LIBRARY OF THE UNIVERSITY OF CALIFORNIA. Deceived MAR* .6 1893 7 ^ Accessions No.^O XOq . Class No, THE TEACHER. THE TEACHER. ints an Skjjcrol J. E. BLAKISTON, M.A., Trinity Coll., Camb., Author of "Glimpses of the Globe." , MACMILLAN AND CO. AND NEW YORK, 1888. The Right of Translation and Reproduction is Reserved. RICHARD CLAY AND SONS, LIMITED, LONDON AND BUNGAY. First edition printed January 1879 Reprinted May 1879, 1883, 1888. a PREFACE. THE following hints are published in the hope that tLey may prove useful : (1) To Teachers, as comprising instructions which they have repeatedly to impress upon their assistants. (2) To Managers, as aids towards forming a right estimate of the tone, discipline, and methods of instruction which prevail in their schools. It is conceivable also that persons engaged in teaching children of the upper and middle classes may learn something by studying methods which have produced good results in elementary schools. No official sanction whatever attaches to any of the view? here set forth. They are the result of a personal experience of twenty-five years spent in educational work by one who feelh more every year how much he has yet to learn. vi PREFACE. The subject of religious instruction has for obvious reasons been left untouched. Where managers have a due sense of their grave responsibilities, they will take every care that religious teaching receives that thought and attention which its paramount importance deserves. Such managers will no more throw upon the shoulders of their teachers entire responsibility for the conduct of their schools than would the colonel of a regiment leave everything to its adjutant and subal terns. Without of course wishing to interfere in details of teaching and discipline, they will depute one of their body to inspect the school daily, if possible, inquire into absenteeism, insure and test accuracy of registra- tion, enforce cleanliness and tidiness, give support, advice, and encouragement to their teachers, have an eye to their moral and physical well-being exercise, in short, a real and thorough supervision. CONTENTS. PAGE INTRODUCTION .............. xi PART I. GENERAL PRINCIPLES. CHAPTER I TONE AND DISCIPLINE ............... 1 CHAPTER II. CLASS MANAGEMENT ............... 8 PABT II. INFANT SCHOOLS. 1. General Rules ................ 14 2. Reading .................. 15 3. Writing .......... ....... 17 vin THE TEACHER. 4. Counting Id 5. Form and Colour 19 6. Common Objects 19 7. Natural History , 20 8. Learning by Heart 21 9. Marching and Singing 22 10. Needlework 23 11. Knitting 24 APPENDIX TO PART II. OUTLINES OF LESSONS BY HEAD MISTRESSES OF GOOD INFANT SCHOOLS. 1. The long sound of "A" ...... ....... 25 lA 2. Glass. Younger Infants ............. 26 3. Glue ................... 27 4. A Letter. Elder Infants ............. 28 VL 5. The Postman. Elder Infants ............ 30 6. The Beaver. Elder Infants , 31 CONTENTS. PART III. BOYS', GIRLS', AND MIXED SCHOOLS. CHAPTER I. PAQE 1. READING. 2. DICTATION. 3. WRITING ... .... 33 CHAPTER II. ARITHMETIC . . . 40 CHAPTER III. 1. GRAMMAR. 2. COMPOSITION. 3. LEARNING BY HEART ... 48 CHAPTER IV. GEOGRAPHY . , - . 53 CHAPTER V. 1. HISTORY. 2. COMMON THINGS. 3. DRILL. 4. MUSIC .... 60 CHAPTER VI. NEEDLEWORK 64 x THE TEACHER. APPENDIX TO PART III. NOTES AND LESSONS BY EXPERIENCED TEACHERS. PAGE Writing 71 Arithmetic ... 75 Grammar 82 Geography 83 Notes of a Lesson on the Human Ear 89 Home Lessons . . 91 INTRODUCTION. School Buildings and Apparatus. WITHOUT suitable premises and appliances the best teachers cannot achieve all that could be wished. Each department of a large school ought to have its own yard and playground attached. In a smaller school two may suffice, one for boys, another for girls and infants together. A mixed school ought to have either two playgrounds, one for boys over seven, the other for joint use of girls and infants ; or else one playground for all, and two distinct yards and sets of offices. The latter ought to be so arranged as to suit children of different ages, and to secure the utmost privacy compatible with due supervision. The two sets of offices and the approaches to each must be completely separated. In country places the earth or pail system should be used wherever the proximity of a large garden makes it likely that the pails will have regular and constant cleansing. Where there is no certainty of such unremitting attention, the vaults should be carefully cemented and roofed, kept dry by free use of ashes, and frequently emptied. Where, as ought always to be the case, the yards are inaccessible to the xii THE TEACHER. public, teachers may fairly be held responsible for seeing that the seats, walls, and doors are kept clean and free from foul or foolish writing. Asphalte makes the best flooring for playgrounds, as it offers no facilities for stone-throwing. Drains, walls, roofs, eaves, spouts, windows, and doors must be kept clean and in good repair. Each sex ought to have its own porch or lobby, with conveniences for hanging up caps, hats, shawls, &c., so as to avoid confusion and loss of time on entering and quitting school. Where there are many infants it is well to give them a lobby to themselves. Each department ought to have its own washing apparatus and supply of drinking water. In the smallest school an iron basin, water- can, soap, nail-brushes, and towels in some convenient place should be always available. Useful at all times, especially for infants, when needlework is on hand, they are indispensable. Every school and class room, more particularly those intended for infants, should be well warmed and lighted, and present a cheerful and comfortable appearance. If the windows be not high enough (and they can hardly be too high) skylights should be inserted in the roof ; as it is important that the children's shadows should not be thrown on their books, that writing on the Black Board should be clearly seen, and that the teacher should be able to look into the children's eyes, and they into his, without being dazzled by horizontal rays of light. The walls ought to be frequently washed with some cheerful and clean-looking tint, as pale-blue, sage, or apple green in a town, salmon in the country. They must be hung with good maps, of sizes suited to the dimensions of the room, and a few well-selected pictures of animals, tools, utensils, trees, flowers, &c. ; with, if INTRODUCTION. xiii possible, some of the coloured prints issued with the illustrated weekly newspapers. A very small outlay on the latter will add greatly to the brightness of any school and to the pleasure of the inmates. No school, however small, should lack maps of (1) the World, in two hemispheres; (2) the British Isles; (3) Europe; (4) its own County. For an Infant department the World alone is wanted. From one-third to half of the width of the room should be kept free from desks and benches. This space or passage ought to be on that side on which are the doors, the fireplaces or stoves, and the book cupboards. In a central position in this space should stand the Head Teacher's table or desk, with locked drawers for Registers, Log Book, and private stationery. In spaces between the cupboards along the wall should be easels for maps, pictures, and Black Boards, 7f" squares and pointers of various lengths. There should be one Black Board or large slate to every thirty children one side of each of these should be ruled. In the cupboards will be at least two reading books for every child on the rolls, 1 an ample supply of slates (with one side ruled}, pencils, pens, papers, inkwells, dictation and exer- cise books, chalk, and dusters. Reading books, slates, pens, pencils, dictation and exercise books, paper, and ink ought always to be supplied by managers, and their cost covered by a small addition to the school fees. Teachers will then be able to reduce to a mini- mum the wear and tear of books and waste of other materials which, as school property, are in their keeping. Poverty cannot then be pleaded as an excuse for broken slates, short pencils, bad pens, torn books, tattered copies, or the lack of any. The remaining two-thirds or half of the room will be occupied by rows of parallel desks of various sizes carefully adapted to 1 Variety of reading books may be secured by three or more neighbouring schools purchasing each two different sets and interchanging them every year. xiv THE TEACHER. the frames of the children who are to use them. They should be arranged in groups, if possible not more than three deep, with gangways about a yard wide between each group, and should allow room for a teacher to pass easily along each desk. By this arrange- ment of desks all the children face one way. On the wall facing the teacher should hang a well-regulated clock ; on the opposite wall the Time Table, Seventh Section of the Elementary Education Act, a small Black Board or Slate on which to record number present at each meeting, and a large reprint of the ad- mirable definition of tone and discipline to be found in Article 19 (A) of the New Code. The doors leading into the class rooms should be supplied with panes of glass so placed that the Head Teacher may look in without leaving the main room, but not so that the children can see from one room into the other. The room in which needlework is taught should be hung with de- monstration sheets of various stitches, and should contain a Demonstration Frame and a Black Board having one side chequered with inch squares. There should be a large work-table for cutting out and measuring, with drawers for work and materials, &c. Managers should supply materials for needle- work and let the children buy back at cost price the underclothing they make for themselves out of it. An Infant school should be wider than one for older children to allow space for marching and Kinder Garten exercises. In- stead of a huge unsightly gallery at one end, there should be two or more smaller galleries at convenient intervals, and a few flat desks which can be placed together in two's to form tables. The structure of an infants' gallery and their arrangement on it are matters that deserve more attention than they sometimes receive. Most galleries are too high. No child should look down on its teacher. The usual construction forces children to INTRODUCTION. xv mount or descend seven or even nine inches at a step (which if not dangerous is at least ungraceful), allows them to drum with their heels, and to soil with their feet the clothes of the children seated in front. No gallery should consist of more than four steps three are better from four to five inches high, and twenty-seven inches deep. The front bench should stand on the floor. The seats should be ten inches wide, with a backward slope, so that if the front edge be from eight to nine inches from the floor, the hinder edge will be from six to seven and a half inches. The backs should be eleven inches high, and have a slope of three inches from the perpendicular. The length of the benches should not exceed twelve feet ten is better ; and there should be an eighteeD inch gangway at each side of the gallery never in the middle. If the gallery have a fourth step, and consequently a fifth bench (say ten and a half inches high in front) the seats of the highest will be only from twenty-five to thirty inches above the floor level, and the teacher, standing four feet from the centre of the front row, will have before her a compact array of faces, directed upwards to her eye, which she can watch without turning her head. Besides the apparatus already named, there ought to be sets of carefully chosen reading sheets mounted for use, boxes containing counters, letters, cardboard or wooden lines and curves to form letters, cubes, coloured wools, and some common objects suitable for gallery lessons, primers and first reading books, coloured prints, various and good, and as many Kinder Garten Gifts as the mistress knows how to use. Great pains must be taken to insure thorough ventilation of every room. As long as architects knew no better modes of ventilation than such as poured cold draughts from above on the xvi THE TEACHER. heads and necks of the inmates, there was something to be said for teachers' suicidal practice of closing all ventilators in cold weather, but a simple and inexpensive way of admitting fresh air without down draughts has now become generally known, and bids fair to be universally adopted. 1 1 It is effected by placing against the walls, at equal intervals, pilaster- like shafts, made of wood, zinc, or galvanized iron, about forty inches high, and two or three by ten or more inches wide at the inner opening, and about six by ten at the lower opening in the outer wall below the floor level. One such shaft in every ten feet on one side or in every twenty feet on both sides of an average sized schoolroom will be found self-acting in cold weather, causing no draughts, but keeping the air pure during school hours. It is also a good plan to place firebrick-lined stoves not on stone slabs, but on iron gratings, by which fresh air, entering from without, is warmed before being diffused through a room. A high strong fender of sheet iron round the stove not only protects children from being burnt if they fall, but forces the fresh air, entering from without, to push the heated air upwards. There can be no temptation for the most bilious to stop a mode of ventilation which introduces no cold down draughts. The combination of these two systems will keep any schoolroom in a healthy state. Similarly, sitting or bed rooms furnished with sash windows may be ventilated without draught by inserting a four-inch block or plank of wood between the lower sash and the sill, so as to let an upward current of fresh air enter between the two sashes. THE TEACHER PART I. GENERAL PRINCIPLES. CHAPTER L TONE AND DISCIPLINE. To ensure success in school work a teacher must be able : First, To keep good order ; Secondly,' To teach well. As good teaching is not seldom thrown away for lack of good discipline, it may be well to begin with a few remarks on the art of keeping order ; and to note here and there, as opportunity occurs, such practices as tend to bring about a healthy tone. After this, we will review the means by which the various sub- jects taught in elementary schools may be most successfully imparted. Unless a teacher learn before everything to maintain good order, much valuable time will be lost ; there will be constant waste of breath and energy, and the teacher's health and temper will be worn out in a fruitless struggle. Fair, if not even good, discipline can be secured by approved methods, which it is therefore the duty and interest of every teacher to learn and habitually practise. A school, in which the children behave well so long as the s 2 THE TEACHER. toacher's eye is upon them, may seem to an inexperienced visitor in perfect order ; but if they begin to misbehave as soon as relieved of their teacher's presence, there is something amiss in the tone. When a healthy tone pervades a school, it is chiefly due to a teacher's sterling worth making itself felt more or less by every one with whom he has to do. An earnest, unselfish, high- minded man cannot fail to exert at all times an influence for good an influence that will grow and deepen with the growth of his goodness. But attention to sundry hints hereafter given may enable a teacher of less moral weight to do something towards imparting a good tone to his school. Some teachers seem born disciplinarians ; but every one, however naturally ill-suited for command, who will carefully study and practise the methods adopted by his more skilful and experienced colleagues cannot fail to achieve moderate proficiency. Again, others seem born teachers ; but even these will more quickly and easily attain excellence by carefully observing the methods of those whose practice has been crowned with successful results ; while others again, less highly gifted by nature, may, in time, by assiduous study of good methods, themselves become good teachers. The least gifted may take heart when he bethinks him that success in school management depends mainly on watchful and unremitting attention to little details, and on conscientiously grappling with every difficulty as it arises. "The race is not always to the swift, nor the battle to the strong." If a teacher at all times keep a high aim steadily before him, and struggle incessantly to attain it in spite of repeated failures, his very mis- takes, carefully noted and thoughtfully corrected, will lead to gradual improvement and ultimate excellence. For "men may rise from stepping stones Of their dead selves to higher things." He should be ever on the look-out for better methods, ^ apter illustrations, more vivid ways of putting things, however homely and familiar to himself. A lifetime is not too long to attain perfection in his art. TONE AND DISCIPLINE. 3 As children are keen to observe, quick to imitate, it is important that every teacher should set an example of clean- liness and neatness in his own person. With what grace can a sloven or a slattern insist on strict personal cleanliness on the part of assistants and scholars, or superintend that inspection of faces and hands which should take place at every meeting of the school 1 l A. teacher's dress should be neat and in good taste, neither foppish, tawdry, nor untidy. The wearing of ringlets and trinkets by girls should be discountenanced. Finery and false jewellery may be kept out of schools by a judicious use of gentle ridicule. A teacher who realizes the importance of bringing up children in habits of punctuality will be careful to set a good example in his daily work. He will be always in school before the appointed time to see that the room is clean, the fire properly lighted, the floor swept, and to set everything ready that will be wanted for the morning's work. School work should not merely "go on like clock work," but be regulated by the clock. It is essential that the school clock should be kept in good order, and show correct time every day. However strongly tempted on any occasion to deviate from the Time-table, a teacher should reso- lutely resist the temptation. Let him reserve for another lesson the apt illustration he was on the point of giving at the close of the appointed time. Yielding to such temptations tends to make teaching discursive and unmethodical. If lessons be planned beforehand they may be easily kept within bounds. A margin allowed for expansion or condensation will enable the inexpe- rienced to do full justice to every lesson in its allotted time. Unpunctuality is one of the chief disadvantages in elementary, as compared with secondary schools, and is one that can never be checked by unpunctual teachers. In the best managed schools the doors are finally closed at least two hours and ten minutes before dismissal, and later comers are not admitted. Truancy is checked 1 A lobby fitted with washing apparatus should be provided in every school, and dirty faces and hands washed as soon as espied. In extreme cases it may be desirable for Head Teachers after due inquiry to send home children habitually sent to school dirty. But such cases demand great tact and consideration of home circumstances. B 2 4 THE TEACHER. by parents being at once informed of any child's absence. 1 The hours fixed for the meeting of the school should be such as are generally convenient to parents, 2 and punctual attendance should be no less rigidly enforced in elementary than it is in higher schools. Presuming on the advantages derived from their office and training, teachers occasionally assume airs of superiority over children and their parents, and behave as though they were of a higher social grade. Such a bearing is not conducive to good tone in a school, as it checks the growth of that kindly feeling which ought to exist between teachers and taught. LThe poor are keen to distinguish between gentle breeding and its counterfeit, and quick to resent with scorn any unfounded assumption of superiority.^! Courteous and attentive to all, a teacher should show the utmost tenderness and encouragement to the timid, the dull, the weakly, the afflicted, and all to whom home circumstances (such as vicious parents, or unavoidable destitution) make sympathy and consideration especially needful and welcome. He should seek, as far as possible, to cultivate and maintain friendly, not patronizing, intercourse with parents of all classes, that he may enlist their good-will and co-operation for their children's welfare. Let him, however, beware of turning to a child's disadvantage in school anything that he may have learnt at a private visit to his home. Apart from the advantage of enlisting the support of their parents, a teacher's knowledge of children's peculiarities of tem- perament and character will be much enlarged if he visit their homes. He will thus be able to apply special treatment to special cases, instead of treating all exactly alike. On receiving offensive messages sent by parents through children, or having to listen to disparaging remarks from any of their friends, a teacher will do well to endeavour not to allow any symptom of annoyance to appear in his demeanour. He should 1 Short printed forms of inquiry for this purpose will be found useful. 2 E.g. 9 is the hour commonly fixed for opening school ; but few children come before 9.15, and many not till 9.30. It would seem better to fix 9.25 as the hour ; punish children late without written excuse, and admit none after 9.55. TONE AND DISCIPLINE. 5 carefully refrain from retorting or sending a verbal answer back by the child. A soft answer, if any, is generally the wisest and most dignified. Many a teacher ruins his usefulness, especially in country villages and small towns, by resenting impertinent messages sent by ignorant or unreasonable parents. In serious cases he should consult his managers ; in less serious cases it may be better to visit the parents in person and speak to them calmly and kindly. Such forbearance will often make a friend where a less conciliatory mode of treatment might have made an enemy. In any case, a teacher should be always willing to waive his strict rights and dignity for the good of the children. Their time at school is short. That teacher best consults his own interest and comfort who, by the conscientious discharge of his duty, shows that he has the true welfare of his scholars at heart, and that his every action is prompted by a wish to influence them for good. When children ask their teacher for information on subjects with which he has little or no acquaintance, he should not be ashamed of frankly owning his ignorance ; certainly he should never attempt to hide it by asserting that of which he is not quite certain. If, however, he will take the first opportunity of acquiring the needed information, his scholars will teach him as well as he them. Teachers have been known to boast that they never allow their scholars to believe them ignorant on any subject. How can such teachers discharge one of their highest duties, namely that of striving by daily practice and personal example, as well as by precept, to implant in children's minds, an earnest longing for self-improvement and culture, and, what is of yet higher importance, a heartfelt respect for truth, thorough- ness, and honesty in every detail of work ? When a child is detected in the act of copying, or getting assistance unfairly, he should be shown the twofold harm he is doing himself First, by falling into untruthful habits ; Secondly, by leading his teacher to believe that he knows what he does not, thus losing the chance of receiving further instruction till he has mastered his task. Such a habit, moreover, if not promptly, vigorously, and 6 THE TEACHER. habitually checked, will inevitably bring disappointment and failure on the day of examination. It is the practice, therefore, of prudent and experienced teachers, while endeavouring to instil, yet never to reckon on, a high code of honour among children, but to adopt such methods as will make copying impossible. A teacher should blame himself whenever he detects such acts of dishonesty as good and watchful discipline would have pre- vented. In all his dealings with children a teacher should scrupulously avoid the slightest appearance of partiality or favouritism. Nothing so arouses the anger of the mildest tempered child, or is so fatal Ic a teacher's influence for good, as any word or deed savouring of unfairness. The most trivial act of injustice will often rankle for years in a young mind. If at any time, from infirmity of temper or physical irritability, a teacher does or says anything unjust or unkind, or speaks or acts hastily or angrily to a child, he ought never to be ashamed to own himself in the wrong. When a teacher feels his temper ruffled by a child's mis- conduct, it is better in most cases not to speak or act at the time, but to wait till he can reason with the offender, not merely calmly, but even lovingly. CCor one another, neither too close together nor yet too far apart. When some of those who usually fill a group of desks are absent, the children present should be seated in a compact mass, instead of being allowed to sit straggling at irregular intervals. Care should be taken not to seat two or more troublesome children near one another. Whatever work a class be doing none should be left unemployed. The teacher should never, without urgent cause, quit his position. He should so use his eyes that each child may feel himself to be under their influence, that he / cannot stir without being observed. When teaching a class seated at parallel desks he should stand about four feet from the centre of the front desk, so that without turning his head he can view the whole group at a glance and readily eye every child in turn. When a stranger, or superior approaches, he should refrain from advancing nervously towards the front row ; as then, no longer feeling his eye upon them, the children there seated (who as before intimated, should be the more troublesome) will fall into inattention or disorder. If the teacher's heart be thoroughly in his work, he will gradually grow out of that self-consciousness which makes him feel shy and awkward, while his teaching is being overlooked. When unmistakeable signs of general weariness are noted in a class of young children, the whole should be smartly exercised for a few seconds ; but if this has often to be done, there must be something seriously amiss in the teacher's method or manner (usually a lack of sprightliness, or of cheerful utterance), which he will do well to search out and amend. 1 When he has to reprove an offender by name, he should do so without any appearance of anger, but with studied composure of voice and mien. An inat- tentive child is best relmked by being asked what his teacher has just said. Order should be maintained as much as possible by the eye. 1 It may be well to note here that no subject should ever be pursued for more than three-quarters of an hour, and that the ten or fifteen minutes allowed for recreation at each meeting of the school should invariably be taken in the middle of the sitting, not, as is sometimes the case, at 11.15. It should be remembered that a grant can be reduced for an ill-adjusted Time Table, and that H.M. Inspector's approval refers only to a Time Table's conformity with Section 7 of the Elementary Education Act,l&70. 10 THE TEACHER. When children are standing in class, let them stand with heels not toes touching strictly in line, at exactly equal intervals. If they occupy three sides of a square (as when arranged round a group of parallel desks), crowding and overlapping at the corners should be carefully checked. When they are seated in rows, each should be compelled to keep his correct distance throughout the lesson. Lounging, putting hands in pockets, ndgetting or looking about during lessons, should on no account be allowed. Books, slates, pencils, &c., should be passed to and fro in strict silence at the beginning and end of each lesson, as methodically as buckets at a fire. In the seating or unsealing of a class, every move- ment should be done by each child in exact time at the word of command, and they should march to and from their places with arms folded behind, keeping equal intervals, and strict time. No teacher should ever push or pull children who lose their places either during this manoeuvre or on any other occasion. Some teachers have a bad habit of walking to and fro, like caged lions, in front of a class, while they are teaching. L A restless teacher makes a restless class^ It is better to stand erect and steadily on one spot, never lounging, putting hands in pockets, or resting one leg on a form. (Affected gait and postures should be avoided, as they tend to distract children's attention from the teaching, and to provoke ridicule.) Listlessness of manner on the teacher s part will speedily spread through his class. In lessons requiring animation however, easy and natural gestures of arms and hands to aid the eye and voice are decidedly worthy of encourage- ment. Success in class management depends on strict attention to such details as these. Children should never be allowed to rise from their seats in eagerness to answer questions, or to correct mistakes. They should be instructed always to raise the right hand to show readiness to answer if called upon or pointed at, but never to answer until so called upon. The same child should not be called upon too often to answer qm stions. A young teacher is often misled as to the results of his teaching by a few sharp children answering his questions smartly. He should never be satisfied until he gets answers from t/te inattentive and dull. Questions should never be put CLASS MANAGEMENT. 11 requiring only 'yes " or " no" for answers, nor should recourse be had to that pet resort of feeble teachers of interlarding their lessons with ''don't we?" " isn't it 3" " shouldn't you? " &c. Nor should any leading questions be put which, by suggesting the answer, -save children the trouble of thinking. The form of the questions may if necessary be varied ; indeed, every device should be tried to make children think and express their thoughts in their own words. Advantage should be taken of wrong answers to correct mistakes into which, if left uncorrected, other children may fall ; but care should be taken not to unduly discourage the shy. The teacher should check answers learnt by roto from text books, and insist on the sub- stance being expressed in a child's own language. Simultaneous or collective answering should be very rarely allowed as e.g., at the summing up of a lesson. Its real use is to impress on the memory of a class a correct answer given by one child. Its abuse or too frequent use is fatal to progress. An eye trained to quick yet steady watchfulness is the \ teacher's best weapon for maintaining discipline. The eye should I be aided by the hand used to warn, beckon, point, or direct, but \ rarely, and indeed only in the last resource, by the voice. The voice is too valuable an instrument to be needlessly or recklessly employed. A word should never be used where a look or a sign would suffice. Care should be taken habitually to avoid harshness or undue loudness of tone. Every teacher should acquire the habit, which all speakers have, of taking in breath always by the nostrils, never by the mouth. This is of great importance to health, and also enables a speaker to modulate his voice so that its very tone will give some intimation of his meaning. A teacher should speak as a rule on as low notes as he finds by practice he can use with ease and comfort, and without any appearance of affectation. Every word should be uttered slowly, yet without drawling, distinctly and deliberately, yet naturally, and proper pauses should be made between the phrases of each sentence. A quiet, calm utterance is with all children most effective in arresting and rivetting attention, and is yet more impressive with children previously accustomed to disregard the habitual scolding of a high-pitched voice. A noisy teacher makes \ 12 THE TEACHER. a noisy school. Gentle speech tends to produce gentle movements, and gentle manners. The voice of the weakest, properly managed, will carry the speaker's words without shouting to every ear in any well-constructed and well-organised school. It is a good thing to practise reading and reciting aloud on different notes, in and out of school, in the open air, and in all sorts of rooms, always with head erect and shoulders thrown back, till a speaker finds that part of his voice which carries his words furthest and with least effort. Children should from the first be trained to turn their eyes promptly to their teacher's at his least utter- ance. His health and comfort, as well as the order of his class, are most seriously affected by the proper use of the voice. Of course he should also habitually take pains to avoid using any vulgar slang, or ungrammatical expressions in speaking to children, in or out of school. The young teacher especially should keep strict watch over his tongue to avoid this fault, which is as objectionable as it is unhappily common. It is of supreme importance that a teacher should be always in earnest over his work, as then his earnestness cannot fail to impart itself to his scholars. If he treat a subject as unim- portant, they will become listless or frivolous. He should never tire of going over the same ground again and again, till his dullest scholars have completely mastered all that he has been trying to teach. He should make it his practice during every lesson to watch the dull and careless, and never rest satisfied till he feels that he has aroused their interest and is keeping their attention. Let him spare no pains to find out children's difficulties, and to explain everything in the simplest words, however plain it may seem to himself. If, as must often happen, he find it hard to make them understand, instead of showing impatience, let him repeatedly try to make everything perfectly clear. A good teacher will never blame children for dulness which they cannot help, but will rather blame his own inability to discover and smooth away their diffi- culties. He will take nothing for grantc-1, but will test his work frequently and thoroughly, knowing that otherwise, when an outsider tests it impartially, its imperfection and unsoundness will be detected. CLASS MANAGEMENT. 13 It is of the utmost importance that every child's attention should be kept unflagging during school hours. Habits of inattention, fostered by a teacher's oversight, often prove nearly as fatal to success in examinations as imperfect knowledge. For instance, a child habitually careless and inattentive, es- pecially if naturally sharp, will not take the trouble to look over his sums, or to listen carefully to dictation and questions. The same habits, becoming ingrained as the child grows up, will seriously mar his usefulness in after life. An observant atten- tive dullard is far more likely to turn out a good workman than a sharp but careless boy. PART IT. INFANT SCHOOLS. 1. General Rules. 2. Reading. 3. Writing. 4. Counting. 5. Form and Colour 6. Common Objects. 7. Natural History. 8. Learning by Heart. 9. Marching and Singing. 10. Needlework. 1. General Rules. INFANTS are taught chiefly through the eye. The main faults in their instruction arise from teachers overlooking this. Little children, being "unconscious mimics," delight to imitate what they see and hear both by voice, gesture, and drawing. Good use should be made of these natural instincts. Their lessons should be made not merely as little irksome, but as attractive as possible. The Germans have recognized these points in their admirable Kindergarten system, which is at length finding its way into our schools. To carry it out thoroughly, however, requires a larger teaching staff than most managers have as yet seen their way to employ in Elementary Infant Schools. An even temper, a gentle, sympathetic voice, a kindly and cheerful mien, are essential for success in the teaching and management of infants. Very useful too are a good memory for stories, and that lively fancy which enables the teacher by voice, eye, and gesture to give such vivid strokes and delicate touches to the scenes and things described as to make the INFANT SCHOOLS. 15 listener seem to see and hear things. If a teacher be fond of children she may to some extent acquire this art by carefully noticing what interests and amuses them. When she wishes to speak to them of something which they have not seen, she should lead up to it very gradually by careful comparison with things familiar to them. She should never trust to verbal ex- planations and illustrations, however clear or minute, when she can possibly get the thing itself. She should be on her guard against any abuse of what is called " elliptic " teaching, to which inferior infant schoolmistresses far too frequently have recourse. How silly and useless it is for a teacher to say " Glass is trans " then pause for the children to say, "parent." " Wood is o ," children, " paque " ; and so on for many minutes at a time. A skilful teacher will avoid the necessity of using hard words. She has to teach things, not words. Infants learn nothing by repeating after their teacher, " Iron is fusible, malleable, duc- tile," &c. Whatever meaning such words convey to the teacher's mind, they can convey none to little children. To them they are hard sounds, difficult to utter, and nothing else. If they are to learn anything of iron, they must be reminded of what they have seen a blacksmith doing, or might see their teacher doing with a piece of iron wire and a fire, and must have their attention drawn to various things made of iron in the room. 2. Heading. In reading and spelling good results are often attained only by an undue expenditure of time and toil. Teachers might spare both themselves and the children great weariness if they would recognize the difficulties created by the fact that the names of our letters seldom form the least clue to their sound, use, or power, when combined in syllables and words. They would then see that they have to solve simultaneously, yet without confusion, two problems, each of which is the converse of the other, namely, to enable children : (1) To recognize and sound at sight the combinations of letters in syllables and words. (2) On hearing syllables or worths sounded, to write correctly 16 THE TEACHER. the combinations of letters which represent the sounds they hear. It is not easy to discover on what, if any, principle the reading- sheets and primers commonly used are based, but it is certain that in few schools as yet is the teaching of reading based on natural principles. Nothing but long habit could close teachers' ears to the absurdity of saying "see oh double-you, cow," and so on. Such absurdities follow naturally from the practice of beginning by teaching children " their letters," i.e. their names instead of their powers. Good use should be made of children's eyes to familiarize them gradually with those combinations of letters which are most frequently used ; of their ears to associate the correct sounds of those combinations with their appearance ; and of their powers of mimicry, to induce them to imitate the movements of their instructor's lips and tongue, so as to repeat every sound correctly after her. A skilful teacher will take pains to keep out of sight in the earlier stages of reading lessons, all such irregu- larities of vowel sounds as are found in " where," "there," "one," and sundry other monosyllables, which are far more difficult to a child than long words like " Mesopotamia," in which no unusual power of any vowel occurs. One of the most successful teachers of reading to infants attributes her wonderful results to the following system. She takes a class of four-year-old children and makes them sound accurately after her all the " voices " or powers of each vowel regularly used in English. The children are not shown the signs which represent those sounds, i.e. the letters, until they are able to sound all the voices accurately. By carefully withholding all irregularities of sound, and gradually combining the vowels with consonants sounded phonically, she enables children at six years of age to read fluently from advanced books. 1 Purity of intonation, clearness of articulation and enunciation, a good ear, and strict attention to secure from the children accu- 1 The teacher referred to uses Sormenschein and Meiklejohn's English method of Learning to Read. Heading sheets, primers, and books based on the same principle are now being published by several firms. INFANT SCHOOLS. 17 rate reproductions of every sound uttered by the teacher, are absolutely essential to the success of the system. The results to be achieved, however, more than repay the personal trouble re- quired to ensure them. To the teacher as well as to the taught it is infinitely less wearisome and more interesting than what is called the alphabetic system. A beginner must carefully refrain from telling children the names of any consonants in the earlier lessons. A little practice will soon enable any one to sound them " phonically," and indeed the very effort to give the force of a consonant apart from a vowel has a tendency to improve articulation. Thus, after children have learnt to recognise and sound at sight the com- binations ' ad ' and ' ade,' the teacher, instead of saying ' bee ' and ' emm ' on showing the letters b and m prefixed to either, will bid the children watch and imitate the movement of her lips as she forms them into the shape required for pronouncing ' b ' and 'm.' She will then give as much of the effect of each of these consonants as can be given without any vowel before she unites them with the syllables and utters or allows them to utter the words 'bad/ 'mad,' 'bade,' 'made.' Teachers previously accustomed to teach reading alphabetically must not allow themselves to become disheartened by the seem- ingly slow progress made by children during the first few months. Their steady progress afterwards and the confidence with which they will soon grapple with words will more than repay patient waiting. To ensure good spelling every reading lesson should be followed by transcription of the words newly read and mastered and after that again by dictation of the same words. If words spelt amiss be written out several times the children can hardly fail to become good spellers. Infants should never be asked to spell a word aloud but always to write it down. Reiteration of the sounds " bee-you-en " bun, by way of impressing the spelling on the mind, is in violation of the known fact that spelling depends on the eye not the ear. 3. Writing. Advantage should be taken of children's natural instincts in their first lessons in writing. They should be supplied with sticks 18 THE TEACHER. wherewith to form all letters that are made up of straight lines ; then with rings and half-rings of cardboard to form letters like B, C, and P. After this they are to be encouraged to draw letters in printed characters on slates and black boards. By such means children learn first the forms, then the powers, and afterwards the names of the letters with little trouble to their teacher and with no little amusement to themselves. As soon as infants are to write upon slates they should from the very first be drilled to take up their pencils with the SECOND finger and thumb, and to raise them thus held for inspection at the beginning of every writing lesson. The forefinger should point upwards and not be placed on the pencil until writing begins. This drill will ensure their habitual use of the second finger in writing, and counteract the tendency to its disuse in after life. No child should be allowed to write with a pencil shorter than four inches. Tin holders should form part of every school's permanent stock and be supplied to children as soon as their pencils become short. For drawing, not writing, on slates, short pencils may be allowed. 4. Counting, Counting is best taught by means of pencils, buttons, nuts, or counters. Children should not be allowed to count on their fingers, as that is a habit which it is difficult afterwards to break off. It is important also to have addition subtraction and mul- tiplication tables learnt by heart, and recited or chanted in unison by infants while they are assembling, marching round the room or playground in mid-school time, or preparing to go home. Great pains should be taken to wean infants gradually from the use of actual things to count with, to enable them to pass unconsciously from the concrete to the abstract. If they have been well taught, most children at the age of five will be easily able to add together mentally any number not amounting to more than ten, and to subtract numbers not exceeding seven. At the age of six they will readily add, and write figures tip to twenty, and subtiact up to ten, and when orally tested in such sums they will answer promptly and correctly. INFANT SCHOOLS. 19 5. Form and Colour. The instruction given to infants on Form and Colour is often too mechanical to interest them or to be of any educational value. In teaching shapes, hard names, as pentagon, rhombus, &c. may with advantage be left alone. To be of real use to children lessons on form should be so given as to encourage quickness in counting and accuracy in outline drawing. Advan- tage should be taken of mistakes in drawing to train their eyes to see things correctly. Attention should be drawn to simple shapes of common objects in the room, as bricks, window-panes, slates, cards, clock-face, &c. In lessons on colour children should not be worried with strings of names of different shades, but should be invited to notice the colours in their clothes, odds and ends of coloured silks and wools ; and find out like colours rather than to learn their names. In country schools a teacher- should refer to well-known wild flowers, encouraging the children to bring flowers to school daily, and commending good taste in arrangement of nosegays. This may have the effect of gradually training their eyes to an instinctive feeling for harmony of colour. 1 The mistress will of course be careful not to let her own dress show any violation of good taste in colour. 6. Common Objects. Infants should have well-arranged, thoughtful, and interesting lessons on the common things which they see or use daily, as materials of Food, Drink, and Clothing, Houses and Furniture, and natural events of common occurrence. In all these lessons the simplest words should be used, and they should be led on 1 The laws of harmony and contrast, between secondary colours at any rate, can be easily remembered by the simple device of placing the three primaries, yellow, red, blue, at equal distances from each other round the ~.e. Any diameter of this circle will show complementary at each end. Thus a diameter starting from red will fall between blue and yellow, that is, on green ; one starting from blue will fall between yellow and red, that is, on orange ; one drawn from yellow will hit purple or violet. 1 1 will be found that the eye is satisfied when red is balanced by green, orange by blue, yellow by violet. For infants these elementary contrasts will suffice. c 2 20 THE TEACHER. slowly and step by step from what they already know to what is new to them. The teaching should be reiterated with endless variety of illustration till they have thoroughly digested the mental food set before them. The most patient skill should be used to draw out their powers of observation and to train them to compare like and unlike. The teacher should always think over her subject well, and draw up notes for every such lesson before she comes to school. She should not try to save herself trouble by taking such notes from a text-book, but should think them out for herself. There should be a distinct aim in every lesson, and the subject matter should be so arranged as to work up to it. Free use should be made of things and pictures, and the chief headings should be written on the Black Board, so that at the end of every lesson all may be summed up, and then the result tested by questioning. Neither the summing up nor the questioning should ever be omitted. Both are essential. It is not wise to be always tacking on a moral to every lesson. An earnest tone and devout manner are far more likely than the repetition of set phrases to awaken feelings of reverence and loving awe in a child's mind ; to foster in it a sense of the beautiful, and of the reign of law ; and to awaken in its heart a love for all that is good, kindly, and generous. 7. Natural History. The interest which infants naturally take in animals should be made use of to cultivate their powers of observation, and to deter them from thoughtless acts of cruelty, by arousing feelings of interest and love for the brute creation. Even in towns there are horses, cows, dogs, cats, rats, mice, poultry, sparrows, swallows, toads, beetles, spiders, flies, and the fishmonger's slab. Good use should be made of these to serve for illustration and comparison in giving lessons from pictures of well-known foreign animals. Such lessons should be given not by haphazard, but in groups. Thus the cat will enable the mistress to lead up to the lion, tiger, and other large cats ; the dog will introduce the wolf, fox, hyena. The horse and the cow will furnish introductory lessons to the elephant, hippopotamus, camel and deer. Unless INFANT SCHOOLS. 21 a teacher's memory be unusually ready and retentive, she will find it well to set down in a nole-book any simple stories of animals she may /tear or read. Nothing better serves to arouse the interest and fix the attention of infants than a well-told story. Technical terms, such as ruminant, rodent, &c., should be carefully shunned. In lessons on animals a teacher should not venture beyond her depth in dwelling upon the parts of an animal and their uses. A more accurate knowledge of anatomy than most teachers possess is needed to justify much detail. Nor is the growth of religious feeling fostered by continually attributing to the direct goodness of God the adaptation of animal structure to animal wants. In a country school a teacher will freely avail herself of the sights and sounds familiar to the children in their daily walks : farm-work, birds, beehives, ant-hills, storms, snow, brooks, fruit and forest trees, hedgerow plants, &c. She will be careful however in this superabundance of interesting objects not to let her lessons become desultory, and her tongue wander aimlessly from one thing to another. Good results are attainable only by good methods, and by lessons given with definite aim. In object lessons, whether on common things, or on animals, whenever a fitting opportunity presents itself, children should be encouraged to draw things (as simple leaves, &c.) on their slates, or on the Black Board. Of course they will not at first draw very cor- rectly, but drawing their best will afford good practice for eye and hand. 8. Learning by Heart. One of the most important of all subjects for infant classes is seldom well handled, and too often wholly neglected, namely, learning by heart, and reciting with expression, good easy poetry, such as Wordsworth's "We are Seven," "Pet Lamb." "Lucy Gray," "Alice Fell," Southey's "Battle of Blenheim," Lord Houghton's "Good Night," many of Mrs. Hemans' shorter pieces, and other simple poems such as may be found in the Children's Treasury of English Song, The Children's Garland, and other like collections. Great pains must be taken to ensure thoroughly good recitation. Remembering children's aptness for 22 THE TEACHER. imitation, the teacher should spare no pains at the very outset, as well as at every subsequent reading or recitation of the poem to be learnt, to give correct expression and intonation to every word in every line, neither exaggerating stress, nor slurring over pauses. The benefit of committing to memory in childhood a goodly store of choice thoughts expressed in choice words, of beautiful pictures exquisitely drawn and coloured, and the effect in delighting, cheering, and refining the mind during the busy intervals of after life, can hardly be overrated . 9. Marching and Singing. Good drill and marching are very important matters in infant training. Smartness and graceful action would be much better imparted were teachers to learn calisthenic exercises from a good drill sergeant. Marching is often attempted in too cramped a space, where the children being so crowded together as to tread on each other's heels, acquire a slow stamping step, as though they were on a treadmill. No more infants should ever be allowed to march at once than can step out naturally, and in time, without treading on one another ; s heels. No playing or talking should ever be allowed during marching, but lively airs in f or f time should occasionally be sung. Songs in triple time of any kind are obviously unfit for marching- songs. Attempting to march to such measures, children must inevitably give a wrong accent to the music, and lose ail feeling for rhythm or measured beat. For variety, recitation or chanting of tables may be occasionally introduced during this exercise. It is a good practice to train children to march two abreast, with hands folded behind, not before, as this tends to open the chest. They should bo trained to march in couples to the nrddle of the gallery, there part, the girls filing to one side, the boys to the other, and to seat themselves on the benches in order. Songs to be sung by infants seated should generally be accompanied by imitative gestures, and care should be taken to make these gestures natural and appropriate. Infants singing a soldier's son? may sometimes be seen ungracefully doubling INFANT SCHOOLS. 23 their fists to show fight, when they ought to be placing their left arms close to their sides as if holding shields, and to be raising their right arms, as though uplifting swords to strike. Again, in drawing an imaginary bow, instead of drawing the right arm back, children are often taught to thrust it forward as if the hand were the arrow. Whatever is worth doing at all is worth doing well. Trifles such as these make the difference between excellent and ordinary, between finished and rough workmanship. It is much to be desired that music should be taught by note to infants, as it is now a well-established, if not well-known, fact that a skilful instructor can teach infants to read music before they can read books. It has been well done with such rude machinery as the five fingers of the left hand, used for the lines and spaces of the treble stave, and pointed to by the teacher's right fore finger. 10. Needlework. An Infant School should be divided into four classes for Needlework. In the, fourth class, composed of children from three to four years of age, all are taught simultaneously to thread needles, and then to form a stitch, according to the six steps suggested in Griffith and Farran's Manuals on Needlework. The third class consists of children from four to five years of age. In this class they are taught to fix a hem (first on paper) so as to make a garment, which can be completed by hemming alone. TJie second class comprises children between five and six. In this class they are taught to sew and fell, special attention being given to the proper way of holding both work and needle ; the fixing as in the third class being done first on paper. The first class is composed of children from six to seven years of age. On entering this class the children are taught to pleat (first on paper) and to sew on strings. When each child has with- out assistance completed a garment in which hemming, sewing, felling, pleating, and sewing on strings are comprised, the 24 THE TEACHER. class may be allowed to take up herring -boning, darning^ and marking. The chequered board must be largely used in teaching the darning and marking stitches ; but herring-boning requires much individual attention, and is perhaps best deferred to a later stage. A teacher scared by the abova outline of what is actually done in the best Infant Schools, may content herself with the following less ambitious scheme. 1. Threading needles by method. 2. Position-drill for learning to hem. 3. Teaching to turn hems (first on paper). 4. Hemming strips with black cotton, rising to red and blue, teacher at same time showing how to fasten on and turn corners. 5. Counter-hemming strips sewing and felling. 6. Making simple garments, combining the above. Knitting. 1. The children should be shown two knitting needles and cotton, and taught their uses. 2. The teacher should stand before a class knitting, calling as she proceeds the four terms, " needle through," " cotton round," "catch," "off;" the children should be provided with needles and cotton, and required to imitate her. They should learn to knit strips for garters, braces, dish-cloths, bath-towels, &c. 3 The children are then taught to purl with two needles, afterwards with four, learning to knit muffetees, socks, &c. NOTE. Infant Teachers will do well to read Mrs. Fielden's Address to Teachers, Id., sold by The Midland Educational Company, Birmingham and Leicester, and to use Mrs. Fielden's Arithmetic for Infant Schools, 6d. , Gill and Son. Sundry hints will be found in the Author's Address to Managers and Teachers, 2d., sold by Robertshaw, Sheffield. ADDENDUM. Teaching to Read. THE practice of beginning a child's first lessons in reading with the names of the letters is being replaced by the more rational methods set forth in A Syllabic System (published by G. Bell and Son). This method is based upon the principle of "leading children from the known to the unknown," Long before they are taught to read children are familiar with scores of simple words which denote persons, animals, objects, actions, and qualities. They know the words by sound, but noi by sight. The teacher selects for the first lesson a word which has many rhymes, e.g., cat, hat, bat, rat, fat, sat, mat, vat; pin, fin, tin, din, thin, sin, kin; hop, sop, top, mop; hen, men, pen, ten, den, fen; bun, fun, gun, and so on. These words she prints in columns under one another, intro- ducing each with some little simple preliminary questioning and talk. There is no need to tell children so taught that a t, is at ; i n, is in; o p, is op; and so on. By using their eyes and ears they soon learn the function of each letter in combination. The effect of the vowel,: is soon Cleaned by the children if a teacher shows skill in contrasting words, e.g., lest, list, lost, lust ; fin, fen, fan, fun. It is found that children take great pleasure in such lessons, because their minds are kept actively on the look-out for fresh combinations and pleasant surprises. The teacher of course takes pains at the beginning to appeal to the children's knowledge of the meaning of each new word, but they need not know the meaning of every syllable afterwards intro- duced. It is sometimes necessary to set before them unmeaning syllables when the teacher is leading up to some longer word of regular notation, e.g., bdlringer, grasshopper, and so on. On this system so few letters are used at a time in any early lesson, and those few are so often re- written that the weary weeks usually wasted in teaching the letters are more profitably spent in acquiring the power of recognizing easy syllables at a glance. It is found that double consonants present little, if any, difficulty 26 THE TEACHEK. to children taught on this method. \Vords like skins, spins, chins ; string, strong, strung; cling, clang, clung; splash, crash, thrust, and so on, are easily deciphered by well-trained children of four and five. In such words the double consonants are best treated as one sound and not split up. Nor do such combinations of vowels as ai, ay, oi, oy, ee, ew, oo, oa, uy, give any trouble after some weeks spent in mastering words containing only single vowels. The difficulties presented later on by ou, ow, ei, ea, ie, may be minimized by the use of carefully graded reading primers. Associ- ation, comparison, and contrast are the teacher's best resources in overcoming these and similar difficulties. It is found that children taught on this syllabic method are good spellers. This is what might be expected, because their eyes have from the first been trained to notice the effects of changes of letters in combination. The interest of the class is sustained by a rapid fire of questions during reading lessons. For instance the word anger occurs in the first Infant class. The teacher asks what the word would be if she puts m before it. This brings out the soft sound of g, and the lengthening effect on a of a following e. She then elicits similar words, as danger, range, angel, change, w ) j> V> The second group comprises o, a, d, q, g, c, e ; the third s, f, x, k, z. dumber in Infant Schools. It is important that the principle of grouping and analysis of number should underlie all earlv teaching to Infants. The first 28 THE TEACHER. stage is a perfect knowledge of 5, the second of 10. That once mastered there is no difficulty in giving children of six a thorough mastery of number up to a hundred. To facilitate proper grouping of number a Ball Frame of eight wires with ten balls on each wire will be found more useful than the ordinary Ball Frame. The latter, an outcome of the Chinese method of reckoning by twelves, is unsuited to Europeans, who from the days of the early Greeks have counted by tens. On these eight wires four colours, Blue, Yellow, Red, and Green may be thus utilized. On the topmost wire there may be 1, 2, 3, 4 of these respective colours ; on the second 2, 2, 3, 3 ; on the third 3, 3, 3, 1 ; on the fourth 4, 4, 2 ; on the fifth 5 Blue, 5 Yellow ; on the sixth 6 Red, 4 Green ; on the seventh 7 Blue, 3 Yellow \ and on the eighth 8 Red, 2 Green. The teacher will thus have at command every combination of ten. It is hardly worth while adding two more wires for the sake of getting nine and ten of one colour. An additional wire containing 5 Blue, 5 Yellow, 2 Red, and 3 Green may be of use. Occasional use of the Roman notation is found useful in early lessons on number. The very form of V. shows it to be half of X. The symbols IY. and IX. one short of Y. and X. are suggestive. So too is L. the half-way house between X. and C. ; and again XL. and XC. for forty and ninety. The child who would look upon 15 as one and five could not so mistake XY. Then, too, the symbols VI., VII., VIII., and XL, XII., XIII., keep up in the child's mind the principle of grouping numbers and of thinking through tens. A child who has once grasped the decimal mode of reckoning finds it as easy to compare 87 and 93 as to compare 7 and 13. He at once refers the 7 to the next 10 and knows it to be 3 short of it. Adding this to the 3 beyond 10, he arrives at the 6 without conscious effort. The very names thirteen, fourteen, &c., suggest that numbers beyond ten should be treated as simply the first nine numbers with ten added, and that children's brain work should be eased by the use of bags or boxes containing ten things each. Thus taught, they are able to handle any number under 100 with the same ease that numbers under ten are handled. APPENDIX TO PAET II. OUTLINES OF LESSONS BY HEAD MISTRESSES OF GOOD INFANT SCHOOLS. 1. The long sound of "A." Matter. 1. The long sound of "A " worked out. Print in a column upon the slate the syllable " Ad." Let the cnildren be required to pronounce it. In a parallel column print the syllable " Ade." The children should be directed to notice the difference in the two syllables. The teacher then pronounces the syllable " Ade" requiring the children to repeat it, and to notice the difference in the sound of the two syllables, and to say why they are not pronounced alike. Tell the children that the syllables in the first column have the short sound of " A ; " and in the second column the long sound. Prefix the letters ; g> J> P> q> y> about as long below the lines as is the space between the two lines, and the upper halves of p and t somewhat shorter. Special pains must be taken to form o properly, and to let the same form plainly appear in a, d, g, and q. In all these letters tJie o should always be commenced at the upper part of the right-hand side. Equal spaces should be carefully preserved between each letter in a word, as also between each word in the sentence. This evenness should be occasionally tested by actual measurement. Angular writing should be carefully avoided, and the relative proportions of the different letters always accurately observed. While he is writing his copy the teacher should call attention to the way in which he is forming and connecting each part of every letter, as also to the precise way in which he connects each letter in every word. Faulty constructions which he would have them avoid should be carefully set down on the board. This done, the children should be directed to place their slates or books parallel to the edge of the desk, and to hold up their pens or pencils. In the latter case, a good look-out must be kept to see that no child has a pencil too short to be properly held. 1 In writing each must hold his pen or pencil about an inch from the point between the tips of the first and second fingers and the thumb, all extended nearly straight. To secure the habitual use of the two fingers it is prudent to occasionally preface a writing lesson with the following exercise by way of drill : Each child to hold up the pen between the SECOND finger and thumb, keeping the first finger erect. This has the effect 1 To secure this, tin holders should form part of the permanent stock of every school. No pencil shorter than the full forefinger should be tolerated. READING, DICTATION, AND WRITING. 43 of counteracting the general tendency of ill-trained writers to hold pens with the first finger and thumb only. Before beginning to write, the children should be told to make a quarter turn to the right, place their left fore-arms on the middle of the desk parallel to its edge (so as to keep their slates or books steady by the pressure of their left hands laid open thereon), to rest the fleshy part of their right fore-arms on the desk, with the third and fourth fingers bent inwards to give some support to their right hands. If their wrists then lie as they ought to do, r&therflal than edgewise on the desk, the handles of the pens will point towards the right shoulder. They will now begin to write. As they write, the teacher will scrutinise each carefully, noting and at once correcting every deviation from any of the above instructions, and insisting upon every child sitting upright with liead erect and cliest out, and keeping his paper or slate straight, exactly as originally placed. Slates should not be tilted up during writing. As soon as a whole line of writing has been completed, they should be cautioned to push their slates or books upwards away from them, instead of (as is too commonly done) gradually lowering the right arm till the wrist, or even the hand, rests on the desk, when of course all power of writing freely is lost. In writing on slates, children should not be allowed to set teeth on edge by holding their pencil too upright. The untidy habit which children too often acquire of flicking superfluous ink about to the detriment of the school floor and of their neighbour's clothes should be rigidly checked. To secure uniformity of pace in wilting, the lesson should be taken in stages and a definite portion done in a definite time. At the end of each stage that is at the end of the time which a child ought to take in writing a piece the children should lay down pens or pencils and show their books or slates. After examining the writing the teacher will comment on and correct any mistakes which he may have noted. If the class be small and the light good, most, if not all, the writing may be inspected from the front. Examination, comment, and correction at the end of each stage will obviously tend to produce improvement in every succeeding one, as also to give variety to the lesson. 44 THE TEACHER. It will probably be useless to recommend the total disuse of Copybooks in schools ; but where they are used it should be so arranged that the whole class work on the same copy at the same time. It cannot be called a writing lesson when each child is engaged on a different copy. As long as it is deemed necessary to require children to write in Copybooks at all, they should not be confined to the more advanced books, which usually contain only small-hand, but should spend a fair share of time on large hand copies, which give freedom to the wrist and tend to form a good bold hand. If Copybooks be used having but one copy on a page, the only chance of preventing children copying their own writing and repeating their own faults is to make them begin at the bottom and advance iipwards. It would, however, be well to restrict the use of Copybooks to the upper standards, if not even altogether to banish them, as it is impossible to insist on children looking carefully at the copy set in a book, whereas a watchful teacher can ensure every one's looking up to the Black Board. The general adoption of this practice in schools would tend greatly to improve the writing of the younger teachers. CHAPTER II. ARITHMETIC. IN Infant Schools the practice of frequently chanting Addition, Subtraction, and Multiplication Tables is found most useful. Similarly in Boys' and Girls' Schools, frequent recitation of Multiplication Tables beyond twelve times, and of the Pence Table, is to be commended. This practice will be found of the utmost use in enabling children to do quickly the mechanical parts of their sums, and will also be of great practical use to them in shopping, or in making rapid mental reckonings in their daily occupations in after-life. ARITHMETIC. 45 The teacher should bear in mind the necessity of explaining fully every new step taken in teaching Arithmetic, of giving clear reasons in simple words for everything done, and of ascertaining that every child is following every step. He should never assume that what is easy to himself must be easy to his scholars. He has not improbably forgotten the difficulty he himself once found, for instance, in borrowing and carrying in Subtraction sums, and feels impatient at what he deems the children's stupidity in making mistakes. He should rather blame his own want of skill for not leading them on gradually from the known to the unknown, thus making all so clear and sure to them that they cannot go wrong. With beginners every opportunity should be taken of giving sums that have some connection with their daily life. Thus in a town school, a teacher may say, " there are so many houses in such a street, so many in another street," and so on, letting them put the numbers down as they are given out, and then add them up ; or, " so many men, so many women, so many boys, and so many girls passed by this school yesterday, how many altogether ? So many chimney-pots were standing in this town on Monday ; a high wind in the night knocked so many off, how many left next morning 1 " Similarly in country schools, " so many trees in a plantation, so many cut, how many left standing ? So many cows in one field, sheep in another, horses in a third, pigs and hens in a yard, &c., how many animals altogether ? " and so on ad infinitum. If children have been in a good Infant School they will come up to the senior department well grounded in notation up to hundreds. Pains should be taken to test and keep up this knowledge by frequently inserting O's in the figures dictated to them. They should never be allowed to learn to work multi- plication sums till they are so thoroughly at home in numeration as to put down without hesitation or mistake any figure under ten thousand. In dictating sums the teacher should never say, no hundreds, no tens. If they have been properly taught, that is, if each child has been forced to think it out clearly for him- self, it will be impossible for any child, in working a subtraction sum, to bring out a result larger than the minuend. When such blunders occur the j prove either that children have been 46 THE TEACHER. taught by rule of thumb, and the ill-effects not found out by sufficient testing, or else that they have been allowed to copy from one another. Now unless from the very first a teacher makes copying or prompting impossible, he can never be thoroughly successful in teaching Arithmetic. On this subject the following from Mr. Fearon's School Inspection deserves attention : " The successful teaching of arithmetic in a public elementary school for boys is eminently a question of order and discipline. In girls' schools the unsatisfactory results in arithmetic are probably due as much to defects of knowledge of the subject on the part of the teacher, as to defects of order. But in boys' schools this is not the case. Our certifi- cated masters have always been, within their range, good arithmeticians, and well qualified as a class both to teach the subject to their scholars, and to train their pupil-teachers to teach it. And if the results of their teaching have been in many schools unsatisfactory, the fault has been due as much to want of discipline as to anything else. And the discipline, it must be remembered, which is sufficient for teaching reading cr writing, or any other subject, is not sufficient for the teaching of arithmetic. No serious mischief is done in a writing lesson by one of the scholars over- looking the work of another. And the evil produced by undetected prompting in a reading or geography lesson, though it is, of course, real and serious, is trifling by comparison with the harm produced by undetected copying and prompting in arithmetic. It happens also unfortunately that copying and prompting are particularly easy, and therefore specially difficult to detect, in arithmetic. One glance, or one whispered word, will often do the mischief. And teachers and examiners are always apt to underrate the powers of children in carrying on these practices so as to avoid detection. In testing how far a class has mastered the instruction which it has received in a new rule of arithmetic, or in reviewing a class in back-work, or in conducting any examination in arithmetic, it is not sufficient to place the children a few yards apart from one another, or to give different sums to alternate children, or (unless there is ample space for spreading the children out so as to leave every alternate row of desks vacant) even to give different sums to every third child. Children who are lazy, and anxious to avoid the trouble of thinking, or who have been inattentive during a lesson, and are anxious to avoid being detected and blamed for such inattention, or who have been accustomed to copy, and are therefore not self-reliant, can exercise an ingenuity which is perfectly marvellous in obtaining help at such a pinch from their fellow-scholars. No one who has not experience of schools would believe how far they can see, and how rapidly take in, the mode of working a sum pursued, or the result obtained, by their more clever or diligent class-fellows. "Effects of Want of Discipline in Teaching Arithmetic. And the effects of this copying are as disastrous in arithmetic as its practice is ARITHMETIC. 47 easy. The way in which the evil works is this. A new process in arithmetic is taught to a class of children. The diligent and clever members of the cbiss have taken it in quickly, while the slower or less attentive members have obtained a less thorough, or perhaps a very slight grasp of the subject. The teacher proceeds, by setting examples to be worked, to test how far his instruction has taken hold of the class. At once the temptation presents itself to those slower or careless members of the class to copy from their quicker class-fellows. And, unless the teacher detects the attempt, he may be so far deceived as to think that the whole, or almost all, of the class have mastered what he has been endeavouring to teach them, and may therefore conclude that it is safe for him to pass on to the next stage in his instruction. The further he proceeds in this course, the more helpless and dependent become the children who have taken to copying, and the more necessary is it for them to persevere and become adepts in that deceptive practice, until at lust the school is visited by an examiner, who takes such precautions as make it impossible for the children to copy, and then there comes a break-down which astonishes the teacher as much as the examiner and the managers. The reason why, after the introduction of the Revised Code, so many boys' schools failed in arithmetic, was, mainly, that copying had been much more general than was suspected. The schools do much better in this subject now than they did on the first introduction of the Revised Code. Yet the teachers are no better trained in it, and their methods of teaching are very much the same. But the payment by results, and those results being tested by inspectors, who adopt measures which render copying impossible, have forced the- teachers to adopt similar measures ; and the effect has been a general improvement in the arith- metical acquirements of the scholars. "How to stop Copying in Teaching Arithmetic. There is only one way of making sure that copying in Arithmetic is not practised in a school, and that is to make it impossible. It is absurd to talk as if copying could be stopped by appeals to the children's honour, or by punishment of those who are detected in the practice. The sense of honour in children, in an elementary school, cannot be expected to be greater than that of Eton boys, or undergraduates, or candidates for the Civil and Military Services, and for Holy Orders. The code of honour of the examinee is naturally a different one from that of the examiner : and what examinees at the public schools and universities will freely do, unless prevented, children in elementary schools will do. As for punishment, idle or slow boys will run the risk of it. Detection is not certain, but the trouble of having to apply the mind to a difficult question is most certain. So that the only real way to stop copying in a school is to make it impossible. Pupil-teachers who have charge of the lower classes should always be trained in simple mechanical methods of giving from three to six different examples at once, so as to make it impossible for their scholars to copy ; and they should be required to use such mechanical methods with their classes whenever they are reviewing or testing progress in arithmetic. They should also be taught, when taking a new process in arithmetic with their classes, always to work through a certain number of examples, 48 THE TEACHER. orally, with the children, on the Black Board, taking care to make those who are usually slow, inattentive, or inaccurate in arithmetic do the greater share of this work. It is marvellous what a reform is made in the arithmetic of a school when once steps have been taken to render copying impossible. Boys who have been inattentive, learn to attend ; boys who have been in the habit of relying on others, get the habit of self-reliance, and find themselves so much happier arid better that it becomes no very difficult matter, with a little care and judgment, to maintain that habit in them. And this change in their habits, as regards arithmetic, affects not only their progress in that subject/, but improves their capacity and their work in all the subjects taught in the school." To these remarks may be added a few suggestions founded on practical experience. As a rule, sums should be dictated to children working on slates, not written on the Black Board. When from any reason recourse must be had to the latter plan, sums should be set down in words, not figures. If there be not, as in every school there ought to be. ample desk room, the children may stand round their group of desks in couples, back to back, but not quite touching, each couple not less than a yard apart. They should be strictly watched as they set down and work the sums dictated. No working aloud or in a whisper should be permitted. Each should lay his slate (work downwards) at his feet if standing, or on the desk if seated, the moment he has finished his sums. In Addition sums they should be taught to add each column first upward, then downward, before setting down the total. Every sum in Subtraction should from the very first be proved, and the proofs left on the slate. When enough time has been given the teacher should order the children to face him, holding up slates with both hands, and he should then either (1) pass along the row chalking mistakes ; or (2) collect and revise afterwards ; or (3) collect, seat the children, and then redistribute the slates so that each will have another child's work to con ect from the sums worked by the teacher on the Black Board. When such an arrangement from want of space or size of class is not feasible, the children should be carefully sorted according to their teacher's knowledge of their characters, the steadiest and the quickest being seated at the back desk, the dullest and least trustworthy at the front. They should then ARITHMETIC. 49 be directed to put alternately A and B, or more letters, on their slates. After which, for each letter a separate set of sums will be given out. During the working the teacher, as before, will carefully keep watch and at once warn by name any whose eye wanders or whose lips he may see moving. He should do his utmost to keep all employed at once, either in taking down, or in working, or in proving sums. When he has been teaching new matter, and is testing their knowledge of what he has just taught, he should adopt similar tactics, if he would not be misled by the lazy taking their cue from such as have really grasped the lesson. From the first a teacher should not merely state but prove by numerous examples and illustrations of every kind, that multiplication is only a short way of adding. Short Division is usually taught before Long, but whether this be really well seems questionable. Certainly children so taught, being from sheer force of habit constantly troubled by a desire to ascertain the remainder, feel the utmost difficulty in tackling sums in- volving the division of large numbers. When children have completely mastered the first four simple rules then, and not till then, have they laid a sure and solid foundation for all that has to follow. The next subject usually taught is Compound Addition and Subtraction ; but if these are to be taught really intelligently, the children should at the same time receive instruction also in Vulgar Fractions. In the early teaching of this subject, frequent appeals should be made to mat- ters of common observation, and the lessons should be copiously illustrated by such examples as actual sticks equally subdivided, lines drawn on the board, &c. &c. The meaning of every rule should be made thoroughly clear by continual reference to the actual things signified. Children once thoroughly grounded in Fractions will learn all else in Arithmetic, not only with ease, but with pleasure and intelligence. In short, though the subject be not required for examination purposes, it will be found to pay even for them. Unless well grounded in Fractions, children have no solid ground to tread upon when they come to the higher branches of Arithmetic, but can only learn to work by rule of thumb Practice, Proportion, Rule of Three, and all 50 THE TEACHER. sums involving fractional tables, or farthings, square measure, &c. As a knowledge of Fractions is not tested by actual examination in elementary schools below the Sixth Standard, and as at present a very small number of children have the advantage of remaining in attendance at school till they reach that Standard, many teachers who have not had the benefit of a thorough grounding in Arithmetic do not take the trouble to master the subject, and are therefore not unnaturally loth to teach it. Mental Arithmetic has been too much neglected since it has formed no part of the subjects set down for examination, but its omission is a serious loss. A few minutes a week devoted to it would not be lost time, even for the Standard work. Where Mental Arithmetic is practised the children acquire a quick insight into the relations of figures which lessens their paper work, and facilitates their adoption of short and easy methods. These should be always encouraged. It may be as well here to warn young teachers against setting sums which involve long working while girls are at needlework, as is some- times done merely to fill up time, or to keep boys employed. A number of short problems gives them far better training, though it will of course give the teacher more trouble to set the questions and look over the working. Of Decimals some teachers seem to entertain still greater dread than of Vulgar Fractions. Yet children who have been taught before the age of seven that figures added to the left in- crease by powers of ten can surely be taught three years later that figures added to the right decrease by powers of ten. If a teacher's mind be once cleared of the idea that there is any real difficulty about Decimals, and if, whenever it is feasible, he will only refer everything to what children can see, he will be surprised to find what an interest boys at any rate can be made to take in Decimals, as also in squaring and cubing. A child requires at first not merely to be told that '2 = -|, but he should be shown that two-tenths of a line are of the same length as one-fifth. Many a child will wonder in his mind why 4 2 is 16 when he thinks it ought to be 8, until he is shown by actual drawing that a square of which each side is divided into 4 equal lengths ARITHMETIC. 51 contains 16 squares ; why 2 3 should be 8, not 6, till he is shown by wooden cubes that there are actually eight one-inch cubes in any cube of which each side is two inches long. If the teacher thus habitually refer figures to things, base his instruction on objects familiar to the children, and set them little problems such as they may any day wish to solve for their own or their friends' use, he may make Arithmetic one of the most popular, as it is one of the most useful, subjects in his school. Otherwise treated, it is necessarily one of the most irksome and wearisome both to teachers and taught. In this, as in all other subjects, it cannot be too often repeated that a teacher will do little good as long as he is content to tell children facts to be believed on his assertion, and to take no trouble to make them teach themselves by reasoning out every step. The following humorous speech of Bartle Massey the schoolmaster in Adam Bede aptly illustrates the above remarks : " Now, you see, you don't do this thing a bit better than you did a fortnight ago ; and I'll tell you what's the reason. You want to learn accounts ; that's well and good. But you think all you need do to learn accounts is to come to me and do sums, for an hour or so, two or three times a week ; and no sooner do you get your caps on and turn out of doors again, than you sweep the whole thing clean out of your mind. You go whistling about, and take no more care what you're thinking of than if your heads were gutters for any rubbish to swill through that happened to be in the way ; and if you get a good notion in 'em, it's pretty soon washed out again. You think knowledge is to be got cheap ; you'll come and pay Bartle Massey sixpence a week, and he'll make you clever at figures without your taking any trouble. But knowledge is not to be got with paying sixpence let me tell you : if you're to know figures, you must turn 'em over in your own heads, and keep your thoughts fixed on 'em. There's nothing you can't turn into a sum, for there's nothing but what's got number in it, even a fool. You may say to yourselves, I'm one fool, and Jack's another ; if my fool's head weighed four pound, and Jack's three pound three ounces and three quarters, how many penny- weights heavier would my head be than Jack's ? A man that had got his heart in learning figures would make sums for himself, and work 'em in his head : when he sat at his shoe-making, he'd count his stitches by 1 The one rule in which some who are otherwise fair arithmeticians seem liable to flounder is division of decimals. The difficulties usually experienced disappear if both divisor and dividend be first reduced to whole numbers by multiplication. Thus 13'5 -i- "15 = 1350 -f- 15 ; 1'0005 -r- 106'3 = 10005 -T- 1063000 ; 1080 -r- '008 = 1080000 -^ 8. E 2 52 THE TEACHER. fives, and then put a price on his stitches, say half a farthing, and then see how much money he could get in an hour ; and then ask himself how much money he'd get in a day at that rate ; and then how much ten work- men would get working three, or twenty, or a hundred years at that rate and all the while his needle would be going just as fast as if he left his head empty for the devil to dance in. But the long and short of it is I'll have nobody in my night school that doesn't strive to learn what he comes to learn as hard as if he was striving to get out of a dark hole into broad daylight. I'll send no man away because he's stupid : if Billy Taft, the idiot, wanted to learn anything, I'd not refuse to teach him. But I'll not throw away good knowledge on people who think they can get it by the sixpenn'orth, and carry it away with them as they would an ounce of snuff. So never come to me again if you can't show that you've been working with your own heads, instead of thinking you can pay for mine to work for you. That's the last word I've got to say to you." CHAPTER III. 1. Grammar. 2. Composition. 3. Learning by Heart. 1. Grammar. IN teaching grammar it is a common mistake of young teachers to overload children's minds with definitions and to take parrot- like repetition of phrases for a real knowledge of the things spoken of. A child over eight years of age must have been ill- taught or ill-disciplined or both if on being told to underline all the nouns in a passage which he has written down from dictation out of a reading book used in his class, he either omits to do so in the case of many nouns, or, still worse, under- lines adjectives and verbs. After a few simple lessons the child's knowledge should be easily kept up by occasional practice from reading and dictation lessons, which for this purpose may be lengthened from the thirty minutes usually allotted to each to forty or forty-five minutes. The main difficulties arise from words which are both nouns and verbs as blow, stroke, love, look, box, cuff, sleep, sow, name, leaves, face, fish, thought, play, rock, walk, tears, &c. These GRAMMAR. 53 very difficulties give a teacher opportunities he might other- wise overlook of developing the intelligence of his class in reading. Let it not be forgotten how much in this as in all subjects may be learnt from children's mistakes. The timely and judicious correction of one blunder may enable them to avoid a hundred similar mistakes into which they would otherwise fall. As per contra the leaving one uncorrected may lead to the commission of a hundred more. When sufficient practice has been given in picking out nouns, and distinguishing the three kinds of nouns, the teacher should go on to verbs rather than adjectives, because he will then be able to point out and make clear to the minds of his scholars the simplest form and framework of any sentence. Indeed, a clear-headed teacher may make such good use of his lessons on the noun and verb, and their invariable connection and necessity in every sentence that it will be afterwards comparatively easy to teach them to analyse a simple sentence. As in teaching arithmetic it was suggested as on the whole better that children should be taught fractions immediately after mastering the first four rules, so also it may be urged that analysis of sentences should be taught before syntactical parsing. Quite apart from any question of examination and grants, were it only to improve reading, it seems desirable that analysis of sentences should be taught much earlier than is customary. This point is ably argued in the following passage from Mr. Fear on 's work on School Inspection : " In the case of English it is absurd to waste time over learning the cases of nouns which have lost all their case-endings, and have substi- tuted for those case-endings structural position or logical relation in the sentence. What is wanted is to get as quickly as possible a notion of the structure of the sentence and of the logical relation of its parts. And for this purpose the teaching of English grammar should be begun, and based throughout its course, on the analysis of sentences. The teacher should, immediately after imparting the first elementary notions and general definitions, proceed to the subject and predicate, beginning with the noun and pronoun as the subject, and with intransitive verbs, as verbs of com- plete predication. He should then pass on to the direct objective relations of nouns and pronouns with verbs of incomplete predication, introducing no more study of case-endings than is absolutely necessary for the purposes of the pronouns. Number, gender, person, tense, mood, and voice, should 54 THE TEACHER. be taught as modifications of these relations. Having thoroughly worked these forms and relations of the noun, pronoun and verb, always by means of the structure of a simple sentence, the teacher should proceed to the enlargement 1 of the subject, and thereby introduce for the first time the so-called possessive case-ending of nouns and personal pronouns, the adjective, the noun in apposition, the possessive pronoun, and the par- ticiple. Having treated of the simplest forms of enlargement of the subject, he should proceed to the simplest forms of extension of the predicate. In this relation he should first introduce the adverb, showing its use both for extending the predicate, and, by means of the adjective, for further enlarging the subject. He should then introduce the indirect objective relation of nouns and pronouns (such as that which is called, by analogy with Latin, the dative case), always as a means of extending the predicate. All through this course of teaching, it is an essential thing that the children should be required to make and form simple sentences in various ways, so as thoroughly to understand the practical application of what they are learning to the art of speaking and writing correctly. The teacher should then go on, by way of further extension of the predi- cate, and of further enlargement of the subject, to the use of the prepo- sition with nouns and pronouns. After this he should proceed to easy types of complex sentences ; teaching the children the use of the subordinate sentence, and therewith introducing to them for the first time the conjunction, the relative pronoun, and those words such as ' why,' which answer the purpose of a relative pronoun and preposition combined. By this means, he will be able to teach them to distinguish with confidence between the several uses of words such as those words which are sometimes used as conjunctions, and sometimes as relative pronouns and the like. Having thus given the children their first notions of the relations of a subordinate to a principal sentence, he should then return to the simple sentence, and should instruct the children in the various kinds of phrases, in the more difficult uses of the participle, and in the nature and functions of interjections ; and after this should go back once more to the complex sentence, and carry on his teaching into the different kinds of subordinate sentences ; being extremely careful at this point of his teaching to ascertain that the children see clearly the reason why any given subordinate sentence is substantival, adjectival, or ad- verbial, by making them always point out the word in the principal sentence upon which the subordinate sentence depends. "Advantage of this Method. Some persons may think that this way of teaching English grammar, by means, that is to say, of logical analysis, is more difficult for children than the old method of teaching it by a system of supposed inflexions, and of parsing those inflexions, based on the analogy of Latin ; and may imagine that it may be too difficult for children in our elementary schools. I am perfectly convinced from observation and experience, both as an inspector and as a teacher, that this is not the case. The technical terms which it is necessary to use in teaching grammatical analysis are neither more nor less difficult in theni- 1 Or, as some would more logically say, "limitation." COMPOSITION. 55 selves than those which it is necessary to employ in teaching arithmetic, geography, or book-keeping; and they are not more difficult than the terms which it is necessary to use in teaching grammar on the old system. As regards all such terms, whether employed in the teaching of book- keeping, or of analysis of sentences, the great point is to make the children have an intelligent understanding of the real things which underlie them, and which they represent, and this can be satisfactorily done in the case of English grammar only by means of analysis. Moreover, teachers who adopt this mode of teaching English grammar, will find that the power of getting quickly at the sentence is of immense advantage as a means of interesting the children, and engaging their attention, in what must other- wise appear to them a most dry and unprofitable study. As soon as a child can begin to construct sentences, he foels, as a learner in algebra feels when he is able to solve an easy problem by means of an equation, that he is really doing something ; and that he has got the best of answers to that question which children are always asking secretly of themselves, if not openly of their teachers, in their studies, viz. : ' What is the use of all this?'" Children should be encouraged to prepare some of the dryer details of Grammar from good Text-Books as Home Lessons, 1 so that the teacher's time may not be wasted on mere lists of words during school hours. It is found that children who read well instinctively analyse as they read. 2. Composition. Children trained in a good Infant school, where teachers, instead of pumping facts into their scholars' heads, habitually draw out the little ones' minds by encouraging them to speak freely of what they have noticed, and to utter their thoughts and feelings in their own words, have already had laid for them the best possible foundation for good composition. Accustomed to state exactly what they see, they insensibly acquire the art of clothing their meaning in simple and expressive words. Simi- larly handled in senior departments, as they acquire facility in writing, and command of a stock of words, they are easily 1 Some instructive remarks on this subject by a zealous and successful Boys' Master will be found in the Appendix. 56 THE TEACHER. trained to set down on their slates, and later on paper, in short terse phrases, descriptions of common objects or simple events. Some such exercise should be given once a week to every class. Thus a short and simple child's letter may be written on the Black Board, and the children told each to write an answer to the letter. At another time, the children may be told to set down what they remember of some object-lesson just given. Older children may write out the substance of a lesson the following day or at a yet longer interval of time. Letters written under imagi- nary circumstances afford good practice. Thus geographical lessons may be driven home and composition taught at the- same time, by letters describing scenery, ruins and other remains, crops, &c., seen in travelling along routes previously described by teachers. Besides the practice thus given in composition and memory, such exercises help teachers to learn how far they are making their lessons interesting to and understood by the children. Letters supposed to be written, or speeches spoken under specified circumstances by historical personages, would greatly enhance the value of lessons in history, besides giving admirable exercises in composition. Descriptions of storms, of local or national events, of trades, manufactures, and field work, diaries of Saturdays, Sundays, and holidays, will supply endless subjects. Such practice ought to be given frequently and regularly throughout the whole school career. It is a grievous loss to children if it be deferred, as is too frequently the case, until they have passed the fourth standard. Unless every exercise be promptly and carefully corrected, its value will be greatly lessened, and serious faults become habitual. Correct grammar and punc- tuation must be insisted on from the very outset. English children thus trained would probably lose some of the awkward shyness for which they are proverbial, and be able to utter their thoughts on occasions in a rational and intelligible manner, instead of being at a loss for words in which to clothe their thoughts. GEOGRAPHY. 57 3. Learning by Heart. Pieces of poetry or prose to be committed to memory, whether by older children or pupil teachers, ought to be treated some- what as follows : The piece should first be read aloud to them by one who has studied it well, and is able to give to every phrase and word its full force. The learners should then reproduce as nearly as possible their instructor's expression. It should then be written down from dictation in a note-book, not all at once, but in portions at intervals. Each portion should be first paraphrased, then analysed, either orally or in writing. Doubtful or difficult phrases should be syntactically parsed. By the time the last process is complete it will be found that the passage has been so thoroughly driven home that it will take comparatively little time to commit the whole to memory. The benefit of learning choice passages in this way is great and lasting, whereas the usual process of learning passages by rote, together with explanatory notes, is usually as fruitless as it must needs be irksome. The above plan, if any, will awaken in children's minds a feeling for the power and beauty of language, and coupled with judicious practice in composition will be found of the utmost value in developing intellectual taste and power. CHAPTER IV. GEOGRAPHY. IN his earliest lessons on Geography, a teacher will do well first to awaken in the minds of his scholars a desire to know some- thing of the earth we live on, and then to endeavour in the simplest words to turn to account and satisfy the curiosity he is gradually arousing. If a teacher begins with bald statements such as these, "The earth is round like an orange, and flat ab the top and bottom. Its surface is divided into land and water ; the largest division of land is called a continent, and the largest 58 THE TEACHER, division of water is called an ocean. An island is a piece of land entirely surrounded by water, and a lake is just the opposite, a piece of water surrounded by land," &c., &c., he runs a fair chance of disgusting his class by such lifeless mechanical treatment. In this subject, above all others, should two well- known maxims be observed, to pass from the known to the un- known, and to do a little well in every lesson. No great f&ult could be found with a teacher who should begin by setting before his class a map of the worldf with which they have become familiar from infancy, from seeing it on the school wall, and endeavour to give them some idea of its meaning availing himself of children's love of bright colours in pointing out the distribution of land and water. Then starting with the school, he may teach them how to find the points of the compass in the room as well as on *~he map. He may then take a small six-inch globe and treat it in some such way as is pointed out by an able and experienced teacher in the Appendix. When he comes to treat of the parts of land and water, he should use a tray with clay and sand, wherewith to model hills, lakes, streams, channels, islands, peninsulas, gulfs, and seas. This is especially needful in town schools. Appeals to the children's experience in forming miniature lakes by damming up gutters will serve to illustrate the formation of lakes. The formation of deltas may be illustrated after a heavy shower on any sloping road. The shifting of sunlight from desk to desk, and from house to house, the shortening and lengthening of shadows, from morn to noon, and noon to evening, the different quarters in which the sun rises and sets in spring, summer, and winter, and the different height he reaches at noontide at different seasons as shown by shadows carefully marked at set times ; these are all visible things, of which an intelligent explanation, especially if well illustrated by an orange, or ball, and a knitting needle, will leave vivid and lasting impressions on young minds. Children thus intelligently taught will love to be told how to find out by watching a tower's or chimney's shadow shorten or lengthen, whether the sun be rising or falling ; how to learn the time of day at different times of the year ; and the points of the compass wherever they are ; and to work out little problems in such subjects. Being shown how much more GEOGRAPHY. 59 quickly a wet slate dries when held upright than when held slanting before a fire, they will see why the sun, though some- what farther away from the earth, gives us more heat in summer than in winter. Such definitions as have to be learnt may if necessary be learnt as home lessons ; but it will usually be found that children taught on the above method are quite able to define all they have learnt without using the set phrases of text-books. They will know tlie things, not merely their names. In school a teacher should spend his time only in clothing with flesh and blood the dry bones supplied by text -books ; in making children see the meaning of what they have learnt, and in enabling them to express their knowledge in their own words. He may avail himself of the lessons they have had in the Infant School, on Tea, Coffee, Animals, Fishes, &c. to interest them in the products and inhabitants of the various oceans and continents. He will draw on the Black Board plans of the room and of the school premises, then of the neighbouring streets, roads, or fields. He should always take care to place his plan, when drawn, flat, and according to the points of tJie compass, and to give his reason for so doing. By this mode of treatment he may make the geography lessons of his second standard among the most interesting instead of the most irksome parts of their years' work. Children thus taught will be fit to profit by lessons on that part of the earth in which they live. The teacher will do better to begin with the neighbourhood of the school, rather than to take a map of England, point out the boundaries and the openings on the coast, enumerate the six northern counties, &.C., &c. If there be a brook or river within reach, he will do well to make that his starting-point j to trace its course from source to mouth with all its feeders, and the larger streams which it feeds and their course ; the towns and places of interest on or near its banks ; the use made of the stream to turn mills ; thence the rise of manufactures in various places. As soon as the children have thoroughly mastered their own river-basin (which may be aptly called a geographical unit), let them study no less thoroughly the neighbouring river- basins one by one, with their boundaries and water partings. By the time they have gone over 60 THE TEACHER. England in this way, with map and Black Board always before them, a class will be able to follow with intelligent interest imaginary journeys across various parts of England. Thus taught, they will have as it were a string on which to file and group their facts. They will have learnt to dovetail the river systems like the parts of a puzzle into a complete whole In the course of their lessons they will have picked up without conscious effort much information on places of historical interest, of commercial or manufacturing importance, on the character of the soil, scenery, crops, coast-line ; in short, they will have learnt without drudgery all the details which many teachers deem sufficient geographical knowledge. In a good boys' school the year's work may be rounded off by interesting lessons on the causes, whether natural, historical, or accidental, which determined the position of our larger towns. Thus, to begin with London, a teacher may point out its position on the nearest navigable river to the continent far enough up that river to force hostile ships to run the gauntlet of attacks from both shores for some fifty miles, yet not too high up stream to be approached by vessels carrying cargoes from the western shores of Europe, and conveniently central for drawing its supplies from the southern, eastern, and midland counties. Similar treatment may be applied to Bristol and Liverpool, the trading ports for Ireland and America ; the gradual growth of the latter at the expense of the former being explained by its proximity to the iron-mines, coalfields, and mill streams of Lancashire, and the cheapness of waterway as compared with land carriage for raw cotton. A thoughtful and well-read teacher will find matter for instructive and interesting lessons in the circumstances of every county and every large town in England. Lessons on the battlefields will tend to create a desire to know something of history the Welsh Marches and Cornish hills, where the British made their last stand against their Saxon and Danish invaders the Cheviots, for centuries the battle ground of Scotch and English. History, again, will have to account for the Flemish colony in Pembroke- shire, the French weavers in Spitalfields, the Druidical remains at Stonehenge, Anglesea, and elsewhere, the Roman 'casters, 'cesters, 'chesters, and 'coins; the Danish 'by; the British Avons GEOGRAPHY. 61 and Pens ; the English 'hams, 'thorpes, and 'burghs, ks. and as a home exercise they might write them. APPENDIX TO PART III. 87 GEOGRAPHY. 1 MOTIONS OF THE EARTH. /. The Earth Moves. "When I wake on a bright summer's morning, I find each day the sun shining in at my bedroom window (call this A and mark on Black Board). But when I go home at twelve o'clock (mid- day) I do not find the sun in the same position ; but the blinds of another and always the same window (B) have to be let down to keep out the light of the sun ; whilst in the afternoon the blinds of another (but each day the same) window (C) have to be lowered. Now I want you, children, to help me to find out how this is. If the sun shine this morning into window A, and when I get home at twelve o'clock I find it shining into that marked B, 1 shall be certain that either the sun or my house must have moved. You will say, if you go home with me, and see the house appears in exactly the same position as it always is, you are sure it is not my house that has moved. But do not just yet be too certain. Have you ever been sitting in a railway- train just starting from a station, whilst another train was standing still on the line close by you ? If so, no doubt you noticed that it seemed as though the other train was moving, whilst your train seemed to be stopping. Or if your train was really still, and the other moving, it seemed as though yours was moving and the other standing still. In fact, if you are in a railway-train, it is hard for you to tell whether it is your train or the other which is moving or stopping any one may easily be deceived, And it is just in this way that you and many others are deceived as to whether it is the earth or sun that moves. But learned men, who have thought very much about 1 It has not been thought necessary to insert in this lesson the figures referred to, because they are such as any teacher, unable to construct them for himself, will find in any geographical text book. 88 THE TEACHER. this matter, and have studied to find out how the sun acts with regard to the moon and planets (the largest and brightest stars seen in the sky), have settled this point for us that it is the earth, not the sun, which actually moves. (Question on above, to see if scholars fully understand that the earth is not still, but moves with regard to the sun.) //. The Earth Spins Round Once a Day. Having now found that the earth moves, I want you to learn in what way it moves. I have here in my hand a top a " castle top," I think you call it to be spun with a string. Suppose one of you to be asked to spin it (I have no doubt many of you could). Whilst it was spinning, some one of you might be able to take it up, and (spinning all the time) would be able to rest it on some spot of your hand to spin, that it would go round so rapidly and be so steady as to appear to be quite still that it would, as you say, " go to sleep." Now suppose the boy doing that were in a dark room, and instead of a top he had spinning on a spot in his hand a very large ball with a small patch (A) of paper stuck on one side, having a pin driven in the ball, whilst I stood near with a lighted candle. It is very easy to see that each time as the bit of paper came opposite the candle, it would be like my window A with the light shining fully upon it. But the sun shone only once each day directly into my bedroom window A. What must I do with my large ball to make the light shine fully on the paper A only once in a day that is, have the ball exactly like our earth 1 Make the ball move round once in a day. And that is just what the earth does. It moves as though it spun on a pin, going round once in a day of twenty-four hours. This we call its daily motion : and so rapid is this movement, that you and I are now spinning round at the rate of about 500 miles an hour (in Great Britain). 1 (Review, by questioning, the parts I. and II. already done.) ///. The Earth Travels Round the Sun Once a Year. But we have something yet more to learn about the way the earth moves. Some boys are so clever (to come back to the top- 1 At the equator, of course, the rate exceeds 1,000. APPENDIX TO PART III. 89 spinning) that they can, whilst the top is going round, take the string with which they spin it, and draw the top about from one spot to another. Let us be supposed to draw the top around a mark on the floor, such as I make on the Black Board. Then you have your top spinning exactly in the way the earth goes round that is, whilst it is spinning on the spike or point it is not still, like the top on your hand, but also going round a path, like your top might be drawn round a garden-path ; and this path (or orbit) in the case of the earth is the long journey it has to make once a year, requiring the earth to travel at the rate of twenty miles in a second. This we call the earth's yearly motion. The earth then, you see, moves in two different ways, viz., spinning and travelling. It goes once a year (365 days) round a path, with the sun in the middle of this path. At the same time it also spins round once a day, that is to say 365 tim.es. whilst it is going once round the sun. (Recapitulate.) IV. Effect of Earth's Spinning : Day and Night. We will now go back to the large ball spinning in a dark room with the light held near to it. You will easily see that as often as the paper A comes opposite the light, the half of the ball, on that side, will be light, and the other half dark. Now, as we have seen, the earth goes round, as it were, on a pin (properly called its axis) only once a day ; it must follow that at each turn or spin the earth makes, any spot like A will have light and dark, or, as we call it, day and night. We see, then, that day and night are caused by the constant spinning of the earth that part being in the light of day which is near to the sun, whilst the part that is farthest away is in darkness. (.Recapitulate.) V. Effect of the Earths Travelling : the Seasons. And as the daily (spinning) motion of the earth gives us day and night, so the yearly (travelling) motion gives us our four seasons Spring, Summer, Autumn, and Winter. 90 THE TEACHER. This being the most difficult part of our Lesson, I shall want for it your best attention. 1 I have already shown you the shape of the path around which the earth travels whilst spinning. You would readily imagine that the earth must be warmer when at A and , nearer the sun (S), than at C and JD, farther away. And this would be the case if the shape of the path or orbit only had to be considered. Now all along we have been supposing the earth to stand upright whilst spinning, but such is not really the case. It is tipped towards one side, as I show on Black Board, and this " tipping" is the real cause of our seasons. For when the earth is at (7, we, living in northern latitudes (or northern parts of the world) say anywhere on the line nl are more exposed to the sun than at D, where we are turned away from it. Consequently at D we have our winter, whilst at C we are in summer. At A and B (between the other positions) we have a medium heat answering to the seasons, Spring and Autumn. VI. Unequal Length of Days and Nights. The same cause (viz., the earth's leaning to one side) which gives us the seasons also gives us our days and nights of un- equal lengths. For when we are at (7, our days must be long and nights short, whilst at D the reverse is the case, that is, we have long nights and short days. At A and B the days and nights are of the same length. (Recapitulate the whole by Examination.) POINTS OF COMPASS. Four Cardinal Points. Directions of Things about us. If I ask any boy in this class to point on the map before us fhave a map of England in front) to the north, south, east, or west he would I have no doubt be able to do it. He would point to the bottom as south and to the top as north. If I ask the same boy to show me in which direction I must walk to go 1 It would perhaps be best to take the seasons as a separate lesson, when the question might be more fully entered into APPENDIX TO PART III. 91 from a town in the south (at the botton of the map) to another in the north (at the top) I hope he would not say, go upward, because it lies in an upward direction on the map ; or to walk to a town in the south, I hope he would not say go downwards as though it were through the floor But some boys without thinking have given such answers. Let us try to see where the mistake arises. When you look at a map it is generally hung up before you so that all may see it more easily, but you do not by that plan see places in their proper positions. To do so the map must be supposed to lie flat on the floor. But then comes the question, in what direction is it to lie on the floor 1 Is the top of the map (the north) to lie nearest to, or farthest from me ? We will see. Take this room now. We want to find out which is the north. We will suppose it to be 12 o'clock in the middle of the day. From our lessons on the motions of the earth we have found that the sun shines in the south at that time. Let us turn our back in that direction. We must then have our face to the north. The east will be on our right hand, and the west on our left. Here then we find in which direction to place the north of our map. Or again, suppose it is afternoon or evening ; the sun will then show us the west. From this we may find the other three points. Or in the early morning the sun finds for us the east. Again, we can make out the other points. So that you see when we are in any room, in any field, or on the sea, 1 when we want to find the direction in which we are to walk or sail, to get to a certain place, all that we need is to know what o'clock it is, and to note (in the day time) the position of the sun. (To find our points of direction at night shall be shown further on.) Several examples of this should then be tried, as I. " If I start at twelve o'clock to walk from London to York (show on map) shall I go towards or away from the sun will the sun be before my face or behind my back ? " II. " In starting the same journey early in the morning would the sun be shining in my face or elsewhere? " III. "A ship was wrecked, suppose in the English Channel. Two men who succeeded in getting into a boat wish to steer for 1 The writer of course means where we know the longitude. 92 THE TEACHER. the coast of England. How do they know which way to make for 1 Suppose it be six o'clock on a summer's evening, on which side of them must they keep the sun? " In what I have hitherto said, I have supposed you to be able to know the time. Now I want you to be very exact in showing me the directions of north, south, east, or west, and yet find out your own time. The sun does not in summer rise in exactly the same part of the east as in winter. Neither does it set in the same part of the west. So the rising and setting of the sun will not give us an exact direction by which to find out our four points (north, south, east, west). We must look to the sun at midday. But then to find when it is midday without a clock or watch is just the difficulty. Suppose I lock you up in a box, and take you to a field near this town, and then let you out, asking you to start and walk to the north of England. What would you do ? Find first when it is twelve o'clock but how ? You have noticed that the sun rises higher and higher in the sky until midday, and then begins gradually to go down till it sets. You know also that when you walk along a road with the sun low down in the sky, your body throws a long shadow on the ground and when the sun is higher, your shadow is shorter. We have therefore this law, "the higher the sun the shorter the shadow," so that if a stick be stuck in the ground, and the time be noticed at which the shadow is shortest, that time will be twelve o'clock. Well then having found the time, our task is easy, set your back to the sun, and walking away from it, you will be going in a northerly direction. But at night we have not the sun to help us. You will say, how do we go on then 1 In these northern countries we have a set of stars called " Charles's Wain." (See diagram on Black Board.) These stars only move as a whole, that is, never change their position with regard to each other. The two stars I have marked A and B always point towards another star (marked P.S.), called the Polar or North Star. This is almost directly over the North Pole of the earth, so that at night the north is found for us, and from this we find any other point we may wish for. In southern countries (on the other side of the world) is found the Southern Cross (see diagram on Black Board) which points to APPENDIX TO PART III. 93 the South Pole, although not a South Polar Star, as we in England have a North Polar Star shown by Charles's Wain. Note. Numerous questions bearing upon every-day occurrences should be asked here as well as at other parts of the lesson, such as finding out the various parts of a house or town, marking north, south, east, or west of towns, important buildings, or streets, the direction of one village from another, &c. Having thoroughly fixed in the minds of the children the four cardinal (chief) points, it will be easy at intervals to teach the others, as between north and east lies the thirty-two noints of the entire compass. NOTES OF A LESSON ON THE Class. Standards IV., V., and VI. Time. Thirty-five minutes. Aim. To teach something of the structure of the ear and to show the danger of injuring it. Methods. Catechetical, picturing out and exhibit ory, explana- tion and oral illustration. Faculties to be Cultivated. Reflection, memory, observation. Apparatus and Illustrations. Black Boards and easels for the abstract and sketch of the ear, chalk, duster, pointer, a bell, honey comb, and a syringe. The Abstract on the Black Board to consist of all subdivisions, and the underlined words in Hd. I. to be written out with the help of the class as the lesson proceeds, and copied as a home lesson afterwards. /. The Parts of the Ear. Introduce the lesson by obtaining the names of the five senses, also the name of the organ by which we hear sounds. Write out " The Human Ear " as the subject of the lesson. (1) The Outer Ear. Explain that only a small portion of the ear can be seen and that this external part is nearly a semicircle. Draw from the class that this part is made of gristle covered with 94 THE TEACHER. thin skin, and that it is folded into hollows or ridges. Lead them to see that if the ear were flat the sounds would rebound, but being in hollows sounds are reflected, as in the Whispering Gallery of St. Paul's Cathedral. (2) The Middle Ear. Show by the sketch that the passage from the outer ear is like a pipe, and state that it is about an inch and a half long, also that it enters into a bone which encases the rest of the ear. Draw from the girls that it contains a little wax. State that this sometimes accumulates in such quantities that it causes deafness. (3) The Inner Ear. By observation of the sketch and by explanation, show that the end of the tube is covered with a thin skin called the membrane of the drum. Behind is a chamber full of air which is connected with the throat. If this were not the case the membrane of the drum would be strained by the outer air and deafness would ensue. It is encased in the hardest bone in the body, which resembles a honey-comb (exhibit), and can be felt behind the outer ear. Inside the chamber is a chain of bones the hammer, anvil, stirrup, and orb which move by the action of the muscles. Behind is a chamber called a labyrinth. (Explain.) II. How Sounds are Conveyed to the Ear. Explain that when a sound is made, as by the ringing of a bell, the surrounding air is pushed out of its place, moves in waves and enters the ear. Then it presses against the membrane of the drum, which being kept on the stretch by one muscle and slackened by another, gently moves the string of bones and they send the sounds into the labyrinth. ///. Common Practices which are Injurious to the Ear. (1) Boxing Ears. Draw from the class that a blow on the ear causes a singing noise, and explain that the air has been forcibly pushed on the drum, which being so thin and unsupported might and often does burst, as the air cannot escape in any other way APPENDIX TO PART III. 95 except into the top of the throat. Draw from them that deaf- ness and nervousness are thus produced. (2) Cotton wool, pieces of Jig and onion constantly kept in the Ear. Draw from the girls that wool keeps out the cold and wind, but should only be used when a person is out of doors, as it irritates the skin, as do the fig and onion. Explain that for the ear ache, hot water and flannel, or poppy head fomentations should be applied. (3) Throwing snow at, or getting cold water into the Ear. Lead them to see that the former is apt to clog together and 'so cause inflammation and that the latter causes giddiness. (4) Cleaning the passages of the Ear. First. With the screwed up corner of a towel. Draw from the class that this is to remove the wax, and from what they have learnt they will see that it causes a pressure on the membrane of the drum and may injure it. State that should deafness be caused by accumulation, careful syringing by a doctor will remove it. Second. With an ear pick. Draw from the girls that a push or knock whilst using this might burst the delicate membrane before spoken of. Show that the ear should be well washed and dried every day. (Recapitulation to be used at the end of each head.) HOME LESSONS. Two essentials to success with these are required System and Persistency. They should be either fully carried out or entirely let alone. If attempted by halves, trouble, failure, and dis- appointment will result. Habits of carelessness will likewise grow up in the pupils. On the contrary, if judiciously pursued, they will promote order, neatness, and perseverance. They will aid largely in strengthening the memory, and also assist in the formation of self-reliance. They are an excellent test of work done in the day, and afford opportunities to parents to interest themselves in their children's studies. They serve likewise as a guide to character. Home lessons should commence early, even in Standard I. if carefully selected; e.g., a table, a little transcription, or an easy rhyme. In Standard II. writing from 90 THE TEACHER. memory may be added. Many little ones have excellent memories. Arithmetic with a little geography or spelling should be set. In Standards III., IV., V., VI., the same gradua- tion and variety must be carried out ; here geography, grammar, history, and mapping exercises may be added. All home work should be done on paper and written in ink, except in Standard I. Slates are a source of much annoyance, and afford ready excuses, especially on wet days. The books should be ruled " double small " for legibility. There need not be much difficulty about procuring books. They can be had from \d. upwards. It is important to have a definite plan. Geometry, history, grammar, &c., on certain settled evenings. Tables, dates, and meanings should be required regularly, of course not in large quantities. By this means much is learned imperceptibly. In upper classes parsing can be done daily. Experience and practice will suggest the various modifications required by circumstances, but in the main the foregoing may be adopted. Composition may be largely used. Very few days pass in which some lessons will not be all the better learned for being re- written. A good system of Home Lessons presupposes a special time for them, and that time invariably used. In addition, the scholars must have a due supply of suitable books, according to their age and class ; they need not be costly. There will under any system, of course, be difficulties to encounter at first, but these will soon be overcome, even in country districts. Scholars will soon understand they are to have books use them, and keep them. Parents too, in the end, will think more highly of the school where systematic home lessons are required, even though the fees be not so apparently cheap as at other schools. RICHARD CLAY AND SONS, LIMITED, LONDON AND BUNGAY. 3I88AJ9 tTAMUHTAM November, 1888. 30VI3IO8 A Catalogue or Educational Books PUBLISHED BY Macmillan & Co. BEDFORD STREET, STRAND, LONDON. aaXTTAH3TIJ QUA 83OAUOVIA.I VTHKaO * OIT8SMOCI CONTENTS. CLASSICS PAG ELEMENTARY CLASSICS .............. .... 3 CLASSICAL SERIES ..................... 7 CLASSICAL LIBRARY, (i) Text, (2) Translations ........ n GRAMMAR, COMPOSITION, AND PHILOLOGY ......... 16 ANTIQUITIES, ANCIENT HISTORY, AND PHILOSOI-HY ..... 21 MATHEMATICS- ARITHMETIC AND MENSURATION .............. 24 ALGEBRA .......................... 26 EUCLID, AND ELEMENTARY GEOMETRY ........... 27 TRIGONOMETRY ...................... 29 HIGHER MATHEMATICS .................. 30 SCIENCE- NATURAL PHILOSOPHY ................... 37 ASTRONOMY ........................ 42 CHIMISTRY ........................ 43 BIOLOGY .......................... 45 MEDICINE ......................... 49 ANTHROPOLOGY ...................... 50 PHYSICAL GEOGRAPHY AND GEOLOGY ............ 50 AGRICULTURK ....................... 51 POLITICAL ECONOMY .................... 52 MKNTAL AND MORAL PHILOSOPHY ............. 53 HISTORY .......................... 54 GEOGRAPHY 59 Macmillan's Geographical Series 60 MODERN LANGUAGES AND LITERATURE- ENGLISH 61 FRENCH 68 GERMAN 71 MODERN GREEK 73 ITALIAN 73 SPANISH 73 DOMESTIC ECONOMY 73 ART AND KINDRED SUBJECTS 74 WORKS ON TEACHING 75 DIVINITY 76 29 AND 30, BEDFORD STREET, COVENT GARDEN, LONDON, W.C., November, 1888. CLASSICS. ELEMENTARY CLASSICS. l8mo, Eigbteenpence each. THIS SERIES FALLS INTO TWO CLASSES (1) First Reading Books for Beginners, provided not only with Introductions and Notes, but with Vocabularies, and in some cases with Exercises based upon the Text. (2) Stepping-stones to the study of particular authors intended for more advanced students who are beginning to read such authors as Terence, Plato, the Attic Dramatists and the harder parts of Cicero, Horace, Virgil, and Thucydides. These are provided with Introductions and Notes, but no Vocabulary. The Publishers have been led to pro- vide the more strictly Elementary Books with Vocabularies by the representations of many teachers, who hold that be- ginners do not understand the use of a Dictionary, and of others who, in the case of middle-class schools where the cost of books is a serious consideration, advocate the Vocabulary system on grounds of economy. It is hoped that the two parts of the Series, fitting into one another, may together fulfil all the requirements of Elementary and Preparatory Schools, and the Lower Forms of Public Schools. b 2 4 MACMILLAN'S CLASSICAL CATALOGUE. The following Elementary Books, with Introductions, Notes, and Vocabularies, and in some cases with Exercises, are either ready or in preparation: Aeschylus. PROMETHEUS VINCTUS. Edited by Rev. H, M. STEPHENSON, M.A. Arrian. SELECTIONS. Edited for the use of Schools, with Introduction, Notes, Vocabulary, and Exercises, by JOHN BOND, M.A., and A. S. WALPOLE, M.A. AuluS Gellius, Stories from. Being Selections and Adaptations from the Nodes Atticae. Edited, for the use of Lower Forms, by Rev. G. H. NALL, M.A., Assistant Master in Westminster School. Caesar THE HELVETIAN WAR. Being Selections from Book I. of the " De Bello Gallico." Adapted for the use of Beginners. With Notes, Exercises, and Vocabulary, by W. WELCH, M.A., and C. G. DUFFIELD, M.A. THE INVASION OF BRITAIN. Being Selections from Books IV. and V. of the " De Bello Gallico. " Adapted for the use of Beginners. With Notes, Vocabulary, and Exercises, by W. WELCH, M.A., and C. G. DUFFIELD, M.A. THE GALLIC WAR. BOOK I. Edited by A. S. WALPOLE, M.A. THE GALLIC WAR. BOOKS II. AND III. Edited by the Rev. W. G. RUTHERFORD, M.A., LL.D., Head-Master of West- minster. THE GALLIC WAR. BOOK IV. Edited by CLEMENT BRYANS, M A., Assistant-Master at Dulwich College. THE GALLIC WAR. SCENES FROM BOOKS V. AND VI. Edited by C. COLBECK, M.A., Assistant-Master at Harrow; formerly Fellow of Trinity College, Cambridge. THE GALLIC WAR. BOOKS V. AND VI. (separately). By the same Editor. Book V. ready. Book VI. in preparation. THE GALLIC WAR. BOOK VII. Edited by JOHN BOND, M.A., and A. S. WALPOLE, M.A. Cicero. DE SENECTUTE. Edited by E. S. SHUCKBURGH, M. A., late Fellow of Emmanuel College, Cambridge. DE AMICITIA. By the same Editor. STORIES OF ROMAN HISTORY. Adapted for the Use of Beginners. With Notes, Vocabulary, and Exercises, by the Rev. G. E. JEANS, M. A., Fellow of Hertford College, Oxford, and A. V. JONES, M.A. ; Assistant-Masters at Haileybury College. EutrOplUS. Adapted for the Use of Beginners. With Notes, Vocabulary, and Exercises, by WILLIAM WELCH, M.A., and C. G. DUFFIELD, M.A., Assistant-Masters at Surrey County School, Cranleigh. Homer. ILIAD. BOOK I. Edited by Rev. JOHN BOND, M.A., and A. S. WALPOLE, M.A. ELEMENTARY CLASSICS. 5 Homer ILIAD. BOOKXVIII. THE ARMS OF ACHILLES. Edited by S. R. JAMES, M. A., Assistant-Master at Eton College. ODYSSEY. BOOK I. Edited by Rev. JOHN BOND, M.A. and A. S. WALPOLE, M.A. Horace. ODES. BOOKS!. IV. Edited by T. E. PAGE, M. A., late Fellow of St. John's College, Cambridge ; Assistant-Master at the Charterhouse. Each is. 6d. Latin Accidence and Exercises Arranged for Be- GINNERS. By WILLIAM WELCH, M. A., and C. G. DUFFIELD, M.A., Assistant Masters at Surrey County School, Cranleigh. Livy. BOOK I. Edited by H. M. STEPHENSON, M.A., late Head Master of St. Peter's School, York. THF. HANNIBALIAN WAR. Being part of the XXI. AND XXII. EOOKS OF LIVY, adapted for the use of beginners, by G. C. MACAULAY, M.A., late Fellow of Trinity College, Cambridge. THE SIEGE OF SYRACUSE. Being part of the XXIV. AND XXV. BOOKS OF LIVY, adapted for the use of beginners. With Notes, Vocabulary, and Exercises, by GEORGE RICHARDS, M.A., and A. S. WALPOLE, M.A. LEGENDS OF EARLY ROME. Adapted for the use of begin- ners. With Notes, Exercises, and Vocabulary, by HERBERT WILKINSON, M.A. [In preparation. Lucian. EXTRACTS FROM LUC I AN. Edited, with Notes, Exercises, and Vocabulary, by Rev. JOHN BOND, M.A., and A. S. WALPOLE, M.A. NepOS. SELECTIONS ILLUSTRATIVE OF GREEK AND ROMAN HISTORY. Edited for the use of beginners with Notes, Vocabulary and Exercises, by G." S S. FARNELL, M.A. Ovid. SELECTIONS. Edited by E. S. SHUCKBURGH, M.A. late Fellow and Assistant-Tutor of Emmanuel College, Cambridge. EASY SELECTIONS FROM OVID IN ELEGiAC VERSE. Arranged for the use of Beginners with Notes, Vocabulary, and Exercises, by HERBERT WILKINSON, M.A. STORIES FROM THE METAMORPHOSES. Edited for the Use of Schools. With Notes, Exercises, and Vocabulary. By J. BOND, M.A., and A. S. WALPOLE, M.A. PhsedruS. SELECT FABLES. Adapted for the Use of Be- ginners. With Notes, Exercises, and Vocabularies, by A. S. WALPOLE, M.A. Thucydides. THE RISE OF THE ATHENIAN EMPIRE- BOOK I. cc. LXXXIX. CXVII. AND CXXVIII. CXXXVIII. Edited with Notes, Vocabulary- and Exercises, by F. H. COLSON, M.A., Senior Classical Master at Bradford Grammar School ; Fellow of St. John's College, Cambridge. Virgil. ^ENEID. BOOK I. Edited by A. S. WALPOLE, M.A. ^ENEID. BOOK IV. Edited by Rev. H. M. STEPHENSON, M.A. 6 MACMILLAN'S EDUCATIONAL CATALOGUE. Virgil. ,NEID. BOOK V. Edited by Rev. A. CALVERT, M. A., late Fellow of St. John's College, Cambridge. ^ENEID. BOOK VI. Edited by T. E. PAGE, M.A. ^ENEID. BOOK IX. Edited by Rev. H. M. STEPHENSON, M.A. GEORGICS. BOOK I. Edited by C. BRYANS, M.A. [/ preparation. SELECTIONS. Edited by E. S. SHUCKBURGH, M.A. Xenophon. ANABASIS. BOOK I. Edited by A. S. WALPOLE, M.A. ANABASIS. BOOK I. Chaps. I. VIII. for the use of Beginners, with Titles to the Sections, Notes, Vocabulary, and Exercises, by E. A. WELLS, M. A., Assistant Master in Durham School. ANABASIS. BOOK II. Edited by A. S. WALPOLE. M.A. ANABASIS, SELECTIONS FROM. BOOK IV. 'THE RE- TREAT OF THE TEN THOUSAND. Edited, with Notes, Vocabulary, and Exercises, by Rev. E. D. STONE, M.A., formerly Assistant-Master at Et^n. SELECTIONS FROM THE CYROP^iDIA. Edited, with Notes, Vocabulary, and Exercises, by A. H. COOKE, M.A., Fellow and Lecturer of King's College, Cambridge. The following more advanced Books, with Introductions and Notes, but no Vocabulary, are either ready, or in preparation : Cicero. SELECT LETTERS. Edited by Rev. G. E. JEANS, M.A., Fellow of Hertford College, Oxford, and Assistant-Master at Haileybury College. Euripides. HECUBA. Edited by Rev. JOHN BOND, M.A. and A. S. WALPOLE, M.A. Herodotus. SELECTIONS FROM BOOKS vn. AND VIIL, THE EXPEDITION OF XERXES. Edited by A. H. COOKE, M.A., Fellow and Lecturer of King's College, Cambridge. Horace. SELECTIONS FROM THE SATIRES AND EPISTLES. Edited by Rev. W. J. V. BAKER, M.A., Fellow of St. John's College, Cambridge. SELECT EPODES AND ARS POETICA. Edited by H. A. DALTON, M. A. , formerly Senior Student of Christchurch ; Assistant- Master in Winchester College. Plato. EUTHYPHRO AND MENEXENUS. Edited by C. E. GRAVES, M.A., Classical Lecturer and late Fellow of St. John's College, Cambridge. Terence. SCENES FROM THE ANDRIA. Edited by F. W. CORNISH, M.A., Assistant-Master at Eton College. The Greek Elegiac Poets. FROM CALLINUS TO CALLIMACHUS. Selected and Edited by Rev. HERBERT KYNASTON, D.D., Principal of Cheltenham College, and formerly Fellow of St. John's College, Cambridge. CLASSICAL SERIES. 7 Thucydides. BOOK IV. CHS. I. XLI. THE CAPTURE OF SPHACTERIA. Edited by C. E. GRAVES, M.A. Virgil. GEORGICS. BOOK II. Edited by Rev. J. H. SKRINE, M. A., late Fellow of Merton College, Oxford ; Warden of Trinity College, Glenalmond. ** Other Volumes to follow. CLASSICAL SERIES FOR COLLEGES AND SCHOOLS. Fcap. 8vo. Being select portions of Greek and Latin authors, edited with Introductions and Notes, for the use of Middle and Upper forms of Schools, or of candidates for Public Examinations at the Universities and elsewhere. Attic Orators. Selections from ANTIPHON, ANDOCIDES, LYSIAS, I SOCRATES, AND ISAEUS. Edited by R. C. JEBB, LittD., LL.D., Professor of Greek in the University of Glasgow. 6s. ^Eschines. IN CTESIPHONTEM. Edited by Rev. T. GWATKIN, M.A., late Fellow of St, John's College, Cambridge. {In the press. ^schylus, PERS^i. Edited by A. O. PRICKARD, M.A. Fellow and Tutor of New College, Oxford. With Map. y. 6d. SEVEN AGAINST THEBES. SCHOOL EDITION. Edited fey A. W. VERRALL, Litt.D., Fellow of Trinity College, Cambridge, and M. A. BAYFIELD, M.A., Assistant Master at Malvern College. 3s. 6d. Andocides. DE MYSTERIIS. Edited by W. J. HICKIE, M.A., formerly Assistant-Master in Denstone College, zs. 6d. Caesar. THE GALLIC WAR. Edited, after Kraner, by Rev. JOHN BOND, M.A., and A. S. WALPOLE, M.A. With Maps. 6s. Catullus. SELECT POEMS. Edited by F. P. SIMPSON, B.A., late Scholar of Balliol College, Oxford. New and Revised Edition. 5*. The Text of this Edition is carefully adapted to School use. Cicero. THE CATILINE ORATIONS. From the German of KARL HALM. Edited, with Additions, by A. S. WILKINS, M.A., LL.D., Professor of Latin at the Owens College, Manchester, Examiner of Classics to the University of London. New Edition. 35. 6d. PRO LEGE MANILIA. Edited, after HALM, by Professor A. S. WILKINS, M.A., LL.D. 2s. 6d. THE SECOND PHILIPPIC ORATION. From the German of KARL HALM. Edited, with Corrections and Additions, by JOHN E. B. MAYOR, Professor of Latin in the University of Cambridge, and Fellow of St. John's College. New Edition, revised. $s. S MACMIJLLAN'S EDUCATIONAL CATALOGUE. Cicero. PRO ROSCIO AMERINO. Edited, after HALM, by E. H. DONKIN, M.A., late Scholar of Lincoln College, Oxford; Assistant-Master at Sherborne School. 4*. 6d, PRO P. SESTIO. Edited by Rev. H. A. HOLDEN, M.A., LL.D., late Fellow of Trinity College, Cambridge ; and late Classical Examiner to the University of London. 5*. Demosthenes. DE CORONA. Edited by B. DRAKE, M.A., late Fellow of King's College, Cambridge. New and revised Edition. 4*. 6d. AD VERSUS LEPTINEM. Edited by Rev. J. R. KING, M.A. Fellow and Tutor of Oriel College, Oxford. 4^. 6d. THE FIRST PHILIPPIC. Edited, after C. REHDANTZ, by Rev. T. GWATKIN, M. A., late Fellow of St. John's College, Cambridge 2s. 6d. IN MIDI AM. Edited by Prof. A. S. WILKINS, LL.D., and HERMAN HAGER, Ph.D., of the Owens College, Manchester. [In preparation. Euripides. HIPPOLYTUS. Edited by J. P. MAHAFFY, M. A., Fellow and Professor of Ancient History in Trinity College, Dub- lin, and J. B. BURY, Fellow of Trinity College, Dublin. 3,7. 6d. MEDEA. Edited by A. W. VERRALL, Litt.D., Fellow and Lecturer of Trinity College, Cambridge. 3*. 6d. IPHIGENIA IN TAURIS. Edited by E. B. ENGLAND, M.A., Lecturer at the Owens College, Manchester. 4^. 6d. Herodotus. BOOKS V. AND VI. Edited by J. STRACHAN, M.A., Professor of Greek in the Owens College, Manchester. [In preparation. BOOKS VII. AND VIII. Edited by Mrs. MONTAGU BUTLER. [In the press. Hesiod. THE WORKS AND DAYS. Edited by W. T. LENDRUM, Assistant Master in Dulwich College. [In preparation. Homer. ILIAD. BOOKS I., IX., XL, XVI. XXIV. THE STORY OF ACHILLES. Edited by the late J. H. PRATT, M.A., and WALTER LEAF, Litt.D., Fellows of Trinity College, Cambridge. 6s. ODYSSEY. BOOKIX. Editedby Prof. JOHN E.B. MAYOR. 2s. 6d. ODYSSEY. BOOKS XXL XXIV. THE TRIUMPH OF ODYSSEUS. Edited by S. G. HAMILTON, B.A., Fellow of Hertford College, Oxford. 3^. 6d. Horace. THE ODES. Edited by T. E. PAGE, M.A., formerly Fellow of St. John's College, Cambridge ; Assistant- Master at the Charterhouse. 6s. (BOOKS L, II., III., and IV. separately, THE SATIRES. Edited by ARTHUR PALMER, M.A., Fellow of Trinity College, Dublin; Professor of Latin in the University of Dublin. 6s. THE EPISTLES AND ARS POETICA. Edited by A S. WILKINS, M.A., LL.D., Professor of Latin in Owens College, Manchester; Examiner in Classics to the University of London. 6s. CLASSICAL SERIES. 9 Isaeos. THE ORATIONS. Edited by WILLIAM RIDGEWAY, M.A., Fellow of Caius College, Cambridge; and Professor of Greek in the University of Cork. [In preparation. Juvenal. THIRTEEN SATIRES. Edited, for the Use of Schools, by E. G. HARDY, M.A., late Fellow of Jesus College, Oxford. $s. The Text of this Edition is carefully adapted to School use. SELECT SATIRES. Edited by Professor JOHN E. B. MAYOR. X. AND XL 3J. 6d. XII. XVI. 4*. 6d. Livy. BOOKS II. AND III. Edited by Rev. H. M. STEPHENSON, M.A. 5*. BOOKS XXI. AND XXII. Edited by the Rev. W. W. CAPES, M.A. Maps. 5-y. BOOKS XXIII. AND XXIV. Edited by G. C. MACAULAY, M.A. With Maps. 5*. THE LAST TWO KINGS OF MACEDON. EXTRACTS FROM THE FOURTH AND FIFTH DECADES OF LIVY. Selected and Edited, with Introduction and Notes, by F. H. RAWLINS, M. A., Fellow of King's College, Cambridge; and Assistant-Master at Eton. With Maps. 3*. 6d. THE SUBJUGATION OF ITALY. SELECTIONS FROM THE FIRST DECADE. Edited by G. E. MARINDIN, M.A., formerly Assistant Master at Eton. [In preparation. Lucretius. BOOKS L III. Edited by J. H. WARBURTON LEE, M.A., late Scholar of Corpus Christ! College, Oxford, and Assistant- Master at Rossall. 4^. 6d. Lysias. SELECT ORATIONS. Edited byE. S. SHUCKBURGH, M.A., late Assistant-Master at Eton College, formerly Fellow and Assistant-Tutor of Emmanuel College, Cambridge. New Edition, revised. 6s. Martial. SELECT EPIGRAMS. Edited by Rev. H. M. STEPHENSON, M.A. New Edition, Revised and Enlarged. 6*. 6d. Ovid. FASTI. Edited by G. H. HALLAM, M.A., Fellow of St. John's College, Cambridge, and Assistant-Master at Harrow. With Maps. 5*. HEROIDUM EPISTUL^L XIII. Edited by E. S. SHUCKBURGH, M.A. 4*. 6d. METAMORPHOSES. BOOKS I. III. Edited by C. SIMMONS, M.A. [ In preparation . METAMORPHOSES. BOOKS XIII. AND XIV. Edited by C. SIMMONS, M.A. 4^. 6d. Plato. MENO. Edited by E. S. THOMPSON, M.A., Fellow of Christ's College, Cambridge. [In preparation. APOLOGY AND CRITO. Edited by F. J. H. JENKINSON, M.A., Fellow of Trinity College, Cambridge. \Inpreparation. LACHES. Edited, with Introduction and Notes, by M. T. TATHAM, M.A., Balliol College, Oxford, formerly Assistant Master at Westminster School. 2s. 6d. io MACMILLAN'S EDUCATIONAL CATALOGUE. Plato. THE REPUBLIC. BOOKS I. V. Edited by T. H. WARREN, M.A., President of Magdalen College, Oxford. [In the press. Plautus. MILES GLORIOSUS. Edited by R. Y. TYRRELL. M.A., Fellow of Trinity College, and Regius Professor cf Greek in the University of Dublin. Second Edition Revised. 5*. AMPHITRUO. Edited by ARTHUR PALMER, M.A., Fellow of Trinity College and Regius Professor of Latin in the University of Dublin. [In preparation. CAPTIVI. Edited by A. RHYS SMITH, late Junior 'Student of Christ Church, Oxford. [In preparation. Pliny. LETTERS. BOOK III. Edited by Professor JOHN E. B. MAYOR. With Life of Pliny by G. H. RENDALL, M. A. 5*. LETTERS. BOOKS I. and II. Edited by J. COWAN, B.A., Assistant-Master in the Grammar School, Manchester. [In preparation. Plutarch. LIFE OF THEMISTOKLES. Edited by Rev. H. A. HOLDEN, M.A., LL.D. 5*. Polybius. THE HISTORY OF THE ACH^AN LEAGUE AS CONTAINED IN THE REMAINS OF POLYBIUS. Edited by W. W. CAPES, M.A. 6s. 6d. Propertius. SELECT POEMS. Edited by Professor J. P. POSTGATE, M.A., Fellow of Trinity College, Cambridge. Second Edition, revised. 6s. Sallust. CATILINA AND JUGURTHA. Edited by C. MERI- VALE, D.D., Dean of Ely. New Edition, carefully revised and enlarged, 4*. 6d. Or separately, 2s. 6d. each. BELLUM CATULINAE. Edited by A. M. COOK, M.A., Assist- ant Master at St. Paul's School. 4*. 6d. JUGURTHA. By the same Editor. [In preparation. Sophocles. ANTIGONE. Edited by Rev. JOHN BOND, M.A., and A. S. WALPOLE, M.A. [In preparation. TacitUS. AGR1COLA AND GERMANIA. Edited by A. J. CHURCH, M.A., and W. J. BRODRIBB, M.A., Translators of Tacitus. ' New Edition, 3*. 6d. Or separately, 2s. each. THE ANNALS. BOOK VI. By the same Editors. 2s. 6J. THE HISTORIES. BOOKS I. AND II. Edited by A. D. GODLEY, M.A. 5*. THE HISTORIES. BOOKS III. V. By the same Editor. [/;/ preparation. THE ANNALS. BOOKS I. AND II. Edited by J. S. REID, M.L., Litt.D. [In preparation. Terence. HAUTON TIMORUMENOS. Edited by E. S. SHUCKBURGH, M.A. 31. With Translation, 4;. 6J. PHORMIO. Edited by Rev, JOHN BOND, M.A., and A. S. WALPOLE, M.A. 4*. 6d. CLASSICAL LIBRARY. II Thucydides. BOOK IV. Edited by C. E. GRAVES, M.A., Classical Lecturer, and late Fellow of St. John's College, Cambridge. $s. BOOKS III. AND V. By the same Editor. To be published separately. [/;/ preparation. {Book V. in the press.} BOOKS I. AND II. Edited by C. BRYANS, M.A. [/ preparation. BOOKS VI. AND VII. THE SICILIAN EXPEDITION. Edited by the Rev. PERCIVAL FROST, M. A., late Fellow of St. John's College, Cambridge. New Edition, revised and enlarged, with Map. 5^. Tibullus. SELECT POEMS. Edited by Professor J. P. PoSTGATE, M. A. [In preparation. Virgil. /ENE1D. BOOKS II. AND III. THE NARRATIVE OF yENEAS. Edited by E. W. HOWSON, M. A., Fellow of King's College, Cambridge, and Assistant-Master at Harrow. 3*. Xenophon. HELLENICA, BOOKS I. AND II. Edited by H. HAILSTONE, B. A., late Scholar of .Peterhouse, Cambridge. With Map. 4j. 6d. CYROPyEDIA. BOOKS VII. AND VIII. Edited by ALFRED GOODWIN, M.A., Professor of Greek in University College, London. $s. MEMORABILIA SOCRATIS. Edited by A. R. CLUER, B.A., Balliol College, Oxford. 6s. THE ANABASIS. BOOKS I. IV. Edited by Professors W. W. GOODWIN and J. W. WHITE. Adapted to Goodwin's Greek Grammar. With a Map. 5-r. HIERO. Introduction, Summaries, Critical and Explanatory Notes and Indices, and Critical Appendix. Edited by Rev. H. A. HOLDEN, M.A., LL.D. Third Edition, revised. 3*. &/. OECONOMICUS. By the same Editor. With Introduction, Explanatory Notes, Critical Appendix, and Lexicon. 6*. *** Other Volumes will follow. _ CLASSICAL LIBRARY. (i) Texts, Edited with Introductions and Notes, for the use of Advanced Students. (2) Commentaries and Translations. . THE EUMENIDES. The Greek Text, with Introduction, English Notes, and Verse Translation. By BERNARD DRAKE, M.A., late Fellow of King's College, Cambridge. 8vo. Sj. AGAMEMNON. Edited, with Introduction and Notes, by A. W. VERRALL, Litt.D. 8vo. [In preparation . AGAMEMNON, CHOEPHORCE, AND EUMENIDES. Edited, with Introduction and Notes, by A. O. PRICKARD, M.A., Fellow and Tutor of New College, Oxford. 8/0. [In preparation. 12 MACMILLAN'S EDUCATIONAL CATALOGUE, . THE " SEVEN AGAINST THEBES." Edited, with Introduction, Commentary, and Translation, hy A. W. VERRALL, Litt.D., Fellow of Trinity College, Cambridge. 8vo. is. 6d. THE SUPPLICES. A Revised Text, with Introduction, Critical Notes, Commentary and Translation. By T. G. TUCKER, M.A., Fellow of St. John's College, Cambridge, and Professor of Classical Philology in the University of Melbourne. 8vo. [In the press. Antoninus, Marcus Aurelius. BOOK IV. OF THE MEDITATIONS. The Text Revised, with Translation and Notes, by HASTINGS CROSSLEY, M.A., Professor of Greek in Queen's College, Belfast. 8vo. 6s. Aristotle. THE METAPHYSICS. BOOK i. Translated by a Cambridge Graduate. 8vo. 5$. [Book II. in preparation. THE POLITICS. Edited, after SUSEMIHL, by R. D. HICKS, M. A. , Fellow of Trinity College, Cambridge. 8vo. [In the press. THE POLITICS. Translated, with Analysis and Critical Notes, by Rev. J. E. C. WELLDON, M.A., Fellow of King's College, Cambridge, and Head-Master of Harrow School. Second Edition revised. Crown 8vo. icj. 6d. THE RHETORIC. Translated, with an Analysis and Critical Notes, by the same. Crown 8vo. *js. 6d. THE ETHICS. Translated, with an Analysis and Critical Notes, by the same. Crown 8vo. [In preparation. AN .INTRODUCTION TO ARISTOTLE'S RHETORIC With Analysis, Notes, and Appendices. By E. M. COPE, Fellow and Tutor of Trinity College, Cambridge. 8vo. 14^. THE SOPHISTICI ELENCHI. With Translation and Notes by E. POSTE, M.A., Fellow of Oriel College, Oxford. 8vo. 8s. 6d. Aristophanes. THE BIRDS. Translated into English Verse, with Introduction, Notes, and Appendices, by B. H. KENNEDY, D.D., Regius Professor of Greek in the University of Cambridge. Crown 8vo. 6s. Help Notes to the same, for the use of Students, u. 6d. Attic Orators. FROM ANTIPHON TO ISAEOS. By R. C. JEBB, Litt.D., LL.D., Professor of Greek in the University of Glasgow. 2 vols. 8vo. 25*. BabriuS. Edited, with Introductory Dissertations, Critical Notes, Commentary and Lexicon. By Rev. W. GUNTON RUTHERFORD, M.A., LL.D., Head-Master of Westminster. 8vo. 12s. 6d. Cicero. THE ACADEMIC A. The Text revised and explained by J. S. REID, M.L., Litt.D., Fellow of Caius College, Cam- bridge. 8vo. 155. THE ACADEMICS. Translated by J. S. REID, M.L., Litt.D. Svo. 55. 6d. CLASSICAL LIBRARY. 13 Cicero. SELECT LETTERS. After the Edition of ALBERT WATSON, M.A. Translated by G. E. JEANS, M.A., Fellow of Hertford College, Oxford, and late Assistant-Master at Haileybury. Second Edition. Revised. Crown 8vo ioj. 6d. (See also Classical Series.) Euripides. MEDEA. Edited, with Introduction and Notes, by A. W. VERRALL, Litt.D., Fellow and Lecturer of Trinity Col- lege, Cambridge. 8vo. "js. 6d. IPHIGENIA IN AULIS. Edited, with Introduction and Notes, by E. B. ENGLAND, M.A., Lecturer in the Owens College, Manchester. 8vo. [In preparation. INTRODUCTION TO THE STUDY OF EURIPIDES. By Professor J. P. MAHAFFY. Fcap. 8vo. is. 6d. (Classical Writers Series.) (See also Classical Series.) Herodotus. BOOKS i. in. THE ANCIENT EMPIRES OF THE EAST. Edited, with Notes, Introductions, and Ap- pendices, by A. H. SAYCE, Deputy-Professor of Comparative Philology, Oxford; Honorary LL.D., Dublin. Demy 8vo. i6s. BOOKS IV. IX. Edited by REGINALD W. MACAN, M.A., Lecturer in Ancient History at Brasenose College, Oxford. 8vo. [/ preparation. Homer. THE ILIAD. Edited, with Introduction and English Notes, by WALTER LEAF, Litt.D., late Fellow of Trinity College, Cambridge. 8vo. In Two Volumes. Vol. I. Books I. XII. 14*. Vol. II. Books XIII. XIV. I4J. THE ILIAD. Translated into English Prose. By ANDREW LANG, M.A., WALTER LEAF, Litt.D., and ERNEST MYERS, M.A. Crown 8vo. \2s.6d. THE ODYSSEY. Done into English by S. H. BUTCHER, M.A., Professor of Greek in the University of Edinburgh, and ANDREW LANG, M.A., late Fellow of Merton College, Oxford. Seventh and Cheaper Edition, revised and corrected. Crown 8vo. 45. 6d. INTRODUCTION TO THE STUDY OF HOMER. By the Right Hon. W. E. GLADSTONE, M.P. i8mo. is. (Literature Primers.) HOMERIC DICTIONARY. For Use in Schools and Colleges. Translated from the German of Dr. G. AUTENRIETH, with Additions and Corrections, by R. P. KEEP, Ph. D. With numerous Illustrations. Crown 8vo. 6s. (See also Classical Serifs.) Horace. THE WORKS OF HORACE RENDERED INTO ENGLISH PROSE. With Introductions, Running Analysis, Notes, &c. By J. LONSDALE, M.A., and S. LEE, M.A. (Globe Edition.) 3-r. 6d. STUDIES, LITERARY AND HISTORICAL, IN THE ODES OF HORACE. By A. W. VERRALL, Fellow of Trinity College, Cambridge. Demy 8vo. 8s. 6d. (See also Classical Series. ) 14 MACMILLAN'S EDUCATIONAL CATALOGUE, Juvenal. THIRTEEN SATIRES OF JUVENAL. With a Commentary. By JOHN E. B. MAYOR, M.A., Professor of Latin in the University of Cambridge. Crown 8vo. %* Vol. I. Fourth Edition, Revised and Enlarged, los. 6d. Vol. II. Second Edition. IQJ. 6d. %* The new matter consists of an Introduction (p. 153), Addi- tional Notes (pp. 333466) and Index (pp. 467526). It is also issued separately, as a Supplement to the previous edition, at 5-r. THIRTEEN SATIRES. Translated into English after the Text of J. E. B. MAYOR by ALEXANDER LEEPER, M.A., Warden of Trinity College, in the University of Melbourne. Crown 8vo. 3J. &/. (See also Classical Series?) Ktesias. THE FRAGMENTS OF THE PERSIKA OF KTESIAS. Edited with Introduction and Notes by JOHN GILMORE, M.A. 8vo. {Immediately. Livy. BOOKS I. IV. Translated by Rev. H. M. STEPHENSON, M.A., late Head-Master of St. Peter's School, York. {In preparation. BOOKS XXL XXV. Translated by ALFRED JOHN CHURCH, M.A., of Lincoln College, Oxford, Professor of Latin, University College, London, and WILLIAM JACKSON BRODRJBI;, M. A., late Fellow of St. John's College, Cambridge. Cr. 8vo. 7*. 6d. INTRODUCTION TO THE STUDY OF LIVY. By Rev. W. W. CAPES, Reader in Ancient History at Oxford. Fcap. 8vo. is. 6d. (Classical Writers Series.) (See also Classical Series.) Martial. BOOKS I. AND II. OF THE EPIGRAMS. Edited, with Introduction and Notes, by Professor J. E. B. MAYOR, M.A. 8vo. {In the press. (See also Classical Series.) Pausanias. DESCRIPTION OF GREECE. Translated by J. G. FRAZER, M.A., Fellow of Trinity College, Cambridge. {In preparation. Phrynichus. THE NEW PHRYNICHUS ; being a Revised Text of the Ecloga of the Grammarian Phrynichus. With Intro- duction and Commentary by Rev. W. GUNION RUTHERFORD, M. A. , LL.D., Head-Master of Westminster. 8vo. i8s. Pindar. THE EXTANT ODES OF PINDAR. Translated into English, with an Introduction and short Notes, by ERNEST MYERS, M.A., late Fellow of Wadham College, Oxford. Second Edition. Crown 8vo. $s. THE OLYMPIAN AND PYTHIAN ODES. Edited, with an Introductory Essay, Notes, and Indexes, "by BASIL GILDERSLEEVE, Professor of Greek in the Johns Hopkins University, Baltimore. Crown 8vo. "js. 6d. Plato. PH^DO. Edited, with Introduction, Notes, and Appen- dices, by R. D. ARCHER-HIND, M.A., Fellow of Trinity College. Cambridge. 8vo. 8j. 6d. CLASSICAL LIBRARY. 15 PlatO. TIMAEUS. Edited, with Introduction, Notes, and a Translation, by the same Editor. 8vo. i6s. PH^EDO. Edited, with Introduction and Notes, by W. D. GEDDES, LL.D., Principal of the University of Aberdeen. Second Edition. Demy 8vo. Ss. 6d. PHILEBUS. Edited, with Introduction and Notes, by HENRY JACKSON, M.A., Fellow of Trinity College, Cambridge. 8vo. [In preparation. THE REPUBLIC. Edited, with Introduction and Notes, by H. C. GOODHART, M.A., Fellow of Trinity College, Cam- bridge. 8vo. [In preparation. THE REPUBLIC OF PLATO. Translated into English, with an Analysis and Notes, by J. LL. DAVIES, M.A., and D. I. VAUGHAN, M.A. i8mo. 4-r. 6d. EUTHYPHRO, APOLOGY, CRITO, AND PH^EDO. Trans- lated by F. J. CHURCH. i8mo. 4*. 6d. PH^EDRUS, LYSIS, AND PROTAGORAS. A New and Literal Translation, mainly from the text of Bekker. By J. WRIGHT, M.A., Trinity College, Cambridge. i8mo. 4^. 6d. (See also Classical Series.) PlautUS. THE MOSTELLARIA OF PLAUTUS. With Notes, Prolegomena, and Excursus. By WILLIAM RAMSAY, M.A., formerly Professor of Humanity in the University of Glasgow. Edited by Professor GEORGE G. RAMSAY, M.A., of the University of Glasgow. Svo. 14.5-. (See also Classical Series.) Pliny. LETTERS TO TRAJAN. Edited, with Introductory Essays and Notes, by E. G. HARDY, M.A., late Fellow of Jesus College, Oxford. Svo. [In the press. PolybhlS. THE HISTORIES. Translated, with Introduction and Notes, by E. S. SHUCKBURGH, M.A. 2 vols. Crown Svo. [In the press. SalluSt. CATILINE AND JUGURTHA. Translated, with Introductory Essays, by A. W. POLLARD, B.A. Crown Svo. 6s. THE CATILINE (separately). Crown Svo. 3*. (See also Classical Series.) Sophocles. CEDIPUS THE KING. Translated from the Greek of Sophocles into English Verse by E. D. A. MORSHEAD, M.A., late Fellow of New College, Oxford; Assistant Master at Winchester College. Fcap. Svo. 3*. 6d. Studia Scenica. Part I., Section I. Introductory Study on the Text of the Greek Dramas. The Text of SOPHOCLES' TRACHINIAE, 1-300. By DAVID S. MARGOLIOUTH, Fellow of New College, Oxford. Demy Svo. 2s. 6d. TacitUS. THE ANNALS. Edited, with Introductions and Notes, by G. O. HOLBROOKE, M.A., Professor of Latin in Trinity College, Hartford, U.S.A. With Maps. Svo. l6s. 16 MACMILLAN'S EDUCATIONAL CATALOGUE. Tacitus. THE ANNALS. Translated by A. J. CHURCH, M. A., and W. J. BRODRIBB, M.A. With Notes and Maps. New Edition. Crown 8vo. 7^ 6 ClausiuS. MECHANICAL THEORY OF HEAT. By R. CLAUSIUS. Translated by WALTER R. BROWNE, M.A., late Fellow of Trinity College, Cambridge. Crown 8vo. los. 6d. Clifford. THE ELEMENTS OF DYNAMIC. An Introduction to the Study of Motion and Rest in Solid and Fluid Bodies. By W. K. CLIFFORD, F.R.S., late Professor of Applied Mathematics and Mechanics at University College, London. Part I. KINEMATIC. Crown 8vo. Books I III. "js. 6d. ; Book IV. and Appendix 6s. Cockshott and Walters. GEOMETRICAL CONICS. An Elementary Treatise. Drawn up in accordance with the Syllabus issued by the Society for the Improvement of Geometrical Teaching. By A. COCKSHOTT, M.A., formerly Fellow and Assistant-Tutor of Trinity College, Cambridge, and Assistant- Master at Eton; and Rev. F. B. WALTERS, M.A., P'ellow of Queens' " College, Cambridge, and Principal of King 1 William's College, Isle of Man. With Diagrams. Crown 8vo. [/ the press. Cotterill. APPLIED MECHANICS : an Elementary General Introduction to the" Theory of Structures and Machines. By JAMES H. COTTERILL, F.R.S., Associate Member of the Council of the Institution of Naval Architects, Associate Member of the Institution of Civil Engineers, Professor of Applied Mechanics in the Royal Naval College, Greenwich. Medium 8vo. i8j. ELEMENTARY MANUAL OF APPLIED MECHANICS. By the same Author. Crown 8vo. [In preparation. Day (R. E.) ELECTRIC LIGHT ARITHMETIC. By R. E. DAY, M.A., Evening Lecturer in Experimental Physics at King's College, London. Pott 8vo. 2s. Dodgson. CURIOSA MATHEMATICA. Part i. A New Theory of Parallels. By CHARLES L. DODGSON, M.A., Student and late Mathematical Lecturer of Christ Church, Oxford, Author of "Euclid and his Modern Rivals," "Euclid, Books I. and II.," &c. Crown 8vo. 2s. 32 MACMILLAN'S EDUCATIONAL CATALOGUE. Drew. GEOMETRICAL TREATISE ON CONIC SECTIONS By W. H. DREW, M.A., St. John's College, Cambridge. New Edition, enlarged. Crown 8vo. 5^. Dyer. EXERCISES IN ANALYTICAL GEOMETRY. Com- piled and arranged by J. M. DYER, M.A. With Illustrations. Crown 8vo. 45. 6d. Eagles. CONSTRUCTIVE GEOMETRY OF PLANE CURVES. By T. H. EAGLES, M.A., Instructor in Geometrical Drawing, and Lecturer in Architecture at the Royal Indian En- gineering College, Cooper's Hill. With numerous Examples. Crown 8vo. 12s. Edgar (J. H.) and Pritchard (G. S.). NOTE-BOOK ON PRACTICAL SOLID OR DESCRIPTIVE GEOMETRY. Containing Problems with help for Solutions. ByJ. H. EDGAR, M.A., Lecturer on Mechanical Drawing at the Royal School of Mines, and G. S. PRITCHARD. Fourth Edition, revised by ARTHUR MEEZE. Globe 8vo. 4*. 6d. Edwards. THE DIFFERENTIAL CALCULUS. With Ap- plications and numerous Examples. An Elementary Treatise by JOSEPH EDWARDS, M.A., formerly Fellow of Sidney Sussex College, Cambridge. Crown 8vo. IQJ. 6d. Ferrers. Works by the Rev. N. M. FERRERS, M.A., Master of Gonville and Caius College, Cambridge. AN ELEMENTARY TREATISE ON TRILINEAR CO- ORDINATES, the Method of Reciprocal Polars, and the Theory of Projectors. New Edition, revised. Crown 8vo. 6s. 6d. AN ELEMENTARY TREATISE ON SPHERICAL HAR- MONICS, AND SUBJECTS CONNECTED WITH THEM. Crown 8vo. 75. 6d. Forsyth. A TREATISE ON DIFFERENTIAL EQUA- TIONS. By ANDREW RUSSELL FORSYTH, M.A., F.R.S., Fellow and Assistant Tutor of Trinity College, Cambridge. 8vo. 145. Frost. Works by PERCIVAL FROST, M.A., D.Sc., formerly Fellow of St. John's College, Cambridge ; Mathematical Lecturer at King's College. AN ELEMENTARY TREATISE ON CURVE TRACING. 8vo. I2J-. SOLID GEOMETRY. Third Edition. Demy 8vo. i6j. HINTS FOR THE SOLUTION OF PROBLEMS in the Third Edition of SOLID GEOMETRY. 8vo. Ss 6d. Greaves. A TREATISE ON ELEMENTARY STATICS. By JOHN GREAVES, M.A., Fellow and Mathematical Lecturer of Christ's College, Cambridge. Second Edition. Crown 8vo. 6s. 6 J. STATICS FOR SCHOOLS. By the Same Author. [In the press. Greenhill. DIFFERENTIAL AND INTEGRAL CAL- CULUS. With Applications. By A. G. GREENHILL, M.A., Professor of Mathematics to the Senior Class of Artillery Officers, Woolwich, and Examiner in Mathematics to the University of London. Crown 8vo. 7*. 6d. MATHEMATICS. 33 Hemming. AN ELEMENTARY TREATISE ON THE DIFFERENTIAL AND INTEGRAL CALCULUS, for the Use of Colleges and Schools. By G. W. HEMMING, M.A., Fellow of St. John's College, Cambridge. Second Edition, with Corrections and Additions. 8vo. gs. Ibbetson. THE MATHEMATICAL THEORY OF PER- FECTLY ELASTIC SOLIDS, with a short account of Viscous Fluids. An Elementary Treatise. By WILLIAM JOHN IBBETSON, M.A., Fellow of the Royal Astronomical Society, and of the Cam- bridge Philosophical Society, Member of the London Mathematical Society, late Senior Scholar of Clare College, Cambridge. 8vo. 2is. Jellett (John H.). A TREATISE ON THE THEORY OF FRICTION. By JOHN H. JELLETT, B.D., late Provost of Trinity College, Dublin; President of the Royal Irish Academy. 8vo. Ss. 6d. Johnson. Works by WILLIAM WOOLSEY JOHNSON, Professor of Mathematics at the U.S. Naval Academy, Annopolis, Maryland. INTEGRAL CALCULUS, an Elementary Treatise on the; Founded on the Method of Rates or Fluxions. Demy 8vo. gs. CURVE TRACING IN CARTESIAN CO-ORDINATES. Crown 8vo. 4^. 6d. Jones. EXAMPLES IN PHYSICS. By D. E. JONES, B.Sc., Lecturer in Physics in University College of Wales, Aberystwyth. Fcap. 8vo. 3-r. 6d. Kelland and Tait. INTRODUCTION TO QUATER- NIONS, with numerous examples. By P. KELLAND, M.A., F.R.S., and P. G. TAIT, M.A., Professors in the Department of Mathematics in the University of Edinburgh. Second Edition. Crown 8vo. Js. 6d. Kempe. HOW TO DRAW A STRAIGHT LINE : a Lecture on Linkages. By A. B. KEMPE. With Illustrations. Crown 8vo. is. 6d. (A ature Series.) Kennedy. THE MECHANICS OF MACHINERY. By A. B. W. KENNEDY, F.R.S., M.Inst.C.E., Professor of Engineering and Mechanical Technology in University College, London. With Illustrations. Crown 8vo. 12s. 6d. Knox. DIFFERENTIAL CALCULUS FOR BEGINNERS. By ALEXANDER KNOX. Fcap. 8vo. $s. 6d. Lock. Works by the Rev. J. B. LOCK, M.A., Author of "Trigonometry," "Arithmetic for Schools," &c. HIGHER TRIGONOMETRY. Sixth Edition. Globe 8vo. 4^. 6d. DYNAMICS FOR BEGINNERS. Second Edition. (Stereo- typed.) Globe 8vo. 3^. 6d. ELEMENTARY STATICS. Globe 8vo. (See also under Arithmetic, Euclid, and Trigonometry.} Lupton. CHEMICAL ARITHMETIC. With 1,200 Examples- By SYDNEY LUPTON, M.A., F.C.S., F.I.C., formerly Assistant Master in Harrow School. Second Edition. Fcap. Svo. 4--. 6./. 34 MACMILLAN'S EDUCATIONAL CATALOGUE. Macfarlane, PHYSICAL ARITHMETIC. By ALEXANDER MACFARLANE, M. A., D.Sc., F.R.S.E., Examiner in Mathematics to the University of Edinburgh. Crown 8vo. JS. 6d. MacGregOr. KINEMATICS AND DYNAMICS. An Ele- mentary Treatise. By JAMES GORDON MACGREGOR, M.A., D.Sc., Fellow of the Royal Societies of Edinburgh and of Canada Munro Professor of Physics in Dalhousie College, Halifax, Nova Scotia. With Illustrations. Crown 8vo. IO.T. 6d. Merriman. A TEXT BOOK OF THE METHOD OF LEAST SQUARES. By MANSFIELD MERRIMAN, Professor of Civil Engineering at Lehigh University, Member of the American Philosophical Society, American Association for the Advancement of Science, &c. Denly 8vo. Ss. 6d. Millar. ELEMENTS OF DESCRIPTIVE GEOMETRY. By J.B. MILLAR, C.E., Assistant Lecturer in Engineering in Owens College, Manchester. Second Editi m. Crown 8vo. 6s. Milne. Works by the Rev. JOHN J. MILNE, M.A., Private Tutor, late Scholar, of St. John's College, Cambridge, &c., &c., formerly Second Master of Heversham Grammar School. WEEKLY PROBLEM PAPERS. With Notes intended for the use of students preparing for Mathematical Scholarships, and for the Junior Meinbersof the Universities who are reading for Mathematical Honours. Pott 8vo. ^s. 6d. SOLUTIONS TO WEEKLY PROBLEM PAPERS. Crown Svo. los. 6d. COMPANION TO "WEEKLY PROBLEM PAPERS." Crown Svo. IDS. 6c/. Muir. A TREATISE ON THE THEORY OF DETERMI- NANTS. With graduated sets of Examples. For use in Colleges and Schools. By THOS. MUIR, M.A., K.R.S.E., Mathematical Master in the High School of Glasgow. Crown 8vo. Js. 6d. Palmer. TEXT BOOK OF PRACTICAL LOGARITHMS AND TRIGONOMETRY. By J. H. PALMER, Head School - rnaster R.N., H.M.S. Cambridge, Devonport. Globe Svo. 4*, 6d. Parkinson. AN ELEMENTARY TREATISE ON ME- CHANICS. For the Use of the Junior Classes at the University and the Higher Classes in Schools. By S. PARKINSON, D.D., F.R.S., Tutor and Prelector of St. John's College, Cambridge. With a Collection of Examples. Sixth Edition, revised. Crown Svo. 9-r. 6d.-> Pirie. LESSONS ON RIGID DYNAMICS. By the Rev. G. PlRlE, M.A., late Fellow and Tutor of Queen's College, Cam- bridge ; Professor of Matbe-natios i;i the University of Aberdeen. Crown Svo. 6s. Puckle. AN ELEMENTARY TREATISE ON CONIC SEC- TIONS AND ALGEBRAIC GEOMETRY. With Numerous Examples and Hints f >r their Sohili .-a ; especially de>i.nifd for the Use of Beginners. By G. 11. I'UCKLE, M.A. Fifth Edition, revised and enlarged. CrovVn Svo. 7-f. 6d. MATHEMATICS. 35 Reuleaux. THE KINEMATICS OF MACHINERY. Out lines of a Theory of Machines. By Professor F. REULEAUX Translated and Edited by Professor A. B. W. KENNEDY, F.R.S. C.E. With 450 Illustrations. Medium 8vo. 2is. Rice and Johnson DIFFERENTIAL CALCULUS, an Elementary Treatise on the ; Founded on the Method of Rates or Fluxions. By JOHN MINOT RICE, Professor of Mathematics in the United States Navy, and WILLIAM WOOLSEY JOHNSON, Pro- fessor of Mathematics at the United States Naval Academy. Third Edition, Revised and Corrected. Demy 8vo. 18^. Abridged Edition, $s. Robinson. TREATISE ON MARINE SURVEYING. Pre- pared for the use of younger Naval Officers. With Questions for Examinations and Exercises principally irom the Papers of the Royal Naval College. With the results. By Rev. JOHN L. ROBINSON, Chaplain and Instructor in the Royal Naval College, Greenwich. With Illustrations. Crown 8vo. 'js. 6d. CONTENTS. Symbols used in Charts and Surveying The Construction and Use of Scales Laying off Angles Fixing Positions by Angles - Charts and Chart- Drawing Instruments and Observing Base Lines Triangulation Levelling Tides and Tidal Observations Soundings Chronometers Meridian Distances Method of Plotting a Survey Miscellaneous Exercises Index. Routh. Works by EDWARD JOHN ROUTH, D.Sc., LL.D., F.R.S., Fellow of the University of London, Hon. Fellow of St. Peter's College, Cambridge. A TREATISE ON THE DYNAMICS OF THE SYSTEM OF RIGID BODIES. With numerous Examples. Fourth and enlarged Edition. Two Vols. 8vo. Vol. I. Elementary Parts. 14*. Vol. II. The Advanced Parts. 14^. STABILITY OF A GIVEN STATE OF MOTION, PAR- TICULARLY STEADY MOTION. Adams' Prize Essay for 1877. 8vo. 8j. 6d. Smith (C.). Works by CHARLES SMITH, M.A., Fellow and Tutor of Sidney Sussex College, Cambridge. CONIC SECTIONS. Fourth Edition. Crown 8vo. 7*. 6d. SOLUTIONS TO CONIC SECTIONS. Crown 8vo. 105. 6d. AN ELEMENTARY TREATISE ON SOLID GEOMETRY. Second Edition. Crown Svo. 9*. 6d. (See also under Algebra.} Tait and Steele. A TREATISE ON DYNAMICS OF A PARTICLE. With numerous Examples. By Professor TAIT and Mr. STEELE. Fifth Edition, revised. Crown Svo. 12s. Thomson. Works by J. J. THOMSON, Fellow of Trinity College, Cambridge, and Professor of Experimental Physics in the University. A TREATISE ON THE MOTION OF VORTEX RINGS. An Essay to which the Adams Prize was adjudged in 1882 in the University of Cambridge. With Diagrams. Svo. 6s. APPLICATIONS OF DYNAMICS TO PHYSICS AND CHEMISTRY. Crown Svo. 7;. 6js. 6d. PLANE CO-ORDINATE GEOMETRY, as applied to the Straight Line and the Conic Sections. With numerous Examples. New Edition, revised and enlarged. Crown 8vo. 7-r. 6d. KEY TO PLANE CO-ORDINATE GEOMETRY. By C. W. BOURNE, M.A. Head Master of the College, Inverness. Crown 8vo. los. 6d. A TREATISE ON THE DIFFERENTIAL CALCULUS. With numerous Examples. New Edition. Crown 8vo. lay. 6d. A KEY TO DIFFERENTIAL CALCULUS. By H. ST. J. HUNTER, M.A. Crown 8vo. IDS. 6d. A TREATISE ON THE INTEGRAL CALCULUS AND ITS APPLICATIONS. With numerous Examples. New Edition, revised and enlarged. Crown 8vo. TOJ. 6d. EXAMPLES OF ANALYTICAL GEOMETRY OF THREE DIMENSIONS. New Edition, revised. Crown 8vo. 4*. A TREATISE ON ANALYTICAL STATICS. With numerous Examples. Fifth Edition. Edited by Professor J. D. EVERETT, F.R.S. Crown Svo. IDS. 6d. A HISTORY OF THE MATHEMATICAL THEORY OF PROBABILITY, from the time of Pascal to that of Laplace. 8vo. iSs. A HISTORY OF THE MATHEMATICAL THEORIES OF ATTRACTION, AND THE FIGURE OF THE EARTH, from the time of Newton to that of Laplace. 2 vols. 8vo. 24*. AN ELEMENTARY TREATISE ON LAPLACE'S, LAME'S, AND BESSEL'S FUNCTIONS. Crown 8vo. los. 6d. (See also under Arithmetic and Mensuration, Algebra, and Trigonometry.) Wilson (J. M.). SOLID GEOMETRY AND CONIC SEC- TIONS. With Appendices on Transversals and Harmonic Division. For the Use of Schools. By Rev. J. M. WILSON, M.A. Head Master of Clifton College. New Edition. Extra fcap. 8vo. 3-r. 6d. Woolwich Mathematical Papers, for Admission into the Royal Military Academy, Woolwich, 1880 - 1884 inclusive. Crown 8vo. *. 6J. SCIENCE. 37 Wolstenholme. MATHEMATICAL PROBLEMS, on Sub- jects included in the First and Second Divisions of the Schedule of subjects for the Cambridge Mathematical Tripos Examination. Devised and arranged by JOSEPH WOLSTENHOLME, D.Sc., late Fellow of Christ's College, sometime Fellow of St. John's College, and Professor of Mathematics in the Royal Indian Engineering College. New Edition, greatly enlarged. 8vo. 18,? EXAMPLES FOR PRACTICE IN THE USE OF SEVEN- FIGURE LOGARITHMS. For the Use of Colleges and Schools. By the same Author. 8vo. $s. :toD SCIENCE. (i) Natural Philosophy, (2) Astronomy, (3) Chemistry, (4) Biology, (5) Medicine, (6) Anthro- pology, (7) Physical Geography and Geology, (8) Agriculture. NATURAL PHILOSOPHY. Airy. Works by Sir G. B. AIRY, K.C.B., formerly Astronomer- Royal. ON SOUND AND ATMOSPHERIC VIBRATIONS. With the Mathematical Elements of Music. Designed for the Use of Students in the University. Second Edition, revised and enlarged. Crown 8vo. 95-. A TREATISE ON MAGNETISM. Designed for the Use of Students in the University. Crown 8vo. Qf. 6d. GRAVITATION : an Elementary Explanation of the Principal Per- turbations in the Solar System. Second Edition. Crown 8vo. Js. 6d. Alexander (T.). ELEMENTARY APPLIED MECHANICS. Being the simpler and more practical Cases of Stress and Strain wrought out individually from first principles by means of Ele- mentary Mathematics. By T. ALEXANDER, C.E., Professor of Civil Engineering in the Imperial College of Engineering, Tokei, Japan. Crown 8vo. Part I. 4^. 6d, Alexander Thomson. ELEMENTARY APPLIED MECHANICS. By THOMAS ALEXANDER, C.E., Professor of Engineering in the Imperial College of P^ngineering, Tokei, Japan ', and ARTHUR WATSON THOMSON, C.E., B.Sc., Professor of Engineering at the Royal College, Cirencester. Part II. TRANS- VERSE STRESS ; upwards of 150 Diagrams, and 200 Examples carefully worked oitt. Crown 8vo. los. 6J. Ball (R. S.). EXPERIMENTAL MECHANICS. A Course of Lectures delivered at the Royal College of Science for Ireland. By SirR. S. BALL, LL.I)., F.R.S., Astrjnomer Royal of Ireland. Second and Cheaper Edition. Crown Svu. Cs. 38 MACMILLAN'S EDUCATIONAL CATALOGUE. Bottomley. FOUR-FIGURE MATHEMATICAL TABLES. Comprising Logarithmic and Trigonometrical Tables, and Tables of Squares, Square Roots, and Reciprocals. By J. T. BOTTOMLEY, M.A., F.K.S.E., F.C.S., Lecturer in Natural" Philosophy in the University of Glasgow. 8vo. 2s. 6d. Chisholm. THE SCIENCE OF WEIGHING AND MEASURING, AND THE STANDARDS OF MEASURE AND WEIGHT. By H. W. CHISHOLM, Warden of the Standards. With numerous Illustrations. Crown 8vo. 4*. 6d. (Nature Series). Clausius. MECHANICAL THEORY OF HEAT. By R. CLAUSIUS. Translated by WALTER R. BROWNE, M.A., late Fellow of Trinity College, Cambridge. Crown 8vo. los. 6d. Cotterill. APPLIED MECHANICS: an Elementary General Introduction to the Theory of Structures and Machines. By JAMES H. COTTERILL, F.R.S., Associate Member of the Council of the Institution of Naval Architects, Associate Member of the Institution of Civil Engineers, Professor of Applied Mechanics in the Royal Naval College, Greenwich. Medium Svo. i&r. ELEMENTARY MANUAL OF APPLIED MECHANICS. By the same Author. Crown 8vo. [/ preparation. Gumming. AN INTRODUCTION TO THE THEORY OF ELECTRICITY. By LINNAEUS GUMMING, M.A., one of the Masters of Rugby School. With Illustrations. Crown 8vo. 8^. 6d. Daniell. A TEXT-BOOK OF THE PRINCIPLES OF PHYSICS. By ALFRED DANIELL, M.A., LL.B., D.Sc., F.R.S.E., late Lecturer on Physics in the School of Medicine, Edinburgh. With Illustrations. Second Edition. Revised and Enlarged. Medium 8vo. 2is. Day. ELECTRIC LIGHT ARITHMETIC. By R. E. DAY, M.A., Evening Lecturer in Experimental Physics at King's College, London. Pott Svo. 2J. Everett. UNITS AND PHYSICAL CONSTANTS. By J. D. EVERETT, M.A., D.C.L., F.R.S., F.R.S.E., Professor of Natural Philosophy, Queen's College, Belfast. Second Edition. Extra fcap. Svo. 5*. Gray THE THEORY AND PRACTICE OF ABSOLUTE MEASUREMENTS IN ELECTRICITY AND MAGNET- ISM. By ANDREW GRAY, M.A., F.R.S.E., Professor of Physics in the University College of North Wales. Two Vols. Crown Svo. Vol.1, I2s. 6d. [Vol. //. in the press. Greaves. STATICS FOR SCHOOLS. By JOHN^ GREAVES, M.A., Fellow and Mathematical Lecturer of Christ's College, Cambridge. [Jn preparation. ELEMENTARY STATICS, A TREATISE ON. By the same. Second Edition, revised. Crown Svo. 6s. 6d. Grove. A DICTIONARY OF MUSIC A.ND MUSICIANS. (A D 14501888). By Eminent Writers, English and Foreign. Edited by Sir GEORGE GROVE, D.C.L., Director of the Royal College of Music, &c. Demy Svo. Vols. I., II., and III. Price 2is. each. SCIENCE. 39 Grove continued. Vol. I. A to IMPROMPTU. Vol. II. IMPROPF.RTA to PLAIN SONG. Vol. III. PLANCHE TO SUMER IS ICUMEN IN. Demy 8vo. cloth, with Illustrations in Music Type and Woodcut. Also published in Parts. Parts I. to XIV., Parts XIX XXII., price 3*. 6 ~ ELECTROSTATICS AND MAG- NETISM, REPRINTS OF PAPERS ON. By Sir WIILIAM THOMSON D.C.I,, I.L.D , F.R.S., F.R.S.E., Fellow of St. 1 eter s College, Cambridge, and Professor of Natural Philosophy in the University of Glasgow. Second Edition. Medium 8vo. igr Thomson, J. J. Woiks hy j. j. THOMSON, Fellow of Trinity College, Cavendish Professor of Experimental Physics in the University. THE MOTION OF VORTEX RINGS, A TREATISE ON. An Essay to which the Adams Prize was adjudged in 1882 in the University of Cambridge. With Diagrams 8vo 6s APPLICATIONS OF DYNAMICS T5 PHYSICS AND CHEMISTRY. By the same Author. Crown 8vo. 7^.6^. Tcdhunter. NATURALPHILOSOPHY FOR BEGINNERS. By I. TODHUNTER, M.A., F.R.S., D.Sc. Part I. The Properties of Solid and Fluid Bodies. i8mo. 35 6d. Part II. Sound, Light, and Heat, i8r.no. 3*. 6d. Turner. HEAT AND ELECTRICITY, A COLLECTION OF EXAMPLES ON. By H. H. TURNER, B. A., Fellow of Trinity College, Cambridge. Crown 8vo. 2t. 6d. Wright (Lewis). LIGHT ; A COURSE OF EXPERI- MENTAL OPTICS, CHIEFLY WITH THE LANTERN. By LEWIS WRIGHT. With nearly 200 Engravings and Coloured Plates. Crown 8vo. Js. 6d. ASTRONOMY. Airy. POPULAR ASTRONOMY. With Illustrations by Sir G. B. AIRY, K.C.B., formerly Astronomer-Royal. New Edition. iSmo. 4-r. 6ft. Forbes. TRANSIT OF VENUS. By G. FORBES, M.A., Professor of Natural Philosophy in the Andersonian University, Glasgow. Illustrated. Crown 8vo. $s. 6J. (Nature Series.} Godfray. Woiks by HUGH GODFRAV, M.A., Mathematical Lecturer at Pembroke College, Cambridge. A TREATISE ON ASTRONOMY, for the Use of Colleges and Schools. Fourth Edition. 8vo. 125-. 64. AN ELEMENTARY TREATISE ON THE LUNAR THEORY, with a Brief Sketch of the Problem up to the time of Newton. Second Edition, revised. Crown Svo. 5^. 6d. Lockyer. Works by J. NORMAN LOCKYER, F.R.S. PRIMER OF ASTRONOMY. With numerous Illustrations. New Edition. l8mo. is. (Science Primers.} ELEMENTARY LESSONS IN ASTRONOMY. With Coloured Diagram of the Spectra of the Sun, Stars, and Nebulae, and numerous Illustrations. New Edition, revised. Fcap. Svo. $s. 6J. QUESTIONS ON LOCKYER'S ELEMENTARY LESSONS IN ASTRONOMY. For the Use of Schools. By JOHN FORIJES- ROBERTSON. i8mo, cloth limp. is. 6d. THE CHEMISTRY OF THE SUN. With Illustrations. Svo. 14 j. SCIENCE. 43 Newcomb. POPULAR ASTRONOMY. By S. NEWCOMB, LL.D., Professor U.S. Naval Observatory. With 112 Illustrations and 5 Maps of the Stars. Second Edition, revised. 8vo. i8j. "It is unlike anything else cf its kind, and will be of more use in circulating a knowledge of Astronomy than nine-tenths of the books which have appeared on the subject of late years." SATURDAY REVIEW. CHEMISTRY. Armstrong. A MANUAL OF INORGANIC CHEMISTRY. By HENRY ARMSTRONG, Ph.D., F.R.S., Professor of Chemistry in the City and Guilds of London Technical Institute. Crown 8vo. [2n preparation. Cohen. THE OWENS COLLEGE COURSE OF PRAC- TICAL ORGANIC CHEMISTRY. By JULIUS B. COHEN, Ph.D., F.C.S., Assistant Lecturer on Chemistry in the Owens College, Manchester. With a Preface by SIR HENRY ROSCOE, F.R.S., and C. SCHORLEMMER, F.R.S. Fcap. 8vo. 2.r. 6d. Cooke. ELEMENTS OV CHEMICAL PHYSICS. By JOSIAH P. COOKE, Jnnr., Erving Professor of Chemistry and Mineralogy in Harvard University. Fourth Edition. Royal 8vo. zis. Fleischer. A SYSTEM OF VOLUMETRIC ANALYSIS. By EMIT, FLEISCHER. Translated, with Notes and Additions, from the Second German Edition by M. M. PATTISON MUIR, F.R.S. E. With Illustrations. Crown 8vo. *js.6d. Frankland. AGRICULTURAL CHEMICAL ANALYSIS A Handbook of. By PERCY FARADAY FRANKLAND, Ph.D., B.Sc., F.C.S. Associate of the Royal School of Mines, and Demonstrator of Practical and Agricultural Chemistry in the Normal School of Science and Royal School of Mines, South Kensington Museum. Founded upon Leitfaden fiir die Agriculture Chemiche Analyse, von Dr. F. KROCKER. Crown 8vo. 7r. 6J. Hartley. A COURSE OF QUANTITATIVE ANALYSIS FOR STUDENTS. By W. NOEL HARTLEY, F.R.S., Professor of Chemistry, and of Applied Chemistry, Science and Art Depart- ment, Royal College of Science, Dublin. Globe 8vo. 5.?. Hiorns. Works by ARTHUR H. HIORNS, Principal of the School of Metallurgy, Birmingham and Midland Institute. A TEXT-BOOK OF PRACTICAL METALLURGY AND ASSAYING. With Illustrations. Globe 8vo. [Just ready. A TEXT-BOOK ON ELEMENTARY THEORETICAL METALLURGY. Globe 8vo. {In the press. Jones. Works by FRANCIS JONES, F.R.S.E., F.C.S., Chemical Master in the Grammar School, Manchester. THE OWENS COLLEGE JUNIOR COURSE OF PRAC- TICAL CHEMISTRY. With Preface by Sir HENRY ROSCOE, F.R.S., and Illustrations. New Edition. i8mo. zs. 6d. QUESTIONS ON CHEMISTRY. A Series of Problems and Exercises in Inorganic and Organic Chemistry. Fcap. 8vo. 3-r. 44 MACMILLAN'S EDUCATIONAL CATALOGUE. Landauer. BLOWPIPE ANALYSIS. By J. LANDAUER. Authorised English Edition by J. TAYLOR and W. E. KAY, of Owens College, Manchester. Extra fcap. 8vo. 4*. 6d. Lupton. CHEMICAL ARITHMETIC. With 1,200 Problems. By SYDNEY LUPTON, M.A., F.C.S., F.I.C., formerly Assistant- Master at Harrow. Second Edition, Revised and Abridged. Fcap. Svo. 4-r. 6d. Meldola. PHOTOGRAPHIC CHEMISTRY. By RAPHAEL MELDOLA, F.R.S., Professor of Chemistry in the Technical College, Finsbury. Crown Svo. (Nature Series.) [In the press. Muir. PRACTICAL CHEMISTRY FOR MEDICAL STU- DENTS. Specially arranged for the first M.B. Course. By M. M. PATTISON MUIR, F.R.S.E. Fcap. Svo. is. 6d. Muir and Wilson. THE ELEMENTS OF THERMAL CHEMISTRY. By M. M. PATTISON MUIR, M.A., F.R.S.E., Fellow and Praelector of Chemistry in Gonville and Caius College, Cambridge ; Assisted by DAVID MUIR WILSON. Svo. 12s. 6d. Remsen. Works by IRA REMSEN, Professor of Chemistry in the Johns Hopkins University. COMPOUNDS OF CARBON ; or, Organic Chemistry, an Intro- duction to the Study of. Crown Svo. 6s. 6d. AN INTRODUCTION TO THE STUDY OF CHEMISTRY (INORGANIC CHEMISTRY). Crown Svo. 6*. 6d. THE ELEMENTS OF CHEMISTRY. A Text Book for Beginners. Fcap. Svo. 2s. 6d. ROSCOC. Works by Sir HENRY E. RoscoE, F.R.S., formerly Professor of Chemistry in the Victoria University the Owens College, Manchester. PRIMER OF CHEMISTRY. With numerous Illustrations. New Edition. With Questions. iSmo. is. (Science Primers.} LESSONS IN ELEMENTARY CHEMISTRY, INORGANIC AND ORGANIC. With numerous Illustrations and Chromolitho of the Solar Spectrum, and of the Alkalies and Alkaline Earths. New Edition. Fcap. Svo. 4*. 6d. (See under THORPE.) Roscoe and Schorlemmer. INORGANIC AND OR- GANIC CHEMISTRY. A Complete Treatise on Inorganic and Organic Chemistry. By Sir HENRY E. ROSCOE, F.R.S., and Prof. C. SCHORLEMMER, F.R.S. With Illustrations. Medium Svo. Vols. I. and II. INORGANIC CHEMISTRY. Vol. I. The Non-Metallic Elements. Second Edition, revised. 2U. Vol. II. Part I. Metals. iSs. Vol. II. Part II. Metals. its. Vol. III. ORGANIC CHEMISTRY. THE CHEMISTRY OF THE HYDROCARBONS and their Derivatives, or ORGANIC CHEMISTRY, With numerous Illustrations. Five Parts. Parts I., II., and IV. 2is. each. Part III. iSs. Part V. '[Immediately. SCIENCE. 45 Thorpe. A SERIES OF CHEMICAL PROBLEMS, prepared with Special Reference to Sir II. E. Roscoe's Lessons in Elemen- tary Chemistry, by T. E. THORPE, Ph.D., F.R.S., Professor of Chemistry in the Normal School of Science, South Kensington, adapted for the Preparation of Students for the Government, Science, and Society of Arts Examinations. With a Preface by Sir HENRY E. ROSCOE, F.R.S. New Edition, with Key. i8mo. 2s. Thorpe and Riicker. A TREATISE ON CHEMICAL PHYSICS. By T. E. THORPE, Ph.D., F.R.S. Professor of Chemistry in the Normal School of Science, and Professor A. W. RiicKER. Illustrated. 8vo. [In preparation. Wright. METALS AND THEIR CHIEF INDUSTRIAL APPLICATIONS. BY C. ALDER WRIGHT, D.Sc., &c., Lecturer on Chemistry in St. Mary's Hospital Medical School. Extra fcap. 8vo. 3-r. 6d. BIOLOGY. Allen. ON THE COLOUR OF FLOWERS, as Illustrated in the British Flora. By GRANT ALLEN. With Illustrations. Crown 8vo. $s.6d. (Nature Series.) Balfour. A TREATISE ON COMPARATIVE EMERY- OLOGY. By F. M. BALFOUR, M.A., F.R.S., Fellow and Lecturer of Trinity College, Cambridge. With Illustrations. Second Edition, reprinted without alteration from the First Edition. In 2 vols. 8vo. Vol. I. iBs. Vol. II. 2is. Balfour and Ward. A GENERAL TEXT BOOK OF BOTANY. By ISAAC BAYLEY BALFOUR, F.R.S., Professor of Botany in the University of Edinburgh, and H. MARSHALL WARD, F.R.S., Fellow of Christ's College, Cambridge, and Professor of Botany in the Royal Indian Engineering College, Cooper's Hill. 8vo. [In preparation. Bettany. FIRST LESSONS IN PRACTICAL BOTANY. By G. T. BETTANY, M.A., F.L.S., formerly Lecturer in Botany at Guy's Hospital Medical School. i8mo. is. Bower. A COURSE OF PRACTICAL INSTRUCTION IN BOTANY. By F. O. BOWER, D.Sc., F.L.S., Regius Professor of Botany in the University of Glasgow. Crown 8vo. Part I. Second Edition, revised and enlarged. Phanerogamse Pterido- phyta. 6s. 6d. Part II. Bryophyta Thallophyta. 4*. 6d. Or both Parts in one volume, los. 6d. Darwin (Charles). MEMORIAL NOTICES OF CHARLES DARWIN, F.R.S., &c. By THOMAS HENRY HUXLEY, F.R.S., G. J. ROMANES, F.R.S., ARCHIBALD GEIKIE, F.R.S., and W. T. THISELTON DYER, F.R.S. Reprinted from Nature. With a Portrait, engraved by C. H. JKENS. Cro - n 8vo. 2s. 6J. (Nature Series.) 46 MACMILLAN'S EDUCATIONAL CATALOGUE. Fearnley. A MANUAL OF ELEMENTARY PRACTICAL HISTOLOGY. By WILLIAM FEARNLEY. With Illustrations. Crown 8vo. ?s. 6d. Flower and Gadow. AN INTRODUCTION TO THE OSTEOLOGY OF THE MAMMALIA. By WILLIAM HENRY FLOWER, LL.D., F.R.S., Director of the Natural History De- partments of the British Museum, late Hunterian Professor of Com- parative Anatomy and Physiology in the Royal College of Surgeons of England. W 7 ith numerous Illustrations. Third Edition. Re- vised with the assistance of HANS GADOW, Ph.D., M.A., Lecturer on the Advanced Morphology of Vertebrates and Strickland Curator i n the University of Cambridge. Crown 8vo. los. 6cf. Foster. Works by MICHAEL FOSTER, M.D., Sec. R.S., Professor of Physiology in the University of Cambridge. PRIMER OF PHYSIOLOGY. With numerous Illustrations. New Edition. i8mo. is. A TEXT-BOOK OF PHYSIOLOGY. With Illustrations. Fifth Edition, largely revised. In Three Parts. Part I., comprising Book I. Blood The Tissues of Movement, The Vascular Mechanism, los. 6d. Parts II. and III. are in the press preparing for early publication. Foster and Balfour.- THE ELEMENTS OF EMBRY- OLOGY. By MICHAEL FOSTER, M.A., M.D., LL.D., Sec. R.S., Professor of Physiology in the University of Cambridge, Fellow of Trinity College, Cambridge, and the late FRANCIS M. BALFOUR, M.A., LL.D., F.R.S., Fellow of Trinity College, Cambridge, and Professor of Animal Morphology in the University. Second Edition, revised. Edited by ADAM SEDGWICK, M.A., Fellow and Assistant Lecturer of Trinity College, Cambridge, and WALTER HEAPE, Demonstrator in the Morphological Laboratory of the University of Cambridge. With Illustrations. Crown 8vo. los. 6d. Foster and Langley. A COURSE OF ELEMENTARY PRACTICAL PHYSIOLOGY. By Prof. MICHAEL FOSTER, M.D., Sec. R.S., &c., and J. N. LANGLEY, M.A., F.R.S., Fellow of Trinity College, Cambridge. Fifth Edition. Crown 8vo. ?s. 6d. Gamgee. A TEXT-BOOK OF THE PHYSIOLOGICAL CHEMISTRY OF THE ANIMAL BODY. Including an Account of the Chemical Changes occurring in Disease. By A. GAMGEE, M.D., F.R.S., formerly Professor of Physiology in the Victoria University the Owens College, Manchester. 2 Vols. 8vo. With Illustrations. Vol.1. i8s. [Vol. II. in the press. Gray. STRUCTURAL BOTANY, OR ORGANOGRAPHY ON THE BASIS OF MORPHOLOGY. To which are added the principles of Taxonomy and Phytography, and a Glossary of Botanical Terms. By Professor ASA GRAY, LL.D. 8vo. ws. 6d. Hamilton. A PRACTICAL TEXT-BOOK OF PATHO- LOGY. By D. J. HAMILTON, Professor of Pathological Anatomy (Sir Erasmus Wilson Chair), University of Aberdeen. Illustrated. 8vo. [In the press. SCIENCE. 47 Hooker. Works by Sir J. D. HOOKER, K.C.S.I., C.B., M.D., F.R.S., D.C.L. PRIMER OF BOTANY. With numerous Illustrations. New Edition. i8mo. is. {Science Printers.} THE STUDENT'S FLORA OF THE BRITISH ISLANDS. Third Edition, revised. Gbbe 8vo. los. 6d. Howes. AN ATLAS OF PRACTICAL ELEMENTARY BIOLOGY. By G. B. HoWES, Assistant Professor of Zoology, Normal School of Science and Royal School of Mines. With a Preface by THOMAS HENRY HUXLEY, F.R.S. Royal 4to. 14*. Huxley. Works by THOMAS HENRY HUXLEY, F.R.S. INTRODUCTORY PRIMER OF SCIENCE. i8mo. is. (Science Primers.) LESSONS IN ELEMENTARY PHYSIOLOGY. With numerous Illustrations. New Edition Revised. Fcap. Svo. 4*. 6d. QUESTIONS ON HUXLEY'S PHYSIOLOGY FOR SCHOOLS. By T. ALCOCK, M.D. New Edition. i8mo. is. 6d. Huxley and Martin. A COURSE OF PRACTICAL IN- STRUCTION IN ELEMENTARY BIOLOGY. By T. II. HUXLEY, F.R.S., LL.D., assisted by II. N. MARTIN, M.A., M.B., D.Sc., F.R.S., Fellow of Christ's College, Cambridge. New Edition, revised and extended by G. B. HOWES, Assistant Professor of Zoology, Normal School of Science, and Royal School of Mines, and D. II. SCOTT, M.A., PH.D., Assistant Professor of Botany, Normal School of Science, and Royal School of Mines. New Edition, thoroughly revised. With a Preface by T. H. HUXLEY, F.R.S. Crown Svo. los. 6d. Kane. EUROPEAN BUTTERFLIES, A HANDBOOK OF. By W. F. DEVISMES KANE, M.A., M.R.I.A., Member of the Entomological Society of London, &c. With Copper Plate Illustra- tions. Crbwn Svo. I*. 6d. A LIST OF EUROPEAN RHOPALOCERA WITH THEIR VARIETIES AND PRINCIPAL SYNONYMS. Reprinted from the Handbook of European Butterflies. Crown Svo. is. Klein. MICRO-ORGANISMS AND DISEASE. An Intro- duction into the Study of Specific Micro-Organisms. By E. KLEIN, M.D., F.R.S,, Lecturer on General Anatomy and Physio- logy in the Medical School of St. Bartholomew's Hospital, London. With 121 Illustrations. Third Edition, Revised. Crown Svo. 6s. THE BACTERIA IN ASIATIC CHOLERA. By the Same. Crown Svo. [/ preparativn. Lankester. Works by Professor E. RAY LANK ESTER, F.R.S. A TEXT BOOK OF ZOOLOGY. Svo. {In preparation. DEGENERATION : A CHAPTER IN DARWINISM. Illus- trated. Crown Svo. 2s. 6d. (Nature Series.) Lubbock. Works by SIR IOHN LUBHOCK, M.P., F.R.S., D.C.L. THE ORIGIN AND METAMORPHOSES OF INSECTS. With numerous Illustrations. New Edition. Crown Svo. 3-f. 6d. (Nature Scnes.) 48 MACMILLAN'S EDUCATIONAL CATALOGUE. Lubbock continued. ON BRITISH WILD FLOWERS CONSIDERED IN RE- LATION TO INSECTS. With numerous Illustrations. New Edition. Crown 8vo. 45. 6d. (Nature Series. ) FLOWERS, FRUITS, AND LEAVES. With Illustrations. Second Edition. Crown 8vo. 4?. 6d. (Nature Series.} Martin and Moale. ON THE DISSECTION OF VERTE- BRATE ANIMALS. By Professor H. N. MARTIN and W. A. MOALE. Crown 8vo. [In preparation. Mivart. Works by ST. GEORGE MIVART, F.R.S., Lecturer on Comparative Anatomy at St. Mary's Hospital. LESSONS IN ELEMENTARY ANATOMY. With upwards of 400 Illustrations. Fcap. 8vo. 6s. 6d. THE COMMON FROG. Illustrated. Cr.Svo. 33. 6d. (Nature Series.) Mullen THE FERTILISATION OF FLOWERS. By Pro- fessor HERMANN MULLER. Translated and Edited by D'ARCY W. THOMPSON, B.A., Professor of Biology in University College, Dundee. With a Preface by CHARLES DARWIN, F.R.S. With ^ numerous Illustrations. Medium 8vo. 215. Oliver. Works by DANIEL OLIVER, F.R.S., &c., Professor of Botany in University College, London, &c. FIRST BOOK OF INDIAN BOTANY. With numerous Illus- trations. Extra fcap. 8vo. 6s. 6d. LESSONS IN ELEMENTARY BOTANY. With nearly 200 Illustrations. New Edition. Fcap. 8vo. 4?. 6d. Parker. A COURSE OF INSTRUCTION IN ZOOTOMY (VERTEBRATA). By T. JEFFREY PARKER, B.Sc. London, Professor of Biology in the University of Otago, New Zealand. With Illustrations. Crown 8vo. 8s. 6d. LESSONS IN ELEMENTARY BIOLOGY. By the same Author. With Illustrations. 8vo. [In the press. Parker and Bettany. THE MORPHOLOGY OF THE SKULL. By Professor W. K. PARKER, F.R.S., and G. T. BETTANY. Illustrated. Crown 8vo. los. 6d. Romanes. THE SCIENTIFIC EVIDENCES OF ORGANIC EVOLUTION. By GEORGE J. ROMANES, M.A., LL.D., F.R.S., Zoological Secretary of the Linnean Society. Crown 8vo. 2.5. 6d. (Nature Series.) Sedgwick. A SUPPLEMENT TO F. M. BALFOUR'S TREATISE ON EMBRYOLOGY. By ADAM SEDGWICK, M.A., F.R.S., Fellow and Lecturer of Trinity College, Cambridge. 8vo. Illustrated. [In preparation. Smith (W. G.). DISEASES OF FIELD AND GARDEN CROPS, CHIEFLY SUCH AS ARE CAUSED BY FUNGI. By WORTHINGTON G. SMITH, F.L.S., M.A.I., Member of the Scientific Committee R.H.S. With 143 New Illustrations drawn and engraved from Nature by the Author. Fcap. 8vo. 4?. 6d. SCIENCE. 49 Stewart Corry. A FLORA OF THE NORTH-EAST OF IRELAND. Including the Phanerogamia, the Cryptogamia Vascularia, and the Muscineae. By SAMUEL ALEXANDER STEWART, Fellow of the Botanical Society of Edinburgh, Curator of the Collections in the Belfast Museum, and Honorary Associate of the Belfast Natural History and Philosophical Society ; and th late THOMAS HUGHES CORRY, M.A., F.L.S., F.Z.S., M.R.I.A., F.B.S. Edin., Lecturer on Botany in the University Medical and Science Schools, Cambridge, Assistant Curator of the University Herbarium, &c. , &c. Crown 8vo. 5*. 6d. Ward. TIMBER AND ITS DISEASES. By H. MARSHALL WARD, F.R.S., Professor of Botany in the Royal Indian Engineer- ing College, Cooper's Hill. Illustrated. Crown 8vo. [/ preparation. Wiedersheim (Prof.). ELEMENTS OF THE COM- PARATIVE ANATOMY OF VERTEBRATES. Adapted from the German of ROBERT WIEDERSHEIM, Professor of Ana- tomy, and Director of the Institute of Human and Comparative Anatomy in the University of Freiburg-in-Baden, by W. N EWTON PARKER, Professor of Biology in the University College of South Wales and Monmouthshire. With Additions by the Author and Translator. With Two Hundred and Seventy Wood- cuts. Medium Svo. 12s. 6d. MEDICINE. Brunton. Works by T. LAUDER BRUNTON, M.D., D.Sc., F.R.C.P., F.R.S., Assistant Physician and Lecturer on Materia Medica at St. Bartholomew's Hospital ; Examiner in Materia Medica in the University of London, in the Victoria University, and in the Royal College of Physicians, London ; late Examiner in the University of Edinburgh. A TEXT-BOOK OF PHARMACOLOGY, THERAPEUTICS, AND MATERIA MEDICA. Adapted to the United States Pharmacopoeia, by FRANCIS H. WILLIAMS, M.D., Boston, Mass. Third 'Edition. Adapted to the New British Pharmacopoeia, 1885. Medium Svo. 21 s. TABLES OF MATERIA MEDICA : A Companion to the Materia Medica Museum. With Illustrations. New Edition Enlarged. Svo. IDS. 6d. Griffiths. LESSONS ON PRESCRIPTIONS AND THE ART OF PRESCRIBING. By W. HANDSEL GRIFFITHS, PH.D.,L.R.C.P.E. New Edition. Adapted to the Pharmacopoeia, 1885. iSmo. 3j. 6d. Hamilton. A TEXT-BOOK OF PATHOLOGY. By D. J. HAMILTON, Professor of Pathological Anatomy (Sir Erasmus Wilson Chair) University of Aberdeen. With Illustrations. Svo. [In the press. 50 MACMILLAN'S EDUCATIONAL CATALOGUE. Klein. MICRO-ORGANISMS AND DISEASE. An Intro- duction into the Study of Specific Micro-Organisms. By E. KLEIN, M.D., F.R.S., Lecturer on General Anatomy and Physio- logy in the Medical School of St. Bartholomew's Hospital, London. \Yith 1 2 Illustrations. Third Edition, Revised. Crown 8vo. 6s. THE BACTERIA IN ASIATIC CHOLERA. By the Same Author. Crown 8vo. [In preparation. Ziegler-Macalister. TEXT-BOOK OF PATHOLOGICAL ANATOMY AND PATHOGENESIS. By Professor ERNST ZIEGLER of Tiibingen. Translated and Edited for English Students by DONALD MACALISTER, M.A.,M.D., B.Sc.,F.R.C.r., Fellow and Medical Lecturer of St. John's College, Cambridge, Physician to Addenbrooke's Hospital, and Teacher of Medicine in the University. With numerous Illustrations. Medium 8vo. Part I. GENERAL PATHOLOGICAL ANATOMY. Second Edition, izs. 6d. Part II. SPECIAL PATHOLOGICAL ANATOMY. Sections I. VIII. Second Edition. \2s.6d. Sections IX. XII. \2s.6d. ANTHROPOLOGY. Flower. FASHION IN DEFORMITY, as illustrated in the Customs of Barbarous and Civilised Races. By Professor FLOWER, F.R.S., F.R.C.S. With Illustrations. Crown 8vo. 2s. 6d. (Nature Series.} Tylor. ANTHROPOLOGY. An Introduction to the Study of Man and Civilisation. By E. B. TYLOR, D.C.L., F.R.S. With numerous Illustrations. Crown 8vo. 7.?. 6d. PHYSICAL GEOGRAPHY & GEOLOGY. Blanford. THE RUDIMENTS OF PHYSICAL GEOGRA- PHY FOR THE USE OF INDIAN SCHOOLS ; with a Glossary of Technical Terms employed. By H. F. BLANFORD, F.R.S. New Edition, with Illustrations. Globe 8vo. zs. 6d. Geikie. Works by ARCHIBALD GEIKIE, LL.D., F.R.S., Director General of the Geological Survey of Great Britain and Ireland, and Director of the Museum of Practical Geology, London, formerly Murchison Professor of Geology and Mineralogy in the University of Edinburgh, &c. PRIMER OF PHYSICAL GEOGRAPHY. With numerous Illustrations. New Edition. With Questions. i8mo. is. (Science Primers.) ELEMENTARY LESSONS IN PHYSICAL GEOGRAPHY. With numerous Illustrations. New Edition. Fcap. 8vo. 4-f. 6d. QUESTIONS ON THE SAME. is. 6d. PRIMER OF GEOLOGY. With numerous Illustrations. New Edition. i8mo. is. (Science Primers.) SCIENCE. 51 Geiki e continued. CLASS BOOK OF GEOLOGY. With upwards of 200 New Illustrations. Crown 8vo. IOT. 6d. TEXT-BOOK OF GEOLOGV. With numerous Illustrations. Second Edition, Sixth Thousand, Revised and Enlarged. 8vo. 28^. OUTLINES OF FIELD GEOLOGY. With Illustrations. New Edition. Extra fcap. 8vo. $s. 6d. THE SCENERY AND GEOLOGY OF SCOTLAND, VIEWED IN CONNEXION WITH ITS PHYSICAL GEOLOGY. With numerous Illustrations. Crown 8vo. 12s. 6d. (See also under Geography.) Huxley. PHYSIOGRAPHY. An Introduction to the Study of Nature. By THOMAS HENRY HUXLEY, F.R.S. With numerous Illustrations, and Coloured Plates. New and Cheaper Edition. Crown 8vo. 6s. Lockyer. OUTLINES OF PHYSIOGRAPHY THE MOVE- MENTS OF THE EARTH. By J. NORMAN LOCKYER, F.R.S., Correspondent of the Institute of France, Foreign Member of the Academy of the Lyncei of Rome, &c., &c. ; Professor of Astronomical Physics in the Normal School of Science, and Examiner in Physiography for the Science and Art Department. With Illustrations. Crown 8vo. Sewed, is. 6d. Phillips. A TREATISE ON ORE DEPOSITS. By J. ARTHUR PHILLIPS, F.R.S., V.P.G.S., F.C.S., M.Inst.C.E., Ancien Eleve de 1'Ecole des Mines, Paris ; Author of " A Manual of Metallurgy," "The Mining and Metallurgy of Gold and Silver," c. With numerous Illustrations. 8vo. 25*. AGRICULTURE. Frankland. AGRICULTURAL CHEMICAL ANALYSIS, A Handbook of. By PERCY FARADAY FRANKLAND, Ph.D., 6.Sc., F.C.S., Associate of the Royal School of Mines, and Demonstrator of Practical and Agricultural Chemistry in the Normal School of Science and Royal School of Mines, South Kensington Museum. Founded upoA Ltitfaden fiir die Agriculture Chemiche Analyse, von Dr. F. KROCKER. Crown 8vo. Js. 6d. Smith (Worthington G.). DISEASES OF FIELD AND GARDEN CROPS, CHIEFLY SUCH AS ARE CAUSED BY FUNGI. By WORTHINGTON G. SMITH, F.L.S., M.A.I., Member of the Scientific Committee of the R.H.S. With 143 Illustrations, drawn and engraved from Nature by the Author. Fcap. 8vo. 4J. 6d. Tanner. Works by HENRY TANNER, F.C.S., M.R.A.C., Examiner in the Principles of Agriculture under the Government Department of Science ; Director of Education in the Institute of Agriculture, South Kensington, London ; sometime Professor of Agricultural Science, University College, Aberystwith. ELEMENTARY LESSONS IN THE SCIENCE OF AGRI- CULTURAL PRACTICE. Fcap. 8vo. 3*. 6d. f 2 52 MACMILLAN'S EDUCATIONAL CATALOGUE. Tanner continued. FIRST PRINCIPLES OF AGRICULTURE. iSrao. is. THE PRINCIPLES OF AGRICULTURE. A Series of Reading Books for use in Elementary Schools. Prepared by HENRY TANNER, F.C.S., M.R.A.C. Extra fcap. 8vo. I. The Alphabet of the Principles of Agriculture. 6d. II. Further Steps in the Principles of Agriculture, is. III. Elementary School Readings on the Principles of Agriculture for the third stage, u. POLITICAL ECONOMY. Cairnes. THE CHARACTER AND LOGICAL METHOD OF POLITICAL ECONOMY. By J. E. CAIRNES, LL.D., Emeritus Professor of Political Economy in University College, London. New Edition. Crown 8vo. 6s. Cossa. GUIDE TO THE STUDY OF POLITICAL ECONOMY. By Dr. LUIGI COSSA, Professor in the University of Pavia. Translated from the Second Italian Edition. With a Preface by W. STANLEY JEVONS, F.R.S. Crown 8vo. 4^. 6d. Fawcett (Mrs.). Works by MILLICENT GARRETT FAWCETT: POLITICAL ECONOMY FOR BEGINNERS, WITH QUES- TIONS. Fourth Edition. i8mo. 2s. 6d. TALES IN POLITICAL ECONOMY. Crown 8vo. 3*. Fawcett. A MANUAL OF POLITICAL ECONOMY. By Right Hon. HENRY FAWCETT, F.R.S. Sixth Edition, revised, with a chapter on " State Socialism and the Nationalisation of the Land," and an Index. Crown 8vo. 12s. AN EXPLANATORY DIGEST of the above. By CYRIL A. WATERS, B. A. Crown 8 vo. 2s. 6d. Gunton. WEALTH AND PROGRESS : A CRITICAL EX- AMINATION OF THE WAGES QUESTION AND ITS ECONOMIC RELATION TO SOCIAL REFORM. By GEORGE GUNTON. Crown 8vo. 6s. Jevons. Works by W. STANLEY JEVONS, LL.D. (Edinb.), M.A. (Lond.), F.R.S., late Professor of Political Economy in University College, London, Examiner in Mental and Moral Science in the University of London. PRIMER OF POLITICAL ECONOMY. New Edition. i8mo. is. (Science Primers.) THE THEORY OF POLITICAL ECONOMY. Third Edition. Revised. Demy 8vo. los. 6d. Marshall. THE ECONOMICS OF INDUSTRY. By A. MARSHALL, M.A., Professor of Political Economy in the Uni- versity of Cambridge, and MARY P. MARSHALL, late Lecturer at Newnham Hall, Cambridge. Extra fcap. 8vo. 2s. 6d. Marshall. ECONOMICS. By ALFRED MARSHALL, M.A., Professor of Political Economy in the University of Cambridge. 2 vols Svo. [/ the press. SCIENCE. 53 Sidgwick. THE PRINCIPLES OF POLITICAL ECONOMY. By Professor HENRY SIDGWICK, M.A., LL.D., Knightbridge Professor of Moral Philosophy in the University of Cambridge, &c., Author of "The Methods of Ethics." Second Edition, revised. 8vo. i6s. Walker. Works by FRANCIS A. WALKER, M.A., Ph.D., Author of "Money," "Money in its Relation to Trade," &c. POLITICAL ECONOMY. Second Edition, revised and enlarged. 8vo. I2s. 6d. A BRIEF TEXT-BOOK OF POLITICAL ECONOMY. Crown 8vd. 6s. 6d. THE WAGES QUESTION. 8vo. 14*. Wicksteed. ALPHABET OF ECONOMIC SCIENCE. By PHILIP H. WICKSTEED, M.A. Globe 8vo. [Just ready. MENTAL & MORAL PHILOSOPHY. Boole. THE MATHEMATICAL ANALYSIS OF LOGIC. Being an Essay towards a Calculus of Deductive Reasoning. By GEORGE BOOLE. 8vo. Sewed. 5-r. Calderwood, HANDBOOK OF MORAL PHILOSOPHY. By the Rev. HENRY CALDERWOOD, LL.D., Professor of Moral Philosophy, University of Edinburgh. Fourteenth Edition, largely rewritten. Crown 8vo. 6s. Clifford. SEEING AND THINKING. By the late Professor W. K. CLIFFORD, F.R.S. With Diagrams. Crown 8vo. 3*. 6d. (Nature Series.) Jar dine. THE ELEMENTS OF THE PSYCHOLOGY OF COGNITION. By the Rev. ROBERT JARDINE, B.D., D.Sc. (Edin.), Ex-Principal of the General Assembly's College, Calcutta. Third Edition, revised and improved. Crown 8vo. 6s. 6d. Jevons. Works by the late W. STANLEY JEVONS, LL.D., M.A., F.R.S. PRIMER OF LOGIC. New Edition. i8mo. is. (Science Primers.) ELEMENTARY LESSONS IN LOGIC ; Deductive and Induc- tive, with copious Questions and Examples, and a Vocabulary of Logical Terms. New Edition. Fcap. Svo. 3*. 6d. THE PRINCIPLES OF SCIENCE. A Treatise on Logic and Scientific Method. New and Revised Edition. Crown Svo. 12s. 6d. STUDIES IN DEDUCTIVE LOGIC. Second Edition. Cr. Svo. 6s. KeyneS. FORMAL LOGIC, Studies and Exercises in. Including a Generalisation of Logical Processes in their application to Complex Inferences. By JOHN NEVILLE KLYNES, M.A., late Fellow of Pembroke College, Cambridge. Second Edition, Revised and Enlarged. Crown Svo. los. 6d. 54 MACMILLAN'S EDUCATIONAL CATALOGUE. Kant Max Miiller. CRITIQUE OF PURE REASON. By IMMANUEL KANT. In commemoration of the Centenary of its first Publication. Translated into English by F. MAX MULLER. With an Historical Introduction by LUDWIG NOIRE. 2 volsf 8vo. l6s. each. Volume I. HISTORICAL INTRODUCTION, by LUDWIG NOIRE ; &c., &c. Volume II. CRITIQUE OF PURE REASON, translated by F. MAX MULLER. For the convenience of students these volumes are now sold separately. Kant Mahaffy and Bernard. COMMENTARY ON KANT'S CRITIQUE. By J. P. MAHAFFY, M.A., Professor of Ancient History in the University of Dublin, and J. H. BERNARD, M.A. New and completed Edition. Crown 8vo. [In preparation. McCosh. PSYCHOLOGY. By JAMES McCosn, D.D., LL.D., Litt.D. President of Princeton College, Author of "Intuitions of the Mind," " Laws of Discursive Thought," &c. Crown 8vo. I. THE COGNITIVE POWERS. 6s. 6d. II. THE MOTIVE POWERS. Crown Svo. 6s. 6J. Ray. A TEXT-BOOK OF DEDUCTIVE LOGIC FOR THE USE OF STUDENTS. By P. K. RAY, D.Sc. (Lon. and Edin.), Professor of Logic and Philosophy, Presidency College Calcutta. Fourth Edition. Globe Svo. 4$-. 6d. The SCHOOLMASTER says -."This work ... is deservedly taking a place among the recognised text-books on Logic." Sidgwick. Works by HENRY SIDGWICK, M.A., LL.D., Knight- bridge Professor of Moral Philosophy in the University of Cambridge. THE METHODS OF ETHICS. Third Edition. Svo. 14*. A Supplement to the Second Edition, containing all the important Additions and Alterations in the Third Edition. Demy Svo. 6s. OUTLINES OF THE HISTORY OF ETHICS, for English Readers. Second Edition, revised. Crown Svo. $s. 6d. Venn. THE LOGIC OF CHANCE. An Essay on the Founda- tions and Province of the Theory of Probability, with special Reference to its Logical Bearings and its Application to Moral and Social Science. By JOHN VENN, M.A., Fellow and Lecturer in Moral Sciences in Gonville and Caius College, Cambridge, Ex- aminer in Moral Philosophy in the University of London. Second Edition, rewritten and greatly enlarged. Crown Svo. los. 6d. SYMBOLIC LOGIC. By the same Author. Crown Svo. los. 6d. GEOGRAPHY. Bartholomew. THE ELEMENTARY SCHOOL ATLAS. By JOHN BARTHOLOMEW, F.R.G.S. is. This Elementary Atlas is designed to illustrate the principal text- books on Elementary Geography. GEOGRAPHY. 55 Clarke. CLASS-BOOK OF GEOGRAPHY. By C. B. CLARKE, M.A., F.L.S., F.G.S., F.R.S. New Edition, with Eighteen Coloured Maps. Fcap. 8vo. 3-r. Geikie. Works by ARCHIBALD GEIKIE, F.R.S., Director-General of the Geological Survey of the United Kingdom, and Director of the Museum of Practical Geology, Jermyn Street, London ; formerly Murchison Professor of Geology and Mineralogy in the University of Edinburgh. THE TEACHING OF GEOGRAPHY. A Practical Handbook for the use of Teachers. Crown 8vo. 2s. Being 1 Volume I. of a New Geographical Series Edited by ARCHIBALD GEIKIE, F.R.S. *^* The aim of this volume is to advocate the claims of geography as an educational discipline of a high order, and to show how these claims may be practically recognised by teachers. AN ELEMENTARY GEOGRAPHY OF THE BRITISH ISLES. i8mo. is. Green. A SHORT GEOGRAPHY OF THE BRITISH ISLANDS. By JOHN RICHARD GREEN and ALICE STOPFORD GRKEN. With Maps. Fcap. 8vo. 3*. 6d. FLORIAN FABLES. Selected and Edited, with Notes, Vocabu- lary, Dialogues, and Exercises, by the Rev. CHARLES YELD, M. A., Head Master of University School, Nottingham. Illustrated. u. 6d. GRIMM KINDER UND HAUSMARCHEN. Selected and Edited, with Notes, and Vocabulary, by G. E. FASNACHT. New Edition, with Exercises. 2s. 6d. HAUFF. DIE KARAVANE. Edited, with Notes and Vocabu- lary, by HKRMAN HAGER, Ph.D. Lecturer in the Owens College, Manchester. New Edition, with Exercises, arranged by G. E. FASNACHT. 3^. LA FONTAINE A SELECTION OF FABLES. Edited, with Introduction, Notes, and Vocabulary, by L. M. MORIARTY, B.A., Professor of French in King's College, London. 2s. PERRAULT CONTES DE FEES. Edited, with Introduction, Notes, and Vocabulary, by G. E. FASNACHT. is. G. SCHWAB ODYSSEUS. With Introduction, Notes, and Vocabulary, by the same Editor. [In preparation. 70 MACMILLAN'S EDUCATIONAL CATALOGUE. Macmillan's Progressive French Course. By G. EUGENE FASNACHT, formerly Assistant-Master in Westminster School. I. FIRST YEAR, containing Easy Lessons on the Regular Accidence. New and thoroughly revised Edition. Extra fcap. 8vo. is. II. SECOND YEAR, containing an Elementary Grammar with copious Exercises, Notes, and Vocabularies. A new Edition, enlarged and thoroughly revised. Extra fcap. 8vo. 2s. III. THIRD YEAR, containing a Systematic Syntax, and Lessons in Composition. Extra fcap. 8vo. 2s. 6d. THE TEACHER'S COMPANION TO MACMILLAN'S PROGRESSIVE FRENCH COURSE. With Copious Notes, Hints for Different Renderings, Synonyms, Philological Remarks, &c. By G. E. FASNACHT. Globe 8vo. First Year ^s. 6d. t Second Yearns. 6d., Third Year 43. 6d. EXERCISES IN FRENCH COMPOSITION. By G. E. FAS- NACHT. Part I. Elementary. Extra Fcap. 8vo. 2s. 6d. [Ready. Part II. Advanced. [Part II. in the press. Macmillan's Progressive French Readers. By G. EUGENE FASNACHT. I. FIRST YEAR, containing Fables, Historical Extracts, Letters, Dialogues, Ballads, Nursery Songs, &c., with Two Vocabularies : (i) in the order of subjects ; (2) in alphabetical order. Extra fcap. 8vo. 2s. 6d. II. SECOND YEAR, containing Fiction in Prose and Verse, Historical and Descriptive Extracts, Essays, Letters, Dialogues, &c. Extra fcap. 8vo. 2s. 6d. Macmillan's Foreign School Classics. Edited by G. EUGENE FASNACHT. i8mo. FRENCH. CORNEILLE LE CID. Edited by G. E. FASNACHT. u. DUMAS- LES DEMOISELLES DE ST. CYR. Edited bv VICTOR OGER, Lecturer in University College, Liverpool, is. 6d. LA FONTAINE'S FABLES. Books L VI. Edited by L. M. MORIARTY, B. A., Professor of French in King's College, London. [In preparation. MOLIERE L'AVARE. By the same Editor, is. MOLIERE LE BOURGEOIS GENTILHOMME. By the same Editor, is. 6d. MOLIERE LES FEMMES SAVANTES. By G. E. FASNACHT. is. MOLIERE LE MISANTHROPE. By the same Editor, is. MOLIERE LE MEDECIN MALGRE LUI. By the same Editor, u. RACINE BRITANNICUS. Edited by EUGENE PELLISSIER, Assistant- Master in Clifton College, and Lecturer in University College, Bristol. 2s. MODERN LANGUAGES AND LITERATURE. 71 Macmillan's Foreign School Classics (continued] FRENCH READINGS FROM ROMAN HISTORY. Selected from Various Authors and Edited by C. COLRECK, M.A., late Fellow of Trinity College, Cambridge ; Assistant-Master at Harrow. 4r. 6t. THE GERMAN-ENGLISH PART, separately, $j. MODERN GREEK. Vincent and Dickson. HANDBOOK TO MODERN GREEK. By Sir EDGAR VINCENT K.C.M.G, and T. G. DiCKbON, M.A. Second Edition, revised and enlarged, with Appendix on the relation of Modern and. Classical Greek by Professor JEBB. Crown 8vo. 6j ITALIAN. Dante. THE PURGATORY OF DANTE. Edited, with Translation and Notes, by A. J. BUTLER, M.A., late Fellow of Trinity College, Cambridge. Crown 8vo. 12s. 6d. THE PARADISO OF DANTE. Edited, with Translation and Notes, by the same Autho*. Crown 8vo> 12s. 6d. SPANISH. Calderon. FOUR PLAYS OF CALDERON. Edited, with Introduction and Notes, by NORMAN MAcCoLL, M.A., late Fellow of Downing College, Cambridge. Crown 8vo. 14$. The four plays here given are El Principe Constante, La Mda e$ Sueiw, El Alcalde de Zalamea, and El Escondido y La 7'apada. DOMESTIC ECONOMY. Barker.-FIRST LESSONS IN THE PRINCIPLES OF COOKING. By LADY BARKER. New Edition. 18010. is. Berners. FIRST LESSONS ON HEALTH. By J. BERNERS. New Edition. iSuio. is. Fawcett. TALES IN POLITICAL ECONOMY. By MILU- CENT GARRETT FAWCETT. Globe 8vo. 3,*, 74 MACMILLAN'S EDUCATIONAL CATALOGUE. Frederick. HINTS TO HOUSEWIVES ON SEVERAL POINTS, PARTICULARLY ON THE PREPARATION OF ECONOMICAL AND TASTEFUL DISHES. By Mrs. FREDERICK. Crown 8vo. is. "This unpretending and useful little volume distinctly supplies a desideratum .... The author steadily keeps in view the simple aim of ' making every-day meals at home, particularly the dinner, attractive,' without adding to the ordinary household expenses." SATURDAY REVIEW. Grand'homme. CUTTING-OUT AND DRESSMAKING. From the French of Mdlle. E. GRAND'HOMME. With Diagrams. i8mo. is. Jex- Blake. THE CARE OF INFANTS. A Manual for Mothers and Nurses. By SOPHIA JEX-BLAKE, M.D., Member of the Irish College of Physicians ; Lecturer on Hygiene at the London School of Medicine for Women. i8mo. is. Tegetmeier. HOUSEHOLD MANAGEMENT AND COOKERY. With an Appendix of Recipes used by the Teachers of the National School of Cookery. By W. B. TEGETMEIER. Compiled at the request of the School Board for London. l8mo .is. Thornton. FIRST LESSONS IN BOOK-KEEPING. By J. THORNTON. New Edition. Crown 8vo. 2s. 6d. The object of this volume is to make the theory of Book-keeping sufficiently plain for even children to understand it. A KEY TO THE ABOVE FOR THE USE OF TEACHERS AND PRIVATE STUDENTS. Containing all the Exercises worked out, with brief Notes. By J. THORNTON. Oblong 410. los. 6d. Wright. THE SCHOOL COOKERY-BOOK. Compiled and Edited by C. E. GUTHRIE WRIGHT, Hon Sec. to the Edinburgh School of Cookery. i8mo. is. ART AND KINDRED SUBJECTS. Anderson. LINEAR PERSPECTIVE, AND MODEL DRAWING. A School and Art Class Manual, with Questions and Exercises for Examination, and Examples of Examination Papers. By LAURENCE ANDERSON. W 7 ith Illustrations. Royal 8vo. 2s. Collier. A PRIMER OF ART. With Illustrations. By JOHN COLLIER. i8mo. is. Cook. THE NATIONAL GALLERY : A POPULAR HAND- BOOK TO. By EDWARD T. COOK, with a Preface by JOHN RUSKIN, LL.D., and Selections from his Writings. Crown 8vo. Cloth, 12;. 6d. ; half Morocco, 14-$-. * # * Also an Edition on large paper, limited to 250 copies. 2 vols. 8vo, Delamotte A BEGINNER'S DRAWING BOOK. B P. H. DELAMOTTE, F.S.A. Progressively arranged. New Edition improved. Crown 8vo. $s. 6cf. WORKS ON TEACHING. 75 Ellis. SKETCHING FROM NATURE. A Handbook for Students and Amateurs. By TRISTRAM J. ELLIS. With a Frontispiece and Ten Illustrations, by H. STACY MARKS, R.A., and Thirty Sketches by the Author. New Edition, revised and enlarged. Crown 8vo. 3.?. 6d. Hunt. TALKS ABOUT ART. By WILLIAM HUNT. With a Letter from Sir J. E. MILLAIS, Bart., R.A. Crown 8vo. 3*. 6d. Taylor. A PRIMER OF PIANOFORTE PLAYING. By FRANKLIN TAYLOR. Edited by Sir GEORGE GROVE. i8mo. is. WORKS ON TEACHING. Ball. THE STUDENT'S GUIDE TO THE BAR. By WALTER W. R. BALL, M.A., of the Inner Temple, Barrister- at-Law ; Fellow and Assistant Tutor of Trinity College, Cambridge, and Fellow of University College, London. Fourth Edition Revised. Crown 8vo. 2s. 6d. Blakiston THE TEACHER. Hints on School Management. A Handbook for Managers, Teachers' Assistants, and Pupil Teacheres. By J. R. BLAKISTON, M.A. Crown 8vo. 2s. 6d. (Recommended by the London, Birmingham, and Leicester School Boards.) " Into a comparatively small book he has crowded a great deal of exceedingly use- ful and sound advice. It is a plain, common-sense book, full of hints to the teacher on the management of his school and his children." SCHOOL BOARD CHRONICLE. Calderwood. ON TEACHING. By Professor HENRY CALDER- \VOOD. New Edition. Extra fcap. 8vo. 2s. 6d. Carter. EYESIGHT IN SCHOOLS. A Paper read before the Association of Medical Officers of Schools on April I5th, 1885. By R. BRUDENHLL CARTER, F.R.C.S., Ophthalmic Surgeon to St. George's Hospital. Crown 8vo. Sewed, is. Fearon. SCHOOL INSPECTION. By D. R. FEARON, M.A., Assistant Commissioner of Endowed Schools. New Edition. Crown 8vo. 2s. 6d. Geikie. THE TEACHING OF GEOGRAPHY. A Practical Handbook for the use of Teachers. By ARCHIBALD GEIKIE, F. R.S., Director-General of the Geological Survey of the United Kingdom, &c. (Being the Introductory Volume to Macmillan's Geographical Series. See page .) Crown 8vo. zs. Gladstone. OBJECT TEACHING. A Lecture delivered at the Pupil-Teacher C'entre, William Street Board School, Ham- mersmith. By J. H. GLADSTONE, Ph.D., F.R.S., Member of the London School Board. With an Appendix. Crown 8vo. 31 gy ol these Epistles. By the Rev. J. LLEWELYN DAVIES, M.A., Rector of Christ Church, St. Mary- lebone ; late Fellow of Tri iity College, Cambridge. Second Edition. Demy 8\o. "js. 6d. Drumtnond, THE STUDY OF THEOLOGY, INTRO- DUCTION TO. By JAMES DRUMMOND, LL.D., Professor of Theology in Manchester New College, London. Crown 8vo. 5*. Gaskoin. THE CHILDREN'S TREASURY OF BIBLE STORIES. By Mrs. HERMAN GASKOIN. Edited with Preface by Rev. G. F. MACLEAR, D.D. PART L OLD TESTAMENT HISTORY. i8mo. ir. PART II. NEW TESTAMENT. i8mo. is. PART III. THE APOSTLES : ST. JAMES THE GREAT, ST. PAUL, AND ST JOHN THE DIYINE. i8mo. is. Golden Treasury Psalter. students' Edition. Being an Edition of "The Psalms Chronologically arranged, by Four Friends," with briefer Notes. i8mo. $s. 6ti. Greek Testament. Edited, with Introduction and Appen- dices, by CANON WESTCOTT and L)r. F. J. A. HURT. Two Vols. Crown 8vo. icxr. 6 roan, red edges. 5*- & GKEKK TESTAMENT, SCHOOL READINGS IN THE. Being the outline of the life of our Lord, as given by St. Mark, with addiiions from the Text of the other Evangelists. Arranged and Edited, with Notes and Voca ulary, by the Rev. A. CALVEKT, M.A., late Fellow of St. John's College, Cambridge. leap. Svo. 78 MACMILLAN'S EDUCATIONAL CATALOGUE. Greek Testament continued. THE ACTS OF THE APOSTLES. Being the Greek Text as revised by Drs. WESTCOTT and HORT. With Explanatory Notes by T. E. PAGE, M.A., Assistant Master at the Charterhouse. Fcap. 8vo. 4^. 6d. THE GOSPEL ACCORDING TO ST. MARK. Being the Greek Text as revised by Drs. WESTCOTT and HORT. With Explanatory Notes by Rev. J. O. F. MURRAY, M.A., Lecturer in Emmanuel College, Cambridge. Fcap. 8vo. [In preparation. Hardwick. Works by Archdeacon HARDWICK : A HISTORY OF THE CHRISTIAN CHURCH. Middle Age. From Gregory the Great to the Excommunication of Luther. Edited by WILLIAM STUBBS, M.A., Regius Professor of Modern History in the University of Oxford. With Four Maps. New Edition. Crown 8vo. los. 6d. A HISTORY OF THE CHRISTIAN CHURCH DURING THE REFORMATION. Eighth Edition. Edited by Professor STUBBS. Crown 8vo. los. 6d. Hoole. THE CLASSICAL ELEMENT IN THE NEW TESTAMENT. Considered as a Proof of its Genuineness, with an Appendix on the Old Authorities used in the Formation of the Canon. By CHARLES H. HOOLE, M.A., Student of Christ Church, Oxford. 8vo. [Immediately. Jennings and Lowe. THE PSALMS, WITH INTRO- DUCTIONS AND CRITICAL NOTES. By A. C. JENNINGS, M.A. ; assisted in parts by W. H. LOWE, M.A. In 2 vols. Second Edition Revised. Crown 8vo. los. 6d. each. Kay. ST. PAUL'S TWO EPISTLES TO THE CORIN THIANS, A COMMENTARY ON. By the late Rev. W. KAY, D.D., Rector of Great Leghs, Essex, and Hon. Canon of St. Albans ; formerly Principal of Bishop's College, Calcutta ; and Fellow and Tutor of Lincoln College. Demy 8vo. gs. Kuenen. PENTATEUCH AND BOOK OF JOSHUA: an Historico- Critical Inquiry into the Origin and Composition of the Hexateuch. By A. KUENEN, Professor of Theology at Leiden. Translated from the Dutch, with the assistance of the Author, by PHILLIP H. WICKSTEED, M.A. 8vo. 14^. The OXFORD MAGAZINE says: "The work is absolutely indispensable to all special students of the Old Testament." Lightfoot. Works by the Right Rev. J. B. LIGHTFOOT, D.D., D.C.L., LL.D., Lord Bishop of Durham. ST. PAUL'S EPISTLE TO THE GALATIANS. A Revised Text, with Introduction, Notes, and Dissertations. Ninth Edition, revised. 8vo. 12s. ST. PAUL'S EPISTLE TO THE PHILIPPIANS. A Revised Text, with Introduction, Notes, and Dissertations. Ninth Edition, revised. 8vo. I2s. ST. CLEMENT OF ROME THE TWO EPISTLES TO THE CORINTHIANS. A Revised Text, with Introduction and Notes. 8vo. Ss. bd DIVINITY. 79 Lightioot. Works by the Right Rev. J. B., continued. ST. PAUL'S EPISTLES TO THE COLOSSIANS AND TO PHILEMON. A Revised Text, with Introductions, Notes, and Dissertations. Eighth Edition, revised. 8vo. 12s. THE APOSTOLIC FATHERS. Part II. S. IGNATIUS S. POLYCARP. Revised Texts, with Introductions, Notes, Dissertations, and Translations. 2 volumes in 3. Demy 8vo. 48^. Maclear. Works by the Rev. G. F. MACLEAR, D.D., Canon of Canterbury, Warden of St. Augustine's College, Canterbury, and late Head-Master of King's College School, London : A CLASS-BOOK OF OLD TESTAMENT HISTORY. New Edition, with Four Maps. iSmo. 4^. 6d. A CLASS-BOOK OF NEW TESTAMENT HISTORY, including the Connection of the Old and New Testaments. With Four Maps. New Edition. i8mo. $s. 6d. A SHILLING BOOK OF OLD TESTAMENT HISTORY, for National and Elementary Schools. With Map. i8mo, cloth. New Edition. A SHILLING BOOK OF NEW TESTAMENT HISTORY, for National and Elementary Schools. With Map. i8mo, cloth. New Edition. These works have been carefully abridged from the Author's large mamials. CLASS-BOOK OF THE CATECHISM OF THE CHURCH OF ENGLAND. New Edition. i8mo. is. 6d. A FIRST CLASS-BOOK OF THE CATECHISM OF THE CHURCH OF ENGLAND. With Scripture Proofs, for Junior Classes and Schools. New Edition. i8mo. 6d. A MANUAL OF INSTRUCTION FOR CONFIRMATION AND FIRST COMMUNION. WITH PRAYERS AND DEVOTIONS. 32mo. cloth extra, red edges. 2s. Maurice. THE LORD'S PRAYER, THE CREED, AND THE COMMANDMENTS. A Manual for Parents and Schoolmasters. To which is added the Order of the Scriptures. By the Rev. F.DENISON MAURICE, M.A. i8mo, cloth, limp. is. Pentateuch and Book of Joshua : an Historico-Critical Inquiry into the Origin and Composition of the Hexateuch. By A. KUENEN, Professor of Theology at Leiden. Trans'ated from the Dutch, with the assistance of the Author, by PHILIP H. WICKSTEED, M.A. 8vo. I4/. Procter. A HISTORY OF THE BOOK OF COMMON PRAYER, with a Rationale of its Offices. By Rev. F. PROCTER. M.A. iyth Edition, revised and enlarged. Crown 8vo. icxr. 6d. Procter and Maclear. AN ELEMENTARY INTRO- DUCTION TO THE BOOK OF COMMON PRAYER. Re- arranged and supplemented by an Explanation of the Morning and Evening Prayer and the Litany. By the Rev. F. PROCTER and the Rev. Dr. MACLEAR. New and Enlarged Edition, containing the Communion Service and the Confirmation and Baptismal Offices. i8mo. 2s. 6d. 8o MACMILLAN'S EDUCATIONAL CATALOGUE. The Psalms, with Introductions and Critical Notes. By A. C, JENNINGS, M.A.Jesus College, Cambridge, Tyrwhitt Scholar, Crease Scholar, Hebrew University Prizeman, and Fry Scholar of St. John's College, Cams and Sch >leficld Prize'nun, Vicar of Whittlesford, Cambs. ; assisted in Parts by W. H. LOWE, M.A., Hebrew Lecturer and late Scholar of Christ's College, Cambridge, and Tyrwhitt Scholar. In 2 vols. Second Edition Revised. Crown 8vo. IQJ (xf. each. Ramsay. THE CATECHISER'S MANUAL; or, the Church Catechism Illustrated and Explained, for the Use of Clergymen, Schoolmasters, and Teachers. By the Rev. ARTHUR RAMSAY, M.A. New Edition. 181210. if. 6d. Rendall. THE EPISTLE TO THE HEBREWS. English Text with Commentary, By the Rev. F. RENDALL, M.A., formerly Fellow of Trinity College, Cambridge, and Master of Harrow School. Crown 8vo. "js. 6d. Ryle. AN INTRODUCTION TO THE CANON OF THE OLD TESTAMENT. By Rev. H. E. RYLE, M.A., Fellow of King's College, and Hulsean Professor of Divinity in the University of Cambridge. Crown 8vo. [In preparation. Simpson. AN EPITOME OF THE H T STORY OF THE CHRISTIAN CHURCH DURING THE FIRST THREE CENTURIES, AND OF THE REFORMATION IN ENG- LAND. Compiled for the use of Students in Schools and Universities by the Rev. WILLIAM SIMPSON, M.A., Queen's College, Cambridge. Seventh Edition. Fcap. 8vo. $s. 6d. St. James' Epistle. The Greek Text with Introduction and Notes. By Rev. JOSEPH MAYOR, M.A., Professor of Moral Philosophy in King's College, London. 8vo. [/ preparation. St. John's Epistles. The Greek Text with Notes and Essays by BROOKE Foss WESTCOTT, D.D., Regius Professor of Divini'y and Fellow of King's College, Cambridge, Canon of Westminster, &c. Second Edition Revised. 8vo. 12s. 6d. St. Paul's Epistles. Greek Text, with Introduction and Notes. THE EPISTLE TO THE GALAT1ANS. Edited by the Right Rev. J. B. LIGHTFOOT, D.D., Bishop of Durham. Ninrh Edition. 8vo. 12s. THE EPISTLE TO THE PIIILIPPIANS. By the same Editor. Ninth Edition 8vo. 12s. THE EPISTLE TO THE COLOSSIANS AND TO PHI- LEMON. By the same Editor. Eighth Edition. 8vo. 12s. THE EPISTLE TO THE ROMANS. Edited by the Very Rev. C. J. VATTGHAN, D. D., Dean of Llandaff, and Master of (.he Temple. P^ifth Edition. Crown 8vo. 'js. 6d. THE KPISTLE TO THE PHILIPPTANS, with Translation, Paraphrase, and Notes for English Readers. By the same Editor. Crown 8vo. 5-f. DIVINITY. 81 St. Paul's Epistles continued. THE EPISTLE TO THE THESSALONIANS, COMMENT- ARY ON THE GREEK TEXT. By JOHNEADIE, D.D., LL.D. Edited by the Rev. W. YOUNG, M.A., with Preface by Professor CAIRNS. 8vo. i2s. THE EPISTLES TO THE EPHESIANS, THE COLOSSIANS, AND PHILEMON; with Introductions and Notes, and an Essay on the Traces of Foreign Elements in the Theology of these Epistles. By the Rev. J. LLEWELYN DAVIES, M.A., Rector of Christ Church, St. Marylebone ; late Fellow of Trinity College, Cambridge. Second Edition, revised. Demy 8vo. 7s. 6d. THE TWO EPISTLES TO THE CORINTHIANS, A COM- MENTARY ON. By the late Rev. W. KAY, D.D., Rector of Great Leghs, Essex, and Hon. Canon of St. Albans ; formerly Principal of Bishop's College, Calcutta ; and Fellow and Tutor of Lincoln College. Demy 8vo. ()s. The Epistle to the Hebrews. In Greek and English. With Critical and Explanatory Notes. Edited by Rev. FREDERIC RENDALL, M. A., formerly Fellow of Trinity College, Cambridge, and Assistant-Master at Harrow School. Crown 8vo. 6s. THE ENGLISH TEXT, WITH COMMENTARY. By the same Editor. Crown 8vo. Js. 6d. The Epistle to the Hebrews. The Greek Text with Notes and Essays by B. F. WESTCOTT, D.D. 8vo. [In the press. WestCOtt. Works by BROOKE Foss WESTCOTT, D.D., Canon of Westminster, Regius Professor of Divinity, and Fellow of King's College, Cambridge. A GENERAL SURVEY OF THE HISTORY OF THE CANON OF THE NEW TESTAMENT DURING THE FIRST FOUR CENTURIES. Sixth Edition. With Preface on " Supernatural Religion." Crown 8vo. los. 6d. INTRODUCTION TO THE STUDY OF THE FOUR GOSPELS. Seventh Edition. Crown 8vo. los. 6d. THE BIBLE IN THE CHURCH. A Popular Account of the Collection and Reception of the Holy Scriptures in the Christian Churches. New Edition. i8mo, cloth. 4?. 6d. THE EPISTLES OF ST. JOHN. The Greek Text, with Notes and Essays. Second Edition Revised. 8vo. 12s. 6d. THE EPISTLE TO THE HEBREWS. The Greek Text Revised, with Notes and Essays. 8vo. [In the press. SOME THOUGHTS FROM THE ORDINAL. Cr. 8vo. is. 6d. Westcott and Hort. THE NEW TESTAMENT IN THE ORIGINAL GREEK. The Text Revised by B. F. WESTCOTT, D.D., Regius Professor of Divinity, Canon of Westminster, and F. J. A. HORT, D.D., Lady Margaret Pro- fessor of Divinity ; Fellow of Emmanuel College, Cambridge : late Fellows of Trinity College, Cambridge. 2 vols. Crown 8vo. lew. 6d. each. Vol. I. Text. Vol. II. Introduction and Appendix. 82 MACMILLAN'S EDUCATIONAL CATALOGUE. Westcott and Hort continued. THE NEW TESTAMENT IN THE ORIGINAL GREEK, FOR SCHOOLS. The Text Revised by BROOKE Foss WESTCOTT, D.D., and FENTON JOHN ANTHONY HORT, D.D. 12010. cloth. 4-y. 6d. i8mo. roan, red edges. $s. 6al. Wilson. THE BIBLE STUDENT'S GUIDE to the more Correct Understanding of the English Translation of the Old Testament, by reference to the original Hebrew. By WILLIAM WILSON, D.D., Canon of Winchester, late Fellow of Queen's College, Oxford. Second Edition, carefully revised. 4to. cloth. 25^. Wright. THE BIBLE WORD-BOOK : A Glossary of Archaic Words and Phrases in the Authorised Version of the Bible and the Book of Common Prayer. By W. ALDIS WRIGHT, M.A., Vice- Master of Trinity College, Cambridge. Second Edition, Revised and Enlarged. Crown 8vo. Js. 6d. Yonge (Charlotte M.). SCRIPTURE READINGS FOR SCHOOLS AND FAMILIES. By CHARLOTTE M. YONGE. Author of "The Heir of Redclyffe." In Five Vols. FIRST SERIES. GENESIS TO DEUTERONOMY. Extra fcap. 8vo. is. 6d. With Comments, y. 6d. SECOND SERIES. From JOSHUA to SOLOMON. Extra fcap. 8vo. is. 6d. With Comments, $s. 6d. THIRD SERIES. The KINGS and the PROPHETS. Extra fcap. 8vo. is. 6d. With Comments, y. 6d. FOURTH SERIES. The GOSPEL TIMES, is. 6d. With Comments. Extra fcap. 8vo, 3^. 6d. FIFTH SERIES. APOSTOLIC TIMES. Extra fcap. 8vo. u. 6d. With Comments, 2 s - 6V. Zechariah Lowe. THE HEBREW STUDENT'S COM- MENTARY ON ZECHARIAH, HEBREW AND LXX. With Excursus on Syllable-dividing, Metheg, Initial Dagesh, and Siman Rapheh. By W. H. LOWE, M.A., Hebrew Lecturer at Christ's College, Cambridge. Demy 8vo. los. 6d. MACMILLAN AND CO., LONDON. /TV UNIVERSITY OP CALIFORNIA LIBRARY THIS BOOK IS DUE ON THE LAST DATE STAMPED BELOW SIP 30 J8JS DEG 4 4 lift APR JAN 10 J986 CORC MAR ?19p 30m-l,'15 VD s GENERAL LIBRARY - U.C. BERKELEY