1. Learning hath his infancy, when it is but beginning and almost childish: then his youth, when it is luxuriant and juvenile then his strength of years, when it is solid and reduced: and, lastly, his old age, when it waxeth dry and exhaust. But it is not good to look too long upon these turning wheels of vicissi tude, lest we become giddy.-BACON.

Analyse this passage down to the word 'exhaust,' and parse the words in italics.

2. Comment on the use of the pronoun 'his' in it, and mention any similar use of it in another passage.

3. Point out any words in the above which have a Latin

His-pers. pro., neut. (masc. form) sing., 3rd., poss., gov. by 'infancy.'

it-per. pro., neut., sing., 3rd., nom. to 'is beginning.' but—adv. of deg., mod. is beginning.'

youth-abs. noun, neut., sing., 3rd., obj., gov. by 'hath,' und.

then-adv. of time, mod. 'hath.'

reduced-adj. of quality, qual. 'learning.'

waxeth-verb, reg. int., act., ind., pres., sing, 3rd, agreeing with it."

exhaust-adj. of quality, qual. 'learning.'

but-conj., disj., introducing the sentence 'it is not good,' and used correlatively with 'lest.'

·

turning-pres. participle, used as adj., qual. 'wheels.'
lest-conj., disj., joining the sentences it is not good' and
'we become giddy.'

become-irr. intrans. verb, act., ind., pres., sing., agreeing
with 'we.'

(2) In Old English the word his, a true possessive from he, was used indiscriminately for both masculine and neuter genders. It is so used in the passage above. Other examples:

The tree yielding seed after his kind.

If the salt have lost his savour.

(3) Infancy, luxuriant, juvenile, solid, reduced, exhaust, vicissitude.

4. Mention any great writers in the eighteenth century and their works.

Alexander Pope (Rape of the Lock, Iliad, Odyssey, Essay on Man), James Thomson (Seasons, Castle of Indolence), poets; Addison and Steele (Spectator, Tatler, etc.), essayists; Hume and Robertson, historians; Dr. Johnson (Dictionary, Lives of Poets, and Rasselas); Adam Smith (Wealth of Nations), economist; Goldsmith (Vicar of Wakefield, Traveller, Deserted Village), poet and novelist; Burns (Songs); Burke (Essays, History of Revolution), statesman, etc.

Geography.

(Answer two Questions, including Question 1.)

1. Give Notes of a Lesson' on 'The Arrangement of Land and Water on the face of the Earth.' Illustrate by a map. Introduction.-Show map of world in hemispheres, eastern and western, also land and water hemispheres if possible, and use globe.

Unequal distribution of land and water.-Most land in northern hemisphere, and in temperate zone least in arctic and torrid

zones.

Most water in southern hemisphere, and in torrid zone. Effects of this distribution.—Land made more serviceable for man. He is fitted for temperate climate, cannot do with excess of heat or cold; this distribution a wise provision.

Most water where evaporation can take place easiest. Earth thus supplied with clouds, moisture, rain, etc. Distribution such as to provide best for movements of water, preventing stagnation and putridity.

Benefits derived from this distribution.-Parts man inhabits more accessible, seas enabling him to reach every part easily; provided with vegetable products better than by any other method.

2. Say what you know about Mexico, Guatemala, Cotopaxi, Quito, Lima, Terra del Fuego, Juan Fernandez. Describe each as fully as you can.

Mexico.-A country of N. America, bounded by the United States on the N., W. by Pacific, S. by Central America, and E. by Gulf of Mexico. 1300 miles long, 140 to 700 miles broad in the N. Area, 742,000 sq. miles. Consists of large plateau or table-land, varying from 6000 to 8000 feet in height. Climate, mild and genial, except on low coasts, where it is hot and unhealthy. Soil, fertile. Wild cattle and cochineal insect found in large numbers. Minerals abundant. Capital, same name; 230,000 inhabitants.

Guatemala.-Largest state in C. America, extending from Yucatan to Pacific, and is bounded by Mexico on W., and by Honduras on E. Surface, mountainous, but soil productive. Cochineal and indigo exported in large quantities. Volcanoes numerous, and earthquakes common. Cap. Guatemala, 45,000. Cotopaxi.-A volcanic mountain of Ecuador, S. America, 34 miles south of Quito. Its shape is conical, rising 19,500 feet above the level of the sca. It is the highest active volcano in America.

Quito. Situated in a ravine on the E. of the volcano Pichincha, 9543 feet above the sea. Situation delightful, enjoys a perpetual spring climate, while it has within view many peaks covered with perpetual snow. Earthquakes are common, yet it has a pop. of 76,000, and its trade is large in grain and other agricultural produce.

Lima.--Cap. of Peru, on the Rimac. Finest city in S. America. Houses of one storey, owing to earthquakes. Large trade through Callao, its port; university, the oldest in America. Terra del Fuego.-A group of islands at the south of S. America, separated from mainland by Straits of Magellan. Consists almost entirely of barren rocks, inhabited only by penguins and sea-fowl.

Juan Fernandez.-An island in the Pacific Ocean, 400 miles W. of Chili. 18 miles long and 6 broad. Named after the Spanish navigator by whom it was discovered in 1567. Alexander Selkirk lived on it four years about 1700. De Foe's Robinson Crusoe is founded on this event.

3. What are the causes of the tides? Describe the tide in the Bay of Fundy, and say where, in Great Britain, specially strong tides can be seen.

The tides are the movements of the waters of the earth, caused by the attraction of the sun and moon. In its progress round the world, the moon attracts the waters of the earth, which being

free to move follow the moon in its course. The attraction of the sun is of a similar kind, but of less force because of its distance from the earth.

As the tidal wave crosses the Atlantic, it is impeded in its course by the continent of America. The wave is therefore deflected, and the Bay of Fundy becoming narrower, as it goes further inland the volume of water becomes narrowed, and therefore increased in depth. It rushes up with great force and often reaches a height of from 70 to 100 feet. Its ebb is as rapid as its flow.

The tidal wave passing up the British Channel is narrowed in a similar manner, and the tides in that part of the British Isles are of the same character, but as the volume of the tidal wave is not so great, the tides are not so high. In each of the narrow inlets on the W. coast of Great Britain, a similar appearance is seen, but much less in extent.

1. Define a fraction. Explain what is meant by multiplying by, and show why =.

A fraction is a part or parts of a unit. It is expressed by two numbers, one above the other with a line between them, the lower number being called the denominator, and showing into how many parts the unit is divided, and the upper number being called the numerator, and showing how many of such parts are taken to form the fraction.

Multiplying by means that the fraction has first to be multiplied by 5, thus becoming. This number, however, is 7 times too great, and has therefore to be divided by 7. As 15 cannot be divided by 7 without a remainder, the denominator is multiplied by 7, and each of becomes the part of what it was before, viz., 2, and the result obtained is

A line 15 inches long can be divided into parts of I inch each, the inch being of the whole. would be 6 inches. The same line could be divided into 5 parts, each part being 3 inches long. 2 of such parts (3) would = 6 inches. It is thus seen that of the line of the same line.

The same reasoning would apply to abstract quantities.

2. Find how many yards of carpet, 27 inches wide, will cover a room 24 feet 6 in. long by 18 feet wide; and its cost at 4s. 6d. a yard.

Length of carpet in yards – 243 × 18

Cost=41s. x651

=294

24×3

=65 yards. Ans.

1. Give some evidence of the growing power of the House of Commons under James I.

The first Parliament of James I. framed an 'Apology,' showing that they held their privileges by right and not by grace.' The second Parliament declined to grant supplies till illegal imposi tions and other grievances were redressed. They were dismissed because of this, but when the third Parliament was called, the same spirit showed itself. Monopolies were attacked, their authors impeached, and the venality of Lord Bacon punished. One of their number was imprisoned, and a petition was presented to the king. Then came the protestation in which they declared that their privileges were the undoubted birthright of the people of England. This was the real beginning of the contest between king and people for the supreme power in the country. It ended in the dethronement of the Stuarts.

2. What part did England take in the war of the Spanish succession? And why?

England joined the Grand Alliance against France, and the campaigns in which the battles of Blenheim, Ramilies, Almanza, Oudenarde, and Malplaquet, were fought, were joined in by the English, under Marlborough. Gibraltar was also taken by Sir George Rooke, while the Earl of Peterborough was successful in Spain.

Great fears were entertained respecting the growing power of France and her claims to the Spanish throne rendered vacant by the death of Charles in 1700. To prevent the excess of power, the Spanish dominions had been partitioned in treaties among the rival claimants, to which work France had assented, but in despite of this, the French king accepted for his grandson the whole of the Spanish dominions, and also supported the claims of the Pretender to the English throne. William desired to take such steps, and the nation wished it also, as would punish him for his perfidy, cause reparation to be made for the insult to this country, and prevent this access of power. These reasons led to the war of the Spanish succession.

3. Of a Spanish invasion,' said Lord Chatham in his last speech, of a French invasion, of a Dutch invasion, many noble lords may have read in history; and some lords,' here he looked keenly at Lord Mansfield, may perhaps remember a Scotch invasion.' Describe, with dates, the invasions of England alluded to in this extract.

The Spanish invasion was attempted by Philip II. of Spain, in 1588. A great fleet was prepared, and an army ready in the neighbourhood of Dunkirk. The English fleet, however, succeeded in destroying a large proportion of the ships, and no landing was ever effected. A small proportion of the ships reached Spain.

Louis II., the eldest son of the king of France, landed in England in 1216 for the purpose of driving John from the throne. Many of the barons joined him, but grew jealous when they saw him offer lands and castles to his friends. After John's death, two battles were fought, one in Lincoln and the other on the sea, in which Louis was defeated. He then made peace and went home.

In 1666, the Dutch fought against England, and in 1667, a fleet sailed up the Medway, burned the ships at Chatham, and blockaded the river Thames. Evelyn's diary records the pain with which he noted the dishonour thus done to his country, a disgrace never to be wiped off.

The Young Pretender in 1745 tried to regain the throne for the Stuarts. He landed at Inverness, fought the battle of Prestonpans, evaded the Duke of Cumberland, marching southwards as far as Derby, and causing a great panic in the country. Being inadequately supported by the English, he retraced his steps, and was defeated at Culloden.

Teaching.

Write out notes of a lesson on 'Good Manners.'

Introduce the lesson by speaking of the motto on one of the great schools of the country, Manners make the man.' Then xplain what is meant and included in the word 'Manners.'

Manners of two kinds.-Good and bad. How boys are distinguished from each other: By their actions, behaviour, mode of speech, their conduct towards all who come near them.

Distinguishing features.-Good: calm, gentle, and respectful in speech. In actions-kind and friendly towards equals; obedient towards superiors; helpful towards all in need. Respect shown to the feelings of others.

Bad: Exactly opposite to above; rough and rude in speech, disrespectful, unkindly, disobedient, harmful, inconsiderate in action.

Effect of different manners.-Producing a pleasant. agreeable feeling and sympathy if good, otherwise if bad. Company sought of those who have good manners. Shunned if bad. Success likely to follow the lad with good manners.

Give examples of different effects produced by different manners, with illustrations from personal experience if possible.

3. (1)

Messrs. Griffith and Farran will shortly publish a set of Test Cards in Arithmetic, printed as Duplex Cards, with Mental Arithmetic exercises on one side and Arithmetic for the Standards on the other. They will be strictly based on Schedule I of the Code of Regulations just issued by the Education Department and on the published instructions to Inspectors.

As these Cards will be precisely similar to questions set at the Government Examinations, Teachers using them will have a reliable means of gauging the condition of their schools at any preliminary test examination they may hold.

(1) 40,189

(2) 11,899 (3) 21,175,703 (4) 39,173,730 (5) 7172+5 (6) 3904+3 (7) 4,672,580 (8) 4,923,644 (9) 32,669 (10) 10,676

STANDARD II,

(11) 1089+6

(12) 63,611

(13) 50,529,339 (14) 9845+4 (15) 52,973 (16) 4922 + 10 (17) 5,482,070 (18) 4687

(19) 26,602

(20) 2843+2

Owing to pressure on our space, the continuation of Dr. Coupland's 'Discipline of the Mind' is unavoidably held over.

K

Mr. Richard Greenwood,

President of the National Union of Elementary Teachers. THE Conference of the National Union of Elementary Teachers, recently held at Leicester, derived no small part of its success from the able and comprehensive address delivered by the new President, Mr. Richard Greenwood. It is, therefore, not inappropriate to give our readers a sketch of Mr. Greenwood's career.

Mr. Greenwood is a native of Cornwall, and is row forty-six years of age, having been born in Truro in the year 1838. At the age of thirteen, he became a pupil teacher in the Central Schools of his native town. At the close of his apprenticeship, he took a good position on the list of First-class Queen's

in his presidential address. Earnest, practical, and high-principled, he exercised a wholesome and manly influence over the young people of Kilkhampton, and was regarded by the Rev. Canon Thynne, the Rector, as a personal friend and fellow-worker. In 1867 Mr. Greenwood's certificate was raised to the 'First-class,' and in the report of the Education Department for 1869-70, his school is mentioned as 'one of the best in the county.' From Kilkhampton, Mr. Greenwood removed in 1871 to the Parochial (Endowed) School of St. Saviour, Southwark, a change of the most complete character. Here, too, success attended his indefatigable efforts. The school became one of the most popular and successful in South London, and during the three years of Mr. Greenwood's mastership, largely

His

Scholars, and entered the Exeter Training College, where he remained for a period of two years and a quarter. During his residence in college, he distinguished himself not only by carrying off many of the college prizes, but also by winning the regard and esteem of his tutors and fellow-students. geniality of disposition, his devotion to duty, and his almost stern adhesion to whatever he considered a matter of conscience or of principle, gained for him at this stage of his career the respect and confidence of all who came in contact with him. At the close of his college course he was appointed to the Mastership of the National School (mixed) of Kilkhampton, a pleasant but retired village of North Cornwall, where he is remembered with pride and affection by his former pupils. Here Mr. Greenwood laboured for a period of twelve years, and here he must have acquired that knowledge of the special difficulties and circumstances of country schools, which is evidenced

increased both in numbers and efficiency. In 1874 the Inspector for the district strongly recommended Mr. Greenwood to the London School Board, and in July of that year, he was appointed Head-master of the Board School, Jamaica Level, Bermondsey (now known as the Southwark Park Board School), a post he still occupies. The successive reports of the Inspectors show that the work done in this school is of a thorough and sterling kind. One of the early reports states, that This school is becoming one of the very best under my inspection. In each department the classes are well arranged, the teaching power judiciously distributed, and sound methods of instruction employed. The children work with neatness, accuracy, and despatch. Order and discipline are good, and a nice tone pervades every part of the school.' Mr. Greenwood has not confined his teaching to the 'bare bones of the rudiments.' In 1877, one of his scholars carried off the Mortimer Memorial Scholarship, and in 1878,

another headed the list, taking a Cloth workers' Scholarship. In 1879, his pupils gained three of the five open scholarships at St. Olave's Grammar School, Southwark, and in 1880, two others were equally successful. The total value of the scholarships gained by scholars from the Southwark Park Board School now amounts to more than £1,0co. Such a record of professional success is worthy of the President of the National Union. Mr. Greenwood is a strong advocate of Physical Education, and, as an enthusiastic cricketer, has himself done something by his example for its extension. Amidst the pressure of his scholastic duties, Mr. Greenwood has found time to take part in many educational and professional movements. For many years he has been an active member of the Committee of Church Teachers' Benevolent Institution, of which he was one of the founders. Shortly after removing to London he became the first Secretary of the Southwark Teachers' Association, a post he held for six years, and in 1874 he was elected a member of the Executive of the National Union. In 1875 and 1876 he devoted much attention to the establishment of the Teachers' Provident Society, and became the first Chairman of its General Board of Management. He was also Chairman of the Committee which drew up the Schemes for the Teachers' Benevolent and Orphanage Funds. In 1878 he was elected General Treasurer of the Union, a post he held for five years, until in 1883 he was elected Vice-President. At the Conference just held he was inducted into the presidential chair by his predecessor, Mr. Dawson, B.A., who in introducing him said, From the time and attention, the trouble and zeal that he has devoted in the past to the work of the Union, in ascertaining the needs of teachers, and in trying to get them satisfied, and from the great ability that he can bring to bear upon different subjects, I am quite sure he will fully maintain the honour of the Union and justify your choice in electing him as your President.' The experience of the Leicester Conference shows that the confidence of the Union was not misplaced. Mr. Greenwood presided over the meetings with tact, urbanity, and dignity, and, on occasion, showed himself equal to any emergency. We trust that under his chairmanship the Executive will accomplish much useful work, and show that the National Union of Elementary Teachers is labouring as earnestly for the good of education as for the welfare and position of teachers.

Matriculation Hints.

BY HENRY A. REATCHLOUS, M.A. (LOND.), B.Sc., Westminster Training College.

Latin. We give a translation of the passages set for practice last month. The student should compare his own version with the one below. Let him try to avoid being too literal. The examiners know quite well the exact force of the expressions used by the author, and in offering for the meaning of a phrase the meanings of the separate words, the candidate does not show his knowledge, but the want of it.

(1) He is a man of distinguished courage, but I am sorry you have made him general, for his prudence is not equal to his valour, nor his wisdom to his prudence.

(2) After the storming of Carthage, Scipio circulated despatches through all the cities of Sicily, bidding them to send envoys to reclaim the ornaments of their temples which had been plundered by the Carthagenians, and have them replaced in their original positions.

The following two pieces were set in June, 1881:(1) Legiones duas Romanas habebat Postumius, sociorumque ab supero mari tantum conscripserat ut viginti quinque milia armatorum in agros hostium induxerit. Galli oram extremæ silvæ eum circumsedissent ubi intravit agmen saltum, tum extremas arborum succisarum impellunt. Quæ alia in aliam incidentes ancipiti strage arma viros equos obruerunt ut vix decem homines effugerent.

armemus.

(2) Nostra victoria est, si quia Di vatesve eorum in futurum vident. Itaque ut decet certe spei plenos et cum imparibus manus conserturos pilis ante pedes positis gladiis tantum dextras Ubi illi vana injicerint missilia tum micent gladii et veniat in mentem unicuique deos esse qui Romanorum adjuvent. Those who intend matriculating very soon, will no doubt be glad to see the Greek passages set at the same examination. Translations will appear in the PRACTICAL TEACHER for June.

(α) σίγησον, ὦ τάλαινα, μὴ φίλους φόβει.

(3) πῦρ καὶ ὕδωρ καὶ γῆν καὶ ἀέρα φύσει παντα εἶναι καὶ τύχη φασί, τεχνῃ δὲ οὐδὲν τούτων.

(c) ὡς τοίνυν ἐστιν ἀληθῆ τὰ μεμαρτυρημένα, οὔτ ̓ αὐτὸν τοῦτον οὔτ ̓ ἄλλον ὑπὲρ τούτου δεῖξαι δυνήσεσθαι νομίζω.

(ι) δοκοῦσί μοι πάντες οἱ πρόσθεν εἰρηκότες τους ανθρώπους εὐδαιμονίζειν τῶν ἀγαθῶν ὧν ὁ θεὸς αὐτοῖς αἴτιος.

Natural Philosophy.-The student is advised to begin his study of Mechanics with the Laws of motion. It is above all things necessary that his notions of such terms as velocity, acceleration, force, energy, mass, should be clear and accurate. And a want of uniformity in exposition, and an attempt at over-simplification have done a good deal to confuse a beginner. Velocity is the rate of motion of a body, and when uniform, is measured by the space passed over in a unit of time; if variable, it is measured at any instant by the space that would be passed over in a unit of time if the velocity remained constant during the unit and of the same value as at the instant under consideration. The velocity will be greater as the space passed over is greater, and as the time occupied is less; hence the unit of length is involved directly, and L space that of time inversely; V = We may setime T lect as our fundamental units (since all other units are derived from them), the foot, pound, and second, or the centimetre, gramme, and second. In either case it is easy to see what change in the number expressing the velocity is involved in a change of the fundamental units. Suppose the velocity is 88 feet per second; 3600 this would plainly be 88 × 60 miles per 1760 X 3 hour. Acceleration is rate of change of velocity. It varies, therefore, directly as the velocity acquired, and velocity inversely as the time in acquiring it; A = time There is a double reference to the

1 L X = T T T unit of time.

=

=

Hence if an acceleration be expressed by 32 when the units are a foot and a second, it would be expressed by 32 X

==

60 x 60 38,400 when 3 the units are a yard and a minute. Acceleration must never be expressed as merely so many feet per second; that would be a velocity. There must always be a second reference to time; for it makes all the difference in the world whether one foot per second is added to the velocity of a body, per second, per minute, or per hour. Acceleration, therefore, must be expressed as so many feet per second per second, or so many feet per second in a second.