only be doubled when the emphasis falls upon the last syllable. On this account "befit" becomes befitting," and all monosyllables as fit," con, "'" scan," &c., necessarily reduplicate the last consonant. "Bisextile" should be written "bissextile" (leap year). The rule is that when two words enter into composition, the one ending and the other commencing with the same consonant, both should he retained, as in the example "mis-spelling," contained in the question. Of the meaning and derivation of "bis-sextile," the writer is altogether beside the mark.

SECTION II. Question 1.

This answer, although it exhibits some careful study and correct information, has some faults. It is too long, and in the first part, especially, introduces irrelevant matter about the Saxon settlements. Most geographical words, and some of those cited, are Celtic, not Saxon. Why are these more exceptional forms of inflexions en given, as if the ordinary s and es were not Saxon? The answer would be shortened by omitting the examples under the two last heads.

SECTION III.-Question 1.

Practice is not nominative to was, as it forms part of the predicate and is not the subject of the sentence. Hold is infinitive, but why? The writer fails, we presume, to see that to hold is really a verbal noun in apposition to "practice." Manumit is in the infinitive, but is governed rather by the predicate "were glad," than by the simple substantive verb " were. If so much as is an adverb phrase, and as is an adverb, it should be shewn what predicate they limit. Gotten as a participle cannot be said to be governed by had. Had gotten together forms a distinct tense, or "gotten" may be viewed, like an adjective, as qualifying manors, in the objective case, which manors.'

Clericus does not mean servant. Knave had not originally the meaning now attached to the word, but was to his master's person what villein" was to the soil.

The parsing portion of this answer is at least "imperfect," and should be so valued.

SECTION IV.

The paraphrase is scarcely simple enough. The expression "How dar gerous a practice it was for one Christian man, &c.," is not well rendered. The idea "detrimental to Christianity" is not the right idea,-which is rather that the practice was injurious to a man's spiritual interests because it was inconsistent with his Christian character. Confession did not necessarily imply "" enormous crime." We do not like the periphrasis "nobles and lay lords" for laity. It is always unwise to change a word in the original, when no other word or phrase will do as well. On the whole we should endorse the paraphrase "very fair."

SECTION V.-Question 2.

Before commencing to reply to this question, the writer should observe that no particular age and stage of progress is specified. He must therefore propose to himself the period he thinks present to the examiner's mind. On this very point the answer contains a confusion. If the class were ignorant of the simplest parts of speech, the complete sentence "Ice is cold," for analysis, is beyond their reach. We expected to find that the writer would proceed to use this example in order to explain the difference between a subject and predicate, as the foundation of the difference between a noun and verb, but this does not prove to be his object. In fact, the writer explains the meaning of an adjective before that of a verb, although his example does not contain one. If, however, he produced the sentence for the simple purpose of distinguishing the noun, there would have been less objection. His least error is in proceeding to confuse the mind of the

child by distinguishing different kinds of nouns. The universal rule should be observed to keep to the main road and avoid the byepaths, i. e. to keep back all exceptions and all inflexions to a later stage of advancement. This rule the writer himself does observe in saying nothing about case or tense in the example "Tom eats apples. He exercises a sound judgment in confining his young class to these parts of speech. As a hint to composition, the word "get," at any time questionable, occurs twice in the same sentence. The whole paper by no means shows a want of careful instruction, but our criticisms will point out to the writer and to our readers how far a performance in the eyes of an examiner may really fall far short of the right standard.

Correspondence.

SIR, -I send you a solution of the question proposed by W. G. S. :-
Let x= number of cattle

... 100 x = price of cattle in shillings

Let y

..y

number of geese

prices of geese in shillings

Whole number of animals is 100 ...

xy number of sheep."

100

20 (100

x − y)

= price of sheep in shillings
Whole money expended is 2,000 shillings."
100 x + y + 20 (100 х

80 x

Y)

=2000

xy:: 19: 80.

Whatever numbers x and y represent, they stand in the ratio of 19 to 80, or they are equimultiples of the last mentioned numbers. Now, the only integral equimultiples whose sum shall be less than 100, are 19 and 80, the numbers themselves therefore,

=

x = 19 and y 80 also let z=
x + y + z =
100 ie. z = 1;
19 number of cattle
1 = number of sheep
80 number of geese.

sheep.

Yours respectfully,

FAUST.

SIR,-Will you or one of your correspondents oblige by parsing in full the word" mine" in the following sentence, especially noticing its relation to the verb "will lend,"

"If you want a pen I will lend you mine :".

Also "than whom" in the following sentence ;

"I sent it by my servant, than whom none can I trust better;"And the verb to be King" in the following ;

"He wished to be King."

ENQUIRER.

[Mine had best be considered the possessive case of the personal pronoun only differing from my in the absence of the noun, as none does from no. Mine therefore, qualifies pen understood the object to, the verb 'lend.'

Than whom. Than is a conjunction, introducing the sentence understood I can trust,' in which sentence whom is the object to trust.' The perfect sentence is than I can trust whom none can I trust better. To be King' regarded as a portion of the sentence is an extension of the predicate. Taken together it is in the infinitive mood governed by wished. Taken separately to ce" is in the infinitive governed by wished' and King is in the objective case because himself' understood before 'to be' is in the objective.—ED.]

་་

Devonshire.

REV. SIR,-A short time ago (March) a correspondent asked for some information on Drawing, to put him in the right path to obtain a certificate of competency in a subject which promises soon to rank (with the Government) next to the three elements of education. As there are five necessary papers, it would be best to speak of each separately.

I. Free Hand Outline Drawing. Let me advise any teacher, who is within a few miles of a School of Art, to make an effort to attend the classes there formed, for a few weeks, so that he may get an insight into the Government system of drawing; any sacrifice he might make would weil repay, in the saving of time. Or, what would still be better, arrange with such master to attend in his (the schoolmaster's) own school, and give the children one lesson per week. Want of funds to do so may now be no excuse, as by a recent minute, the masters sent out by the Department of Science and Art, are required to attend national and other public schools to give one lesson per week, on the condition that each child pay sixpence only, for the whole year. Every child in the school is not required to enter the class, but only those who wish. Why I take time to point out the above condition is simply this, that I feel perfectly satisfied that the method developed in teaching children, especially the black-board exercises, will enable any master who practices it to obtain his certificate. It is to this that I myself am mostly indebted. As an instance of its simplicity, allow me to say that after two years, all the pupil teachers in my school can now give the weekly drawing lesson to their class, as a matter of ordinary routine; while the master of the School of Art is dispensed with-with many thanks. If a difficulty is found in the above, write to the Secretary of the Department of Science and Art, Cromwell Gardens, South Kensington, London, for a list of drawing examples, &c., and obtain a grant. The following works would be necessary :

The student being compelled to help himself, let him take 2, 3, and 5, and go through those carefully first, when I feel confident he will easily get a good insight into Free Hand Outline.

II. Practical Geometry. This is the easiest of the five subjects, for all that is required may be found in Burchett's Geometry, in the best and most convenient form possible.

III. Practical Perspective. This is also ready to hand in Burchett's Perspective; about three-fourths of the book will be quite sufficient. And let me advise the student if he as any other work on the subject, to lay it aside as useless. I went through five popular works on the subject, before I saw this, and can safely say knew nothing about the subject. But as soon as I saw Burchett's, it was at my finger ends in a few days.

IV. Model Drawing. It is not anticipated that after the Free Hand Outline and the Perspective are got up, much trouble will be found in this. It will easily follow from them, with a little common sense, practice and perseverance. Some good notes will be found in Butler Williams

V. Drawing from Memory. Free Hand Outline being mastered by the method pointed out in I., this would flow from it as a matter of course. It will be found an excellent plan to take simple objects and draw them on the black-board (from memory) for the children to imitate. Most teachers will be surprised at the ease with which memory drawing may be mastered by this method. It may be asked why I have not explained the method on which so much reliance is placed-simply because it cannot be done without examples Should the Editor feel so kindly disposed as to allow me space for two or three months, I should be happy to attempt it. Expressing my willingness to help any teacher,

I am, Sir, yours, &c.,

H. E.

Farnham, July 6th, 1858.

SIR, Please to insert the following, as a solution of the equation proposed by W. G. S., in your Papers for this month; if you deem it worthy :

SIR,-Neither J. N., nor your Loanheadless correspondent seems fully to have met the difficulty of T. W.'s problem. In each instance the method is more or less tentative, which, under the circumstances, should be inadmissible.

We have two independent equations, involving only two unknown quantities; the proper method, therefore, seems to require :

1. That one of the unknown quantities be eliminated by algebraic process.

2 That the results of this process be combined so as to form a new equation, (involving only the remaining unknown quantity in combination with known quantities.)

3. That the value of this quantity be determined and substituted in one of the original equations; from which the value of the remaining quantity be found. As I wish your correspondents to try again, I shall not, at present, offer a solution.

I am, Sir, yours respectfully,

J. T.

SIR,I shall feel exceedingly obliged if any of your correspondents will furnish me with an arithmetical solution of the following questions:

A grazier bought some oxen for 80 guineas. If he had received 4 more oxen for the same money, he would have paid one guinea less for each. Required, the number of oxen bought.

Several persons are bound to pay some law expenses, amounting to £744, out three of them being insolvent, the rest have £55 16s. each to pay additional. How many persons were concerned?

July 5, 1859.

I am, Sir, your very obedient servant,

AN OLD SUBSCRIBER.

1.

Examination Papers.

CHELTENHAM NORMAL COLLEGE.

MIDSUMMER, 1858.

HOLY SCRIPTURE.

FEMALES.

SECTION I.

And he said, Cursed be Canaan; a servant of servants shall he be unto his brethren. And he said, Blessed be the Lord God of Shem; and Canaan shall be his servant. God shall enlarge Japheth, and he shall dwell in the tents of Shem ; and Canaan shall be his servant."-Gen. ix., 25—27. Illustrate this text as far as you are able, mentioning especially the genealogies of those nations met with in the history of the Israelites.

2. Name the Twelve Tribes, and mention the particulars connected with each found in Jacob's blessing.

3. "For there was a tabernacle made; the first, wherein was the candlestick, and the table, and the shewbread; which is called the sanctuary. And after the second veil, the tabernacle which is called the Holiest of all; which had the golden censer, and the ark of the covenant overlaid round about with gold, wherein was the golden pot that had manna, and Aaron's rod that budded, and the tables of the covenant?"-Heb. ix., 2—4. Explain the allusions here, and mention any apparent inconsistencies between this account and that in the Pentateuch.

4. State the motives to obedience which Moses brings forward in the first part of Deuteronomy-and what particular reasons were there why the Israelites should not associate at all with idolators.

SECTION II.

1. Where was Ur of the Chaldees whence Abrabam migrated? and where Charran? Is there any reason for believing him to have been an idolater before his call? What were his chief places of sojourn afterwards? On what fact was he justified according to St. Paul, and on what other fact also according to St. James ?