Vous ? 5. Nous venons de chez vous et de chez votre sœur. 6. Qui est chez nous? 7. Mon voisin y est aujourd'hui. 8. Où avez vous l'intention de porter ces livres ? 9. J'ai l'intention de les porter chez le fils du médecin. 10. Avez vous tort de rester chez vous? 11. Je n'ai pas tort de rester à la maison. 12. L'horloger a-t-il de bonnes montres chez lui? 13. Il n'a pas de montres chez lui, il en a dans son magasin. 14. Chez qui portez vous vos livres? 15. Je les porte chez le relieur. 16. Allez vous chez le capitaine hollandais? 17. Nous n'allons pas chez le capitaine hollandais, nous allons chez le major 18. Est il chez vous ou chez votre frère? 19. Il demeure chez nous. 20. Ne demeurons nous pas chez votre tailleur ? 21. Vous y demeurez. 22. Votre peintre d'où vient il? 23. Il vient de chez son associé. 24. Où portez vous mes souliers et mon gilet? 25. Je porte vos souliers chez le cordonnier et votre gilet chez le tailleur. 6. All verbs ending in enir are conjugated like venir. 7. The student will find in § 62 the irregular verbs alpha-russe. betically arranged. He should always consult that table, when meeting with an irregular verb. 8. The expression, à la maison, is used for the English at home, at his or her house, &c. 12. In French, an answer cannot, as in English, consist merely of an auxiliary or a verb preceded by a nominative pronoun; as, Do you come to my house to-day? I do. Have you books? I have. The sentence in French must be complete; as, I go there; I have some. The words oui or non, without a verb would however suffice. Venez vous chez moi aujourd'hui ? Do you come to my house to-day? Avez vous des livres chez vous ? Oui, Monsieur, nous en avons. Où est le colonel ? Yes, Sir, I will. Have you books at home? Yes, Sir, we have. RESUME OF EXAMPLES. Il est chez son frère ainé. N'est il pas chez nous ? Non, Monsieur, il n'y est pas. Where is the colonel? Madame votre mère est elle à la Is your mother at home? maison ?* Non, Madame, elle n'y est pas. Allez vous chez nous, ou chez lui? Nous allons chez le capitaine. N'est il pas chez votre frère ? Non, Monsieur, il est chez nous. No, Madam, she is not. Do you go to our house, or to his house? We go to the captain's? Is he not at your brother's? EXERCISE 46. to your house or to your brother's. 3. Does he not intend to 1. Where does your friend go? 2. He is going [Sect. 22, R. 6] go to your partner's? 4. He intends to go there, but he has no time to-day. 5. What do you want to-day? 6. I want 7. Are your my waistcoat, which (qui) is at the tailor's. clothes at the painter's? 8. They are not there, they are at the tailor's. 9. Where do you live, my friend? 10. I live at your sister-in-law's. 11. Is your father at home? 12. No, | Sir, he is not. 13. Where does your servant carry the wood? 14. He carries it to the Russian captain's. 15. Does the gentleman who (qui) is with your father live at his house? 16. 17. Is he wrong to live with you? No, Sir, he lives with me. 18. No, Sir, he is right to live with me. 19. Whence (d'où) comes the carpenter? 20. He comes from his partner's house. 21. Has he two partners? 22. No, Sir, he has only one, who lives here (ici). 23. Have you time to go to cur house this morning? 24. We have time to go there. 25. We intend to go there and to speak to your sister. 26. Is she at your house? 27. She is at her (own) house. 28. Have you bread, butter, and cheese at home? 29. We have bread and butter there. 30. We have no cheese there, we do not like cheese. 31. Is your watch at the watchmaker's? 32. It (elle) is there. 33. Have you two gold watches? 34. I have only one gold watch. 35. Who intends to go to my father's this morning? 36. Nobody intends to go there. LESSONS IN GEOMETRY.-No. V. ON FINDING THE AREA OF PLANE FIGURES. As we have many applications for lessons in mensuration and surveying, founded on geometrical principles, we proceed to give in this one, the elements of the subject. As to plane geometry itself, which we are also particularly requested to take up, we can only say that we are preparing a cheap edition of Euclid, with annotations and exercises for the use of our students, and we expect that it will be ready in about a month. DEFINITION 1.-The altitude or height of a triangle is the per N'envoyez vous pas vos habits chez Do you not send your clothes to your pendicular straight line drawn from the vertex of any angle cf the triangle, to the side opposite that angle, taken as the base. Thus, in figs. 1 and 2, the perpendicular straight line AH, drawn from the point A, the vertex of the angle BAC, to the opposite side B c, fig. 1, as the base, or to the opposite side nc (fig. 2.), as the base produced, is called the altitude or height of the triangle. Sometimes it is merely called the perpendicular of the triangle. The point B H с 3 C H altitude; sometimes it falls within the triangle as in fig. 1, and H is called the foot of the perpendicular, which determines the sometimes it falls without the triangle, as in fig. 2. If a perpendicular were drawn from the vertex c of the angle a CB, to the opposite side AB, figs. 1 and 2, as the base, then, this perpendi cular would be as much entitled to the name altitude or height of the triangle to the base AB, as the perpendicular A H is to the name altitude or height of the triangle to the base B C. The same may be said of a perpendicular drawn from the ver tex B. B DEFINITION 2.-The altitude of a parallelogram is the perpendicular which measures the distance Fig. 3. of its two parallel sides. Thus, in the A parallelogram A B D C (fig. 3), if a perpendicular be drawn from the point B, or from any other point in the side A B, to the opposite side CD, it will measure the distance of the parallel sides A B, CD, and will be the altitude of the parallelogram A B D C, to the base C D. If a perpendicular were drawn from the point c, or from any other point in the ide AC, to the opposite side B D, it would measure the distance of the parallel sides a C, BD, and would be the altitude of the parallelogram ABCD, to the base B D. DEFINITION 3.-The altitude of a trapezoid is the perpendicular which measures the distance of its two parallel sides. Thus, Fig. 4. in the trapezoid A B C D (fig. 4), if a perpendicular be drawn from the point D, or from any other point in the side A D to the opposite side B c, it will measure the distance of the parallel sides A D, B C, and will be the altitude of the trapezoid to с the base B C. Fig. 5. C DEFINITION 4.-The altitude of any rectilineal figure, or polygon, is the greatest of all the perpendiculars which can be drawn to any side, or to any side produced, assumed as the base, from the vertices of its different angles. Thus, in the polygon ABCDE (fig. 5), the perpendicular drawn from the vertex c to the base A E, being greater than the perpendiculars drawn from the vertices в and D, to the same base, is the perpendicular of the polygon ABCDE to the base A E. C A E F DEFINITION 5.-The extent of surface contained within the boundary of any plane figure, is called its area. Thus in the triangle A B C (figs. 1 and 2), the extent of surface contained within the three sides A B, BC, CA, is called the area of the triangle ABC. Again, in the parallelogram A CD B, the extent of surface contained within the four sides A B, B D, D C, CA, is called the area of the parallelogram A C D B. DEFINITION 6.-Surfaces of ordinary extent are measured by the number of square inches, square feet, or square yards, which they contain, according as inches, feet, or yards, in length, have been used in taking their dimensions,—namely, their length, and their breadth. A square inch is a square whose side is one inch long. A square foot is a square whose side is one foot long. A square yard, is a square whose side is one yard long. PROBLEM 1.-To find the area of a given square.-In order to determine the number of square inches, which are contained in a square of any size, as A B C D (fig. 6), measure the number of inches long in its side, and multiply this number by itself; the product will be the area or number of square inches which it contains. Thus, if A B the side of the square be measured, and found to be 6 inches long; then multiplying 6 by 6, you have 36 for the number of square inches in the square A B C D. The reason of this process is very obvious. For, if the inches be carefully marked along the sides A B, BC, and straight lines parallel to these sides be drawn through each inchmark, it is plain that there will be 6 rows of six square inches; and these will all together contain 36 square inches; for 6X6 Fig. 6. D 36. If the side of a square were measured and found to be 6 feet long; then, on the same principles, its area would be 36 square feet. Or, if the side of a square were measured and found to be 6 yards long; its area would be 36 square yards. In like manner, if the side of a square were measured and found to be 6 miles long, then, its area would be 36 square miles; and so on, for any other measurement, in inches, feet, yards, or miles. PROBLEM 2.-To find the area of a given rectangle. In order to A B D C determine the number of square inches which are contained in Fig. 7. a rectangle of any size, as ABCD (fig. 7), measure the number of inches in its length, and the number of inches in its breadth or altitude; then multiply these two numbers together; and the product will be the number of square inches it contains. Thus, if the length AD measures 10 inches, and the breadth or altitude A B 4 inches, then, multiplying 10 by 4, you have 40 for the number of square inches in the rectangle ABCD. The reason of this process is also very obvious. For if the inches be carefully marked along the sides A D, A B, and straight lines parallel to these sides be drawn through each inch-mark as before, it is plain that, like the case of the square, there will be 10 rows of 4 square inches, and these altogether will contain 40 square inches; for 4×10-40. Also, as in the case of the square, the area of the rectangle will be in square inches, square feet, square yards, or square miles, according as the measurements of the dimensions (that is, of the length and breadth) are taken in inches, feet, yards, or miles of length. PROBLEM 3.-To find the area of a given parallelogram. In order to determine the area of a parallelogram, draw a perpendicular from any point in the base to the opposite side, or to that side produced; measure the length of the base, and the length of the perpendicular or altitude, multiply these two lengths together, and their product will be the area of the parallelogram. This rule is founded on the 35th proposition of Book I., Euclid's Elements, in which it is demonstrated that parallelograms upon the same base and between the same parallels are equal. Hence, if a rectangle and a parallelogram stand on the same base and between the same parallels, they are also equal. Now the breadth of the rectangle is the same as the breadth of the parallelogram; whence the area of the parallelogram is obtained, by finding the area of the rectangle that stands on the same base, and has the same breadth or altitude,namely, the distance between the parallels. It is plain that the length of the oblique side of the parallelogram, that is, oblique to the assumed base, is not to be taken into consideration, in ber of miles between the parallels, still its area would be the calculating its area; for, if it extended to an indefinite num same. PROBLEM 4.-To find the area of a given triangle. For this purpose draw a perpendicular from the vertex of any angle, to the opposite side considered as the base, or to the base produced, if necessary; measure the length of the base, and the length of the perpendicular or altitude, multiply these two lengths together, and half their product will be the area of the triangle. This rule is founded on the 41st proposition of Book I., Euclid's Elements, in which it is demonstrated that if a parallelogram and a triangle be on the same base and between the same parallels, the parallelogram is double of the triangle. Now, since the rectangle formed by the base and the perpendicular breadth or altitude, is equal to the parallelogram on the same base and of the same breadth or altitude, it follows that the area of this rectangle is double the area of the triangle. Hence, the truth of the rule is evident. PROBLEM 5.-To find the area of a given trapezoid. For this purpose, draw a perpendicular from any point in the base to length of the base, the length of the opposite side, and the the opposite side, or to that" side produced; measure the length of the perpendicular or altitude; then add the lengths of the two parallel sides, and multiply their sum by the length of the perpendicular, and half this product will be the area of the trapezoid. This rule is plainly founded on the principle that if a diagonal be drawn joining two opposite extremities of the parallel sides, it will divide the trapezoid into two triangles, whose areas might be found separately, by Prob. 4, or conjointly by this rule. PROBLEM 6.-To find the area of a given rectilineal figure. Divide the given rectilineal figure into triangles by drawing straight lines from one angular point to another, as shown in fig. 8. Then find the area of each triangle in this figure by Prob. 4. Add all these areas together, and their sum will be the area of the figure. It will shorten the process a little, and save fractions in the operation, first, to multiply the lengths of the bases and perpendiculars of the triangles together; then, to add all these products together, and take half their sum, for the area of the figure. In fig. 8, the contour or boundary of the rectilineal figure is denoted by the full lines; and the straight lines drawn within it, to form the triangles necessary for determining its area, are denoted by the dotted lines. The perpendiculars requisite to be drawn and measured for the computation of the triangles, are not shown; but from the explanations already given, they can very easily be conceived. Fig. 8. A more convenient mode of finding the area of a rectilineal figure, and one more frequently used in practice, is to divide it Fig. 9. into trapezoids and triangles, as shown in fig. 9. Then find the area of each trapezoid by Prob. 5, and of each triangle by Prob. 4; add all these areas together, and their sum will be the area of the figure. In planning this division of the figure it is best to draw as near as possible a straight line across the middle of it, and then from the angular points or vertices of the angles on each side of this straight line to draw perpendiculars to it. In fig. 9 these perpendiculars are shown by the dotted lines. The contour or boundary, and the central line, are denoted by the full lines. It will be seen from the consideration of this figure, that the areas of most of the triangles will in this case require to be subtracted from those of the trapezoids of which they form a part, because they are on the outside of the figure. Cases, however, can easily be supposed in which they will have to be added,-viz., when they are within the figure. In all such cases the computer of areas must use his judgment, or he may produce a serious error in the result. The problems and rules we have just given, are sufficient to enable the intelligent and careful student to measure the area of any rectilineal figure, polygon, or surface, that may be presented to him. The fact is that they are the foundation of all the common processes of mensuration and land-surveying. With a foot rule, or a yard measure, the student may, if he understands these problems, proceed to measure surfaces of all kinds bounded by straight lines, in engineering, carpentry, plastering, roofing, building, painting, &c. With a measuring chain and measuring rods, he may also proceed to measure fields, commons, estates, and even townships, that are tolerably level and accessible to the taking of measurements. When greater accuracy is required, he will learn from future lessons what is necessary to be done, to accomplish this end. LESSONS IN ENGLISH.-No. II. By JOHN R. BEARD, D.D. LANGUAGE is the expression of thought by means of articulate sounds, as painting is the expression of thought by means of form and colour. The relations which subsist between our thoughts, when carefully analysed and set forth sytematically, give rise to logic. The laws and conditions under which the expression of our thoughts takes place form the basis of grammar. The logician has to do with states of the intellect, the grammarian is concerned with verbal utterances. That there are laws of speech a cursory attention to the subject will suffice to prove. There is, indeed, no province of the universe of things but is subject to law. Each object has its own mode of existence, which, in conjunction with the sphere of circumstances in the midst of which it is, gives rise to the laws and conditions by which it is controlled. Accordingly language takes its laws from the organs by which sound is made articulate, from the culture of the intelligent beings by whom these organs are employed, from the purposes for which speech is designed, and from even the medium and other outward influences in union with which these purposes are pursued. Were there no such laws the science of grammar could not exist. The sciences are in each case a systematic statement of generalised facts, in other words of definite laws; and grammar rests on phenomena clearly ascertained, invariable in themselves, capable of being distinctly stated, and equally capable of being wrought into a system of general truths. In many instances, indeed, the facts with which grammarians have to deal present themselves in the actual state of language, in a fragmentary and almost evanescent condition. The quick and piercing eye, however, of modern philology has succeeded in detecting no few of these, and the highly-cultivated powers which have been applied to the subject, have been able of themselves to supply deficiencies, and to construct edifices out of ruins. Still many things remain involved in darkness; in relation to others sagacious conjecture has authorised only bare probability. These, however, are not embraced within the science of grammar. When doubt begins science ends. What is still unascertained or subject to difficulties remains to be explored, and can take its place as part of scientific grammar only when it has ceased to be a subject of doubt and debate. If the conditions under which thought became speech had been in all cases the same, there would only have been one language on the face of the earth. Descending as mankind did from a common progenitor the various tribes would have spoken a common tongue. But diversities soon arose. The organs of speech, while in all cases they remain substantially the same, vary.in minor particulars with each individual. Outward influences are most diversified. Men's pursuits were different almost from the first. Climate and soil change with every change of locality. And both original endowments and the degree of culture superinduced by external influences (or what may be termed indirect education) would be as diverse as the tribes, not to say the individuals of which the species consisted. All these diversified influences would speedily beget varieties in speech which time would increase and harden into different languages. From this diversity, there arise two kinds of grammar, the universal, the particular. Universal grammar is formed by studying language in general, by passing in review the several languages which exist (or most of them), and selecting and classifying those facts which are common to all. Particular grammar is the result of the study of any one given language. By a careful consideration of the usages of the best English writers we discover what constitutes English grammar. If, after we have ascertained the lawa of a number of separate languages, we then compare our discoveries one with another, and mark and systematise what we find commou to them all, we compose a treatise on general grammar. Particular grammar resembles the anatomy of the human frame, and limits its teachings to one set of objects. Universal grammar is like comparative anatomy which treats of the general laws of animal life, as deduced from a minute study of the animal kingdom in general. It is with particular grammar that I am here concerned ;-of the grammar of our nation,-namely, the English, I have to treat. Grammar and logic, or the laws of expression and the laws of thought are, we have seen, closely connected together in the nature of things. Not easily, then, can they be sundered in manuals of instruction. If separate they are related sciences; as being related to each other, they may afford mutual light and aid. Requiring separate treatment, they each give and receive illustration. Grammar assists the logician to put his thoughts into a lucid form; and logic assists the grammarian to make his utterances correspond to the exact analogy of his thoughts. No one can be a good grammarian who is without skill in logic; and no logician who neglects grammar can successfully convey his ideas to others. But in a manual which proposes to handle the subject of grammar, and of English grammar, reference to logic must be tacit and latent; it may be felt, it must not be displayed. Yet, in at least one or two terms will our obligations to logic be more positive and outward, for I shall borrow from that science, the words subject, attribute, predicate, &c.; and this I shall do, because these terms, when once their import is understood, afford facilities for explanation far greater than the ordinary terms employed in English grammars. In these cases, however, and in other things in which I shall depart from what is usual, I shall also supply the customary views and the ordinary terms, As the English language, like other languages, was spoken before its laws were formed into a systematic treatise called a grammar, so the real facts of the language in their primary and their model form, exist and are to be looked for in the every-day speech of well-educated mothers and fathers. But for the constant change, to which language is subject, I should not have needed to add the qualifying epithet "well-educated." But as language changes, so grammar changes; and thus what was good grammar under the Tudors is not good grammar in the age of Queen Victoria. Consequently it is not all usage that is of authority, but only the usage of the educated. Yet what is now educated usage will by and by become bad grammar and be accounted vulgar. So has it been in the past. Many of the present inaccuracies of the uneducated once possessed the authority which belongs to cultured speech. Provincialisms in word, in idiom, and in pronunciation may be traced back to lips which of old gave laws to other fashions besides the fashion of utterance, It may seem strange, but strange as it seems it is true, that among our forefathers legislators talked and harangued in terms and in tones the faithful representatives of which may now be heard at the ploughtail and in the smithy. Yet was that language the correct language of the day. And it was the correct language of the day because it was the language of the educated. Hence the speech of educated persons is of authority in grammar no less than the language of the best authors. Nay, we seem likely to find a language in its greater purity when we take it from the lips of educated persons generally than when we derive it from the somewhat artificial shapes which it assumes in the learned or the popular volume. If so "household words" are good for grammar as well as for practical wisdom. And so it is in the nursery we may look for the English tongue in a form the most simple and yet the most idiomatic. Of all teachers of English grammar the best is a well-educated English mother. Speaking from her own Saxon soul, and speaking to her own Saxon offspring, she pours forth from that "well of English undefiled," the Saxon element of our language, a stream of words and sentences which are sterling coin of the royal mint, current in all parts of the kingdom, the very substratum of English thought, whether found in books, in living speech, or in time-honoured institutions. Hence it is evident that a nursery in a cultivated English home, is the best school of English grammar. As a matter of fact, it is in such schools that, among the upper classes of this country, the young learn to speak correct English from their earliest days. Were all English children trained in such schools, the language would be everywhere well, and grammatically spoken. Consequently, could we place our students in cultivated nurseries, they would soon speak and write their mother tongue with correctness and propriety. We are unable to accomplish this. In nurseries of a different kind have they been brought up. They have been in schools, that is, their own houses, where they have learnt inaccuracies, where they have formed practices wrong in word, wrong in pronunciation, wrong in form. They have, therefore, not only to learn the right, but they have also to unlearn the wrong. A twofold difficulty attaches to their task. This twofold difficulty I shall constantly bear in mind, while I endeavour to introduce into these pages the language and the training of a cultivated English home, in such a way as to exhibit the fundamental usages and essential laws of the English language, as spoken by educated persons, and written by first-class authors. I cannot place the young of the working classes in cultivated nurseries, but I may attempt to do the next best thing; and that is, to bring forth and set before them in a living and organic form, the spoken language of such nurseries. And this shall I undertake, the rather because, as the mother is the child's natural educator, or, to speak more correctly, as the mother is an educator of God's own appointment, so every system of education will be good and effectual in proportion, as it is in form, substance, and spirit, motherly. CORRESPONDENCE. DOUBLE POSITION. A correspondent requests an intelligible solution to the following question, No. 773, in " Walkingame's Arithmetic" (1826), under the rule of Double Position: "A man had 2 silver cups cf unequal weight, having one cover to both of 5 oz.; now if the cover be put on the less cup, it will be double the weight of the greater; and if set on the greater cup, it will be thrice as heavy as the iess; what is the weight of each?" and the errors to be noted; the 1st supposition to be multiplied by the second error, and the 2nd supposition by the first error; and then th difference of the products divided by the difference of the errors, when the errors are both in excess or both in defect; but the sum of the products divided by the sum of the errors, if one be in excess and the other in defect. In this question suppose the less cup to weigh 7 ounces, then adding to this 5 ounces (the cover), the weight is 12 ounces; this is double the weight of the greater cup, which accordingly weighs 6 ounces. adding 5 ounces to this, the weight of the greater cup and cover is 11 ounces; but by the question, this weight is three times 7 ounces, or 21 ounces, this gives an error of 10 ounces in excess. Now, Again, suppose the less cup to weigh 9 ounces; then, adding to this, 5 ounces (the cover), the weight is 14 ounces; this is double the weight of the greater cup, which accordingly weighs 7 ounces. Now, adding 5 but by the question, this weight is three times 9 ounces, or 27 ounces; ounces to this, the weight of the greater cup and cover is 12 ounces; this gives an error of 15 ounces in excess. Now, the product of the first supposition 7, by the second error 15, is 105; and the product of the 2nd supposition 9, by the first error 10, is 90; whence, the difference of these errors is 15; but the difference of the errors is 5; whence, 15 divided by 5, gives 3 ounces for the weight of the less cup. Now, to find the weight of the greater cup, add the weight of the cover, 5 ounces to 8 ounces the weight of the less cup, and the whole is 8 ounces; by the question, this is double the weight of the greater cup, which is accordingly 4 ounces. Thus, the answer is 3 ounces the less cup and 4 ounces the greater cup. ounces, the weight of the greater cup, and you have 9 ounces; by the The proof is as follows:-Add 5 ounces, the weight of the cover, to 4 question, this is three times the weight of the less cup, which accordingly is 3 ounces, as it ought to be. LITERARY NOTICES. LIVES AND WORKS OF THE PAINTERS OF ALL NATIONS.-On July the 1st, JOHN CASSELL will publish the first part of a magnificent work, in imperial quarto, under the above title, containing a portrait of Murillo, and seven specimens of his choicest works including the "Conception of the Virgin," lately in the collection of Marshal Soult, and recently purchased by the French Government for the Gallery of the be intrusted to Mr. M. DIGBY WYATT, architect. Louvre, for the sum of £23,440. The general editorship will Each Monthly Part will consist of sixteen pages of letter-press, with numerous illustrations inserted in the type, together with several separate plate engravings, and will appear on the first of every month, at 28. each, and will be supplied through every bookseller in town or country. CASSELL'S SHILLING EDITION OF EUCLID.-In consequence of the interest excited among all classes of the readers of the POPULAR EDUCATOR, since the publication of our Lessons in Geometry in that work, John Cassell has determined to issue a Popular Edition of THE ELEMENTS OF GEOMETRY, to contain the First Six, and the Eleventh and Twelfth Books of Euclid, from the text of Robert Simson, M.D., Emeritus Professor of Mathematics in the University of Glasgow; with corrections, Annotations, and Exercises, by Robert Wallace, A.M., of the same university, and Collegiate Tutor of the University of London. This work will be ready the first week in July, price 18. in stiff covers, or 1s. 6d. neat cloth. SCRIPTURE LIBRARY FOR THE YOUNG, in Shilling Volumes.-The first two volumes of this instructive series of works, "The LIFE of JOSEPH," illustrated with sixteen choice engravings and maps, and "The TABERNACLE, its PRIESTS, and SERVICES," with twelve engravings, are now ready. The "LIFE OF MOSES" is in the press. First Volume of this splendidly embellished work, handsomely bound, price 6s. 6d., or extra cloth gilt edges, 7s. 6d., will be ready July 1, and will contain upwards of Two Hundred Principal Engravings, and an equal number of Minor Engravings, Diagrams, &c. THE ILLUSTRATED EXHIBITOR AND MAGAZINE OF ART.-The COMPLETION OF JOHN CASSELL'S LIBRARY.-This invaluable Work is now complete, in 26 Volumes, 7d. each in paper covers; double Volumes, cloth, 18. 6d., or when 3 Vols. in 1, 28. 8d. The entire Series may be had, bound in cloth, 198. 6d., or arranged in a Library Box, 258. The EMIGRANT'S HANDBOOK, a Guide to the Various Fields o Emigration in all Parts of the Globe, is now ready, price 6d. THE PATHWAY, a Monthly Religious Magazine, is published on the 1st of every month, price twopence-82 pages enclosed in a neat wrapper. Vols. I. and II., neatly bound in cloth and lettered, price 28. 3d. each, are now ready. * PORTFOLIOS for enclosing 26 numbers of THE POPULAR EDUCATOR, price 18. 6d., may be procured at cur office. These Portfolios are 30 constructed as to form, upon the completion of each volume, a neat Case for binding the same, which will be done at a trifling expense by The rule of double position requires two suppositions to be made, any bookbinder. ANSWERS TO CORRESPONDENTS. WILLIAM SMITII.-We thought we had explained all the more difficult terms in our Lessons on Physiology, and that what we have left undefined could be found in any common English dictionary. But as it is our duty to teach, if he will favour us with a list of the terms, we promise to furnish him with the meaning and pronunciation of each of them. Let him persevere. GESS (Manchester): We have not forgotten penmanship.-W. S. WALTON (Fife) has sent us good solutions of several problems. ad. LATIN.-W. S.: Verbs of motion take after them the accusative with The dative case is immediately dependent on a verb or an adjeetive. Your words are not Latin.-A. Y. (Manchester) is informed that ornament is from orno, from which is also formed adorn with the aid of the preposition ad. Delight, delectable, &c., are from the Latin deliciae, delecto. The querist will in time learn that in etymology one vowel passes into another, under certain conditions.-J. C.'s exercise will do; let him look to his English spelling.-T. G. should pronounce the words as if written, thus, judex, judīsis, judísi, judĭsem, judex, judisè. A list of books will be given; at present keep exclusively to the lessons of the application. Two hours a day for twelve months ought to enable any young man to read Latin with ease.-PARVUS is informed that amo denotes the love of a parent, and diligo the love of a friend.-CAESAR'S exercise is carelessly done, and therefore full of errors, such as plantas (for plantae) florent; if he does not know that the subject of a preposition must be in the nominative case, he should begin his grammatical studies afresh.-INVESTIGATOR: Neuter nouns of the third declension have in the accusative the same ending as in the nominative; dele (erase) the words or N. p. 91, 2nd. col. line 17, from the bottom.-J. D. ORR: "Inversion" is a Latin word which strictly means changing. In the grammatical use of the word, it signifies a change in the position of words, and such a change as puts the words into an order different from that which they commonly hold in English. Inversion in the case of the words "the knight was bold" would place them thus, "Bold was the knight." The effect thus produced is an effect of emphasis; the word bold is made prominent and noticeable. The Latin inversion is similar in character and produces a similar effect. J. A. STANLEY (Macclesfield).-Allor must be a misprint; aller means to go; bon is pronounced bong, exactly like our English word long. -C.K.K.-The first c in succès is pronounced like k.-L.W. has not quoted the passage correctly. We do not see his difficulty.-J.G. (Kelso) is right on the subject of the nines and the misprint in the Latin.-P. E.-SELF-TAUGHT's progress will depend on the intensity of his G.A. (Stafford): The disk of the moon is covered with a great variety of spots, which are quite permanent, but differ very much in brightness. The inequalities of illumination are visible to the naked eye. Since the invention of the telescope, they have engaged the attention of astronomers, and their relative positions ascertained and laid down in lunar maps, and globes. Of the latter, Miss Readehouse, and of the former, Mr. Nasmyth, had fine examples in the Great Exhibition. The bright spots are considered to be the tops of lunar mountains enlightened by the sun, the dark spots or places are thought to be cavities similar to our valleys, or even deep and wide caverns which have no parallel on the earth's surface. At first, they were supposed to be seas, but this opinion is exploded. H. W. T. (Colchester): His suggestions are good, and will meet with our earliest possible attention.-G. A. (Reading): Mental arithmetic will find a place.-W. M. STEPHENSON, jun. (Bramley): We shall be T. D. R. should apply to the editor of the Working Man's Friend, as his queries are out of our province.-J. D-Y, Joiner, is right; the solution bears upon the question, but it borrows principles from the 6th book of Euclid. we forgot to acknowledge his solution of query 7, No. 2.-A Friend to Greek is right; we must attend to his suggestion whenever it is possible.-C. LEWIS (Haverfordwest); yes.-EXCELBIOR deserves praise for his good intentions, we hope he will persevere; his questions have been answered among our notices to correspondents. Thanks to Mr. R. J. RALPH for his kind suggestions.-E. H. (Brad-glad to insert one of his questions a little more ingenious than what we ford): his letter to us does his head and heart great credit; we say to him persevere in the acquisition of knowledge under all difficulties; his poetry is very fair, but we do not approve of the subject. An Emigrant has no right either in the sight of God or of man, to leave his wife and child; and if the poem were written with an angel's pen and power we would not, we could not approve.-"Somebody we don't know" at Trowbridge, has sent us some remarks on phrenology, of which we entirely approve. As to the Latin, perseverantia vincit omnia. We are of the same opinion as to phrenography, that he is as to phrenology.-BENJAMINUS (Cottingham): We expect they will be sufficient for any one. Let him study the books he mentions also, they are very excellent. As to our journal being sent to America, why should it be an exception to the general rule?-H. W. The verb taceo is neuter, that is, neither active nor passive; and so is its meaning in English. -AMOR (Carlisle): His solutions are correct.-X. Y. Z. (New Baxford): Caligraphy means beautiful writing, whether of the characters or of the style. As to the characters, we shall give instructions under the head of penmanship; and as to the style, let him study Dr. Beard's Lessons in English.-DAVID CADWALLADER (Tipton): His answer to query 2, No. 7, is correct.-WALTER GALT (Glasgow): Thanks for his corrections, he is quite right; they are shameful misprints. The letter e is not sounded at the end of a word unless acutely accented; but the letter i is sounded. ECOLIERS ATTENTIFS (Liverpool). Très is used with an adjective or an adverb, to mark excellence or excess; it is rarely used with a participle or a reflective verb; it should only be employed in affirmative phrases; in negative phrases, bien and fort are used instead. : TROIS DARBY (Rathfriland): We shall be glad to indulge her in her favourite study, when possible. The Celts, according to Herodotus, the oldest historian extant, were a people who in his time inhabited the remotest part of Europe westward, at the source of the Ister or Lower Danube. The Seven Wonders of the world were, the Colossus of Rhodes, the Mausoleum of Artemisia, the Labyrinth of Crete, the Hanging Walls of Babylon, the Pyramids of Egypt, the Statue of Jupiter Olympus, and the Temple of Diana at Ephesus. As to heraldry, we must refer her to the Royal Herald office.-9: We thank him for his useful suggestions. LAND o' CAKES (Alloa). The sounds and many words of the German, are more like those of the Lowland Scotch than those of the modern English. WILLIAM GRIFFITH (Sheffield) is informed that portfolios may be had at this office, price 1s. Cd. each; and when the volume is complete, it may be bound in one of them.--U. I. (the initials of an inquirer at Hull) is advised to write direct to the "Governesses" Benevolent Institution," Kentish Town, for the information she wants. -D. H. DRIFFIELD: Two studies, at least, may be carried on together with advantage; especially the two he likes best. "Common placing" is useful for reference. He has very nearly hit our idea on the mathematics.-J. M. (Haggerston): Right; but there is a more elegant way. -J. S. (Ayrshire): His answers are right.-H. B. (Holmfirth): His solutions are very correct; let him go on and prosper.-E. C. HUGHES (Luard street): His solutions and observations are correct.-JOHN BUR We have received.-S. G. (Belfast): We request him to read our remarks times 19.-L. W. L., of Douglas Forge, will find from the first paragraph of Lesson V. on Physiology, that the word CHYME in the connexion which he indicates in Lesson IV. is an error of the press for "LYMPH." We are happy to think that we have so attentive and devoted a student. |