords, etc.; der Chef, the chief; gen. tes Chefs, of the chief; plur. die Chefs, the chiefs, etc. § 17.-FOREIGN NOUNS OF THE OLD DECLENSION. (1.) Foreign nouns of the neuter gender, as also most of the masculines, are of the Old Declension. (2.) Among the masculines must be noted those appellations of persons ending in the following terminations |