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The boy has his book and that
of his father.

The boys have their balls and
those of their friends.

VOCABULARY.
Buchhalter, m. book.
keeper.
Fabel, f. fable.
Gellert, m. Gellert.
Heinrich, m. Henry.
Rathhaus, n. city-hall,
counting-house.
Rosenfarben, adj. pink-
coloured.

RÉSUMÉ OF EXAMPLES.

Haben Sie den Gesang' der Nach

tigall gehört?

Ja, sehr oft, aber nie den der Lerche.

Das Licht der Sonne ist nüßlich.
Wessen Buch ist dieses ?
Welchem von Ihnen gehört dieses
Buch?

Welches Buch meinen Sie?
Das neue, große Buch.
Welches ist denn der rechte Name?

Tinte, f. ink.
Wann, when.
Welcher, which.
Zimmermann, m. Zim-

merman.

3oll'einnehmer, m. toll-
gatherer.
3willing, m. twin.

Have you ever heard the song
of the nightingale ?

Yes, very often, but never that
of the lark.

The light of the sun is useful.
Whose book is this?

The first errors that a pupil will make will be in the arrangement of his subject; he will find them out the second time he looks it over before he begins to draw it. We advise him then only to "faint" them, not to obliterate them; they are useful by pointing out to him where he is not to draw his line; and they may be considered as beacons on a dangerous coast, warning him of the perils he is to avoid. Here is their advantage; when mistakes are totally effaced, it is as likely as not that the same errors may be repeated, or, what is equally bad, a fresh fault may be committed by drawing the line in an opposite extreme. It is a common thing to hear those who are struggling with their difficulties say, "It's all wrong, but where I cannot tell." The work may be all wrong, it is true; but that learners may be the better able to tell where the errors are, and how to correct them, it is necessary that teachers should take care to set up guide-posts in the shape of the rules and principles of the art, so that the safest and most direct path may be pointed out, and to put up warnings marked "dangerous," by which the inexperienced may be cautioned when they attempt to pursue what may appear to be shorter ways, but which lead only to discouragement and failure. We have often heard pupils say, "I have tried to draw this so many times, and I cannot do it." Of course not; leave off the

To which of you does this book drawing, and try the arrangement first. After what has been belong?

Which book do you mean?

The new large book.

now said we resume our instructions with greater confidence, feeling sure that our pupils, knowing where they are likely to fall into error, will adhere closely to the course of procedure we

Which is then the right name? have marked out for them.
EXERCISE 27.

1. Welchen Tisch haben Sie? 2. Ich habe den meines Freundes, des Tischlers. 3. Welches Papier haben Sie? 4. Ich habe das meines Freundes, des Lehrers. 5. Welcher von diesen Knaben hat meine blaue Tinte? 6. Keiner von ihnen hat Ihre Tinte, aber einer von diesen Knaben hat Ihr schönes rosenfarbenes Papier. 7. Welcher von ihnen hat es? 8. Adolph hat es, und Heinrich, Ihr kleiner Vetter, hat Ihren hölzernen Bleistift. 9. Welches von meinen Büchern ist in Ihrem Zimmer? 10. Ihre Gellert's Fabeln sind dort. 11. Welcher von diesen zwei kleinen Knaben ist Ihr Neffe? 12. Sie sind beide meine Vettern. 13. Sind sie Brüder? 14. Ja, sie sind Zwillinge. 15. Welche Ihrer amerikanischen Freunde sind in dem Rathhause? 16. Herr C. und Herr 2. 17. Wessen Buch haben Sie? 18. Ich habe das Ihres Vetters. 19. Wann hat Herr Zimmer mann meinen Brief gehabt? 20. Er hat ihn vorgestern gehabt, und sein Freund, der Maler, hat ihn gestern gehabt, und ich habe ihn heute. 21. Hat der Lehrer den Sohn des Bäckers oder den des Schneiders gelobt? 22. Er hat weder den des Bäckers, noch den des Schneiders, sondern den des Maurers gelobt. 23. Haben Sie die Federn des Kaufmanns, ober die des Buchhalters? 24. Ich habe weder die des Kaufmanns, noch die des Buchhalters, sondern ich habe die des Zolleinnehmers. 25. Wer lobt den alten Capitan? 26. Der Hauptmann lebt ihn. 27. Er løbt das ganze Volk. 28. Der Wagen des Franzosen ist groß, und der des Engländers schön.

EXERCISE 28.

1. Which umbrella [Regenschirm] have you? 2. I have that of my brother, the sculptor. 3. When did you buy [fauften Sie] this pink-coloured dress? 4. I bought it yesterday from my cousin, the draper [Tuchhändler]. 5. Will [wellen] you give this book to this man or that? 6. I will not give it to either [Reinem].

LESSONS IN DRAWING.-VI. BEFORE proceeding with the more practical part of our instructions upon drawing, we wish to offer a few words of advice respecting the advantages of the errors the pupil may frequently make, and to persuade him, that although errors must naturally occur, there is no reason for discouragement, so long as he understands them and can feel his way out of his difficulties in correcting them. All beginners are liable to make many and great mistakes; but it is not their number that ought to discourage; it is the not seeing them, which in the first place disheartens the master, and then when pointed out disheartens the pupil, if he has not the courage and capability to correct and avoid them for the future. In the practice of drawing, errors, when seen and understood, are quite as valuable as those portions of the drawing that are right; we know then as well what we ought not to do, as what we ought to do, and it is this Age of right and wrong that keeps us in the true path.

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We turn now to objects of a uniform character-viz., bottles, wine-glasses, vases, etc. We will first consider only their profile form-that is, the outward line when presented horizontally before the eye; afterwards we will exhibit them with their retiring parts. Fig. 45 is a bottle. Draw a b, a perpendicular line passing through the whole centre from the top to the bottom. In drawing objects of this class we advise the pupil always first to draw this perpendicular line, because from this line each way he may mark in the distances of the several parts as they approach or depart from it. The characteristic points of the outline are c, d, e, f, g, h, marked on both sides of the central straight line with a corresponding equidistance from it; therefore, if these points are carefully arranged with regard to their distances from each other, and from the centre, there will be very little difficulty in drawing through them the continued outline which will represent the object.

The wine-glass, Fig. 46, is another subject requiring the same mode of treatment; and the method we have given for drawing the bottle will apply here also.

The vase, Fig. 47, is another example; the letters are not repeated here, simply because we wish the pupil to apply the above method of drawing it without our assistance; he will easily recognise the characteristic points and angles for himself. We propose now to draw these objects with their retiring parts, and, as they are for the most part circular at their extremities, we must first explain the geometrical method of drawing a circle in perspective. Many suppose that a circle in perspective is a true ellipse; such is not the case. If the pupil will examine Fig. 48, he will see that the portion above the central line ik is much smaller than the portion below i k, owing, as we have before stated, to the diminishing appearance of objects in per spective.

To draw Fig. 48, he must make use of parallel rulers and compasses. Begin, then, by ruling the plane of the picture, here represented by a line, because, the plane or surface of the picture being always considered in an upright position, the plan of that plane or surface would be a line. This will be fully explained when we enter into geometrical perspective. Draw the line of sight, H L, anywhere above, and parallel to, the plane of the picture; place the point of sight, P s, and draw the line PS ob perpendicularly, or at right angles with the H L and picture plane; from o, as a centre, draw the semicircle afbfc; about it describe the rectangle a dec; draw o d and oe; and through the points where these last lines cut the semicircle draw h g and hg. From a hoh and c respectively, draw lines to the PS. Place on each side of Ps on the H L two points, D P 1 and DP 2. These are called distance points, and represent the distance of the eye from the picture plane-in this case, also, from the object, as the circle touches the pieture plane. From c and a draw the diagonal lines am and cl towards the distance

points, D P 1, DP 2. Join Im; Im c a will be a square in perspective, within which we draw the circle by hand as follows:-The point n, where the diagonals I c and a m intersect each other, is the centre of Im ca (see p. 138); through this centre n draw the line i k parallel to a c. Now observe where the lines from h h cut the diagonals in s, s, s, s; through these points, and also through riok, draw by hand the perspective circle as in the figure. We recommend the pupil to draw this figure several times, as it requires much practice to draw the perspective circle properly. When this difficulty has been overcome, he may try to draw the circle without the geometrical perspective lines, as follows

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more underneath the eye than the top, he has a more enlarged view of the base; through k draw p r, the diameter of the base, equal to the diameter a b of the top, and mark the distance kn, which, from its being lower to the eye than the distance o e of the upper circle, the ine k n will be somewhat longer. (Now here, again, we should like to prove this by another geometrical drawing, but we decline it at present for reasons already stated; but the pupil may very easily, for his own satisfaction, draw again Fig. 48, placing the H L double the height from the plane of the picture as therein shown, keeping DP1 and D P 2 the same distance from PS as before; the result will show him

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(see Fig. 49):-First draw a b, according to the required width or diameter of circle, say the top of a wine-glass; through o, the centre of a b, draw the perpendicular cd, mark the point e from o (if the pupil has a glass before him, let him stretch a piece of thread over the top of the glass to represent a b; he will then perceive that the distance o e must be regulated according to the view the object presents to the eye); make oh equal to o e, and divide o h into three equal parts, add one of these parts from h to f; then through a e bf draw, by hand, the perspective view of the circle as in the copy. This, we allow, is an approximation, but sufficiently near for practical purposes. To complete the wine-glass, Fig. 50, continue the line c f to m any length; mark fi for the depth of the glass, and i k for the length of the stem. If the pupil will place a wine-glass before him on the table, he will notice that the circular base, being

that, when the circle is placed lower, the eye looks more upon it.) Proceed with k m and the divisions as before, and draw by hand the circle through the points p nrm. There is scarcely anything more difficult for a beginner than the circle, under any conditions; therefore we earnestly recommend him to practise it well from the foregoing instructions. Our reason for giving the above simple geometrical problem for constructing the perspective view of a circle is to satisfy the mind of the pupil upon the proportions and changes of its retiring dimensions, according as it is seen nearer to or further below the level of the eye. Let him raise the glass until the top is on a level with the eye; the top will then present a straight line; let him lower it gradually, and he will see that the retiring diameter of the cir seems to expand, until, when it is exactly under his eye (lo down upon it), it then presents the true circle.

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ENGLISH.

(subject)
of

to or for.
(object)
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-ā by, with, or from. Abl. by, with, or from. Here you may remark that in the singular two case-endings are the same-namely, those of the nominative and the vocative, both being à; and that in the plural taken with the singular, four case-endings are the same namely, in the plural those of the nominative and the vocative; in the singular, the genitive and the dative. This undoubtedly is a defect in the language. By practice only can you learn in reading to ascertain which, in any particular instance, the writer intended; the difficulty, however, is not so great as you might imagine.

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Mensis, by tables.

EXERCISE 15.-LATIN-ENGLISH.

1. Rana coaxat. 2. Rana sæpe est præda ciconia. 3. Ciconia nocet ranæ. 4. Ciconia devorat ranam. 5. O rana, coaxas. 6. Aqua turbatur a raná. 7. Plantæ florent. 8. Terra vestitur copià plantarum. 9. Procellæ nocent plantis. 10. Terra gignit plantas. 11. O plantæ, quam pulchre ornatis terram ! 12. Terra vestitur plantis.

On this exercise I must give a few words of explanation. In the sentence Ciconia nocet ranæ, you have the object in the dative case. Generally the object is in the accusative case, but noceo is one of the verbs which govern their object in the dative instead of in the accusative case, as will be more fully set forth hereafter.

After the passive verb turbatur, you have the instrument rană with the preposition a; whereas after the passive verb vestitur, you have copia without the preposition. The reason is that, in Latin, when the instrument is a person or living creature, the preposition a is usual; but it is not used when, as in the second case, the instrument is a thing, that is, something with. out life.

Vestitur is not given in the vocabulary to this declension, because it has been given before. Here, as in other instances, words, the English of which has been previously stated, are repeated without the English, in order to secure attention and to assist the memory by repetition.

As the English sign of the dative is to or for, so you must use the one or the other as the sense requires. And as the English sign of the ablative is by, with, or from, so must you use either by, or with, or from, according as the English idiom requires.

EXERCISE 16.-ENGLISH-LATIN.

1. The plants flourish. 2. The storm injures the plant. 3. Plants are injured by the storm. 4. Frogs are swallowed by the stork. 5. The earth produces plants. 6. Plants are produced by the earth. 7. O plants, how beautifully are you produced by the earth! 8. I praise abundance of water. 9. The storm moves the waters. 10. The waters are moved by the storm.

After having learnt each vocabulary, you will do well to try

Mensa is thus seen to consist of two parts. These two parts to ascertain what words in it have representatives in English. are the stem mens and the case-endings. To the stem mens add the several case-endings, and you form the several cases. Thus, if to mens you join am, you obtain the accusative singular; if to mens you add arum, you obtain the genitive plural; and

so on with the rest.

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These English representatives (denoted by the initials E. R.)
are words in English derived more or less directly from the
corresponding Latin words. Thus, from aqua we have E. R.
aquatio; from copia, we have E. R. copious; from herba we
have E. R. herb; from præda we have E. R. prey; from terra
we have E. R. terrene, etc. You will soon acquire skill in dis-
covering the E. R. in all cases, and in the discovery you will
gain an aid to memory, as well as an insight into the exact
original meaning of many English words. Indeed, you should
never allow a Latin word to pass you without endeavouring
to ascertain whether it has any E. R., and if any, whether one
or more, what they are, and what their signification.
Adjectives in the feminine gender are declined like mensa.
This you see exemplified in the following example :-

Cases.

Observe that in the example, after the word mensa, æ, stand 1 and fem. Here 1 with a noun denotes the first declension, as afterwards 2 with a noun will denote the second declension, 3 with a noun the third declension, and so on; f. or fem. denotes the feminine gender, and intimates that mensa is a noun of the feminine gender. It may appear strange to you that a thing which in English is of the neuter "gender," as being without sex, should in the Latin be of the feminine gender. So, however, it is. In Latin, one way of determining gender is by the G. termination. Thus, all nouns ending in a (with an exception which will be pointed out by-and-by), are of the feminine gender. And as all nouns ending in a are of the first declension, so all nouns of the first declension, generally speaking, are of the feminine gender.

Decline the following nouns like mensa :—

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DECLENSION OF SUBSTANTIVE AND ADJECTIVE.
FIRST DECLENSION, FEMININE GENDER.
Singular.

Bonarum puellarum, of good girls.
Bonis puellis, to good girls.

N.

Bona puella, a good girl.

Cases.
N.

Plural.

Bona puellæ, good girls.

Bone puellæ, of a good girl.

G.

D.

Bone puelle, to a good girl.

D.

Ac.

Bonam puellam, a good girl.

V.

Ab.

Bona puella, O good girl!
Bona puella, by a good girl.
EXERCISE. After the same
heart-

Alba rosa, a white rose.
Magna præda, great booty.

Ancilla, a maid-servant.
Augusta, sacred.
Est mihi, I have.

Ac. Bonas puellas, good girls.
V. Bona puella, O good girls!
Ab. Bonis puellis, by good girls.
manner write out and learn by

Pulchra columba, a beautiful pigeon.
Quadrata mensa, a square table.

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OBS.-The Latin word ne is employed in asking a question, and is placed after a word and joined to the word it follows; the Latin word an is employed in asking a question, and is placed before a word or sentence; nonne asks a question with not included, as, nonne vituperas? dost thou not blame?

EXERCISE 17.-LATIN-ENGLISH.

1. Est mihi pulchra alauda. 2. Estne tibi pulchra alauda? 3. Mea alauda est pulchra. 4. Estne mea alauda pulchra ? 5. Nonne est

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tus alauda pulchra ? 6. Tua columba valde est pulchra. 7. Est mihi bona ancilla. 8. Mea ancilla est pulchra. 9. Julia est augusta. Julia augusta est pulchra. 11. Estne Julia augusta pulchra ? 12. Alauda meæ ancille est pulchra. 13. Tua mensa non est quadrata. 14. Magna est insula.

EXERCISE 18.-ENGLISH-LATIN.

1. I have a pigeon. 2. Thou hast a good girl. 3. Hast thou a good girl? 4. I have not a good girl. 5. Thy lark is beautiful. 6. Is not the island great? 7. The island is not great. 8. Hast thou a good maid-servant? 9. I have not a good maid-servant. 10. The lark of the girl (the girl's lark) is beautiful.

In dea, a goddess, and filia, a daughter, the dative and the ablative end in abus, instead of is; thus, deabus, to or by the goddesses; filiabus, to or by the daughters. This change is made in order to distinguish the dative and the ablative cases of these feminine nouns from the same cases of the corresponding masculine nouns, namely, deus, a god; which has deis or diis, in the dative and ablative; and filius, a son, which has filiis.

Nouns of the first declension which denote male beings are of the masculine gender (denoted by m). This fact remains a fact, though the termination of those nouns should happen to be feminine. Thus, nauta, a sailor, is masculine, though its termination is the same as that of mensa, a table, and puella, a girl. Masculine nouns of the first declension are declined like feminine nouns of the first declension. Observe, however, that they take their adjectives in the masculine; that is, the adjectives agree not in form but in sense with these masculine nouns of the first declension, as in the following example:

DECLENSION OF SUBSTANTIVE AND ADJECTIVE.
FIRST DECLENSION-MASCULINE GENDER.
Singular.

Plural.

:

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Lafeuillade; but the voyage, which took place in 1667, produced no new discovery.

The discoveries of the Russians in the north of Asia must be noticed. At the beginning of the seventeenth century they knew nothing of the coasts of Siberia beyond the Yenisei. War and conquests laid open to the emperors the way to this immense region. In the space of less than a century, the whole of Northern Asia, from the frontiers of China to the Frozen Ocean, was brought under the dominion of Russia. Geography was benefited by this annexation, which gave to the Russians new facilities for performing useful explorations in these inhospitable countries. In 1728 Behring made the important discovery of the strait which separates Asia from America, and rendered the peopling of the New World no longer a question of difficulty or doubt.

The northern circumpolar regions had not been the theatre of any important expedition, from that of Baffin, above mentioned, until the middle of the eighteenth century. The era of scientific expeditions was now begun. Geography, so long retarded in her progress to perfection, proceeded with a sure and rapid step. This was the most brilliant period of the history of navigation from the time of the great discoveries of the sixteenth century. It was particularly remarkable for the positive character of its results. Bougainville, who had gained renown in the wars of Canada, anticipated that which he gained as a navigator, by an expedition to the Malouine or Falkland Islands, where he went to found a French colony in 1764. The circumnavigation of the world by Commodore Byron, also begun in the same year, produced very important results; and so did the voyages of Wallis and Carteret, in clearing up some practical questions relating to the geography of Oceania. Carteret, in particular, determined the geographical positions (that is, the latitudes and longitudes) of several islands in the direction of New Britain; his vessel having been the first English man-of-war which had touched at the island of Celebes. Three years after his first voyage, in 1767, Bougainville undertook his grand expedition to circumnavigate the globe. After a short stay in the river La Plata, he was detained in the Strait of Magellan no less than fifty-two days. He then entered the South Pacific Ocean, or South Sea, as it was then called, and discovered the islands of Pomotou, which he called the Dangerous Archipelago. He then entered the chief port of Tahiti, or Otaheite; and his transactions with the inhabitants of New Cythera were not only pacific but amicable. He next visited the Samoa or Navigator's Islands, touched at Papua or New Guinea, discovered to the east of it an assemblage of islands which he called the Louisiade Archipelago, several of the Admiralty Isles, and another called by his own name near Solomon Isles. In the same direction he discovered several other islands of less importance, which had been seen by other navigators; and having visited New Ireland, discovered by Carteret, he arrived at Batavia; whence he sailed to Europe by the Cape of Good Hope. This expedition was well received in France and in Europe; it had made several important discoveries, and had been marked with interesting episodes which were related with spirit and talent; and created a still greater desire for circumnavigating expeditions.

The greatest navigator of modern times is acknowledged to be Captain James Cook. His first voyage to the Pacific had for its grand object the observation of the transit of Venus, that

1. Hast thou a deserter? 2. Is the deserter bad? 3. Good poets is, the passage of this planet in its orbit over the disc of the are praised. 4. I praise good poets. 5. Good husbandmen praise (their) native country. 6. The native country of good poets is praised. 7. The pirate rides through the wood. 8. The sailor sails to the island. 9. The mare of the good charioteer is good.

LESSONS IN GEOGRAPHY.-VI. DISCOVERIES OF THE EIGHTEENTH CENTURY. IN 1700 Dampier, at this time celebrated for his buccaneer (piratical) expeditions, discovered some new islands contiguous to New Guinea, or Papua. Wood Rogers sailed round the world in three years and three months; and encouraged by his successful expedition, the maritime powers proceeded to attempt similar enterprises, hitherto considered as extremely dangerous. Towards the end of the preceding century, France had also made expeditions into the Southern Ocean. Her first vessel which appeared in the Pacific Ocean was commanded by one

sun, a phenomenon alike important in astronomy, navigation, and geography. Having received his promotion from the rank of master in the Royal Navy to that of lieutenant, he was put in command of the Endeavour, a small ship of 370 tons, in which he left England in August, 1768. After touching at Rio de Janeiro, he proceeded to the Strait of Lemaire, in order to double Cape Horn. Tierra del Fuego did not present to him such a dreadful aspect as it did to Wallis; the naturalists of the expedition, Sir Joseph Banks and his friend Dr. Solander, a Swedish gentleman, a pupil of the eminent botanist Linnæus, collected there some plants and animals. One of their excursions, however, nearly proved fatal to them. Having ascended a mountain whose vegetable products they wished to examine, they were overtaken by the shades of evening and the coldness of a severe frost. Dr. Solander was on the point of periunder its influence, when the wise importunity, or rath nacity, of his companions saved his life, by hindering

giving way to sleep, the forerunner of death. Having spent several hours in great distress, and having witnessed two of their servants sink under its power, the imprudent explorers with much difficulty reached the coast. After this delay in the Strait of Magellan, Cook stood out for Tahiti, where the astro-viction that if any southern continent existed, it could only be nomical observations entrusted to the care of the expedition were to be made.

The natives of Tahiti welcomed this expedition in the same way as they had done that under Bougainville, in a hospitable and agreeable manner. During their three months' residence in this island, Cook and his learned companions made an ample collection of specimens of its natural history, and of observations on the manners and customs of its natives. They then visited several other islands of the Tahitian group, and gave to the whole archipelago the name of the Society Islands. They explored New Zealand, and found the natives the very opposite of the Tahitians in their disposition, both hostile and cruel. They discovered that this country, supposed to have been a single island, consisted of two separate islands divided by a

expedition proceeded directly southward; but in latitude 67° 13' S. it met with rocks which appeared to be impassable. No attempt was made to get beyond this obstacle, and the expedition returned northward to the nearest cape, under the conat a very great distance, and quite in the vicinity of the south pole. The two vessels, which were separated from each other among the ice, proceeded to New Zealand, where they again met. After useless explorations to the east of this island, as far as the 46th parallel of latitude, Captain Cook made for the Society Islands, where he remained until the health of the expedition was recruited.

A second attempt to discover the southern continent soen brought the expedition to latitude 71° S., but here again the passage to the south was blocked up by ice, and it was obliged to return northwards. In a new exploration of the seas of Oceania, Captain Cook re-discovered Easter Island, which Commodore Byron, Carteret, and Bougainville had searched for in vain; he also discovered some new islands belonging to the

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strait, which now bears the name of Cook; but they durst not examine the interior of the country, as it would have been too dangerous to have ventured into the midst of a race of cannibals, whose savage habits were very soon observed by the expedition. Cook left the shores of New Zealand on the 31st of March, 1770, and in twenty days afterwards beheld those of New Holland, or Australia, where he discovered Botany Bay, an inlet on which stands Sydney, the metropolis of our Australian colonies, and one of the most important of our colonial settlements. Proceeding northward, he was nearly shipwrecked in latitude 16° S. by the vessel striking on a coral rock. The Endeavour was providentially saved, and enabled to reach a small harbour where she was repaired, and put into a condition to resume her homeward voyage, which she completed without meeting any further disaster.

The second voyage of Captain Cook, undertaken in July, 1772, had for its object the discovery of that great southern land which had been for ages supposed by navigators and geographers to exist in the southern part of the Great Pacific Ocean, and which Abel Tasman fancied he had seen when he landed on New Zealand. Two vessels called the Resolution and the Adventure were put under the command of Captain Cook. The

SIR JOSEPH BANKS.

Marquesas group, returned to Tahiti, and re-visited Tongataboo and the Friendly Islands, where he discovered Savage Island, and Batoa or Turtle Island, belonging to the group of the Feejee Islands; he then re-established several points of New Guinea, and discovered Tanna, Erromango, and several other islands of the group called the New Hebrides, as well as New Caledonia and Norfolk Island. The point of departure for a third exploration of the Antarctic or Southern Seas was New Zealand. Captain Cook endeavoured to reach the south pole in a more easterly direction than formerly. Having arrived at latitude 55° 48′ S., he sailed towards Cape Horn, and continued his route towards the east. In this route he discovered the island of South Georgia, to the east of Tierra del Fuego; and southeast of the former a group of islands which he called Sandwich Land. Here he terminated his voyage toward the southern circumpolar regions. He had circumnavigated the globe in high southern latitudes, and had demonstrated that no southern continent existed in the immense zone which he had explored. The hypothesis of its existence was thrown many degrees nearer the south pole; and the illusion of this problematic continent, so richly endowed by nature, was dissipated for ever!

In this remarkable expedition Captain Cook was absent from

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