Notes of New Books.

Dissertation on Sacred Chronology. By the Rev. Nathan Rouse. Pp. 64. London: Longmans, 1856.

An exceedingly learned work; we differ, however, with the views of the author on Inspiration; but to go into the subject would take us far out of our legitimate sphere.

Walkingame's Tutor's Assistant. By J. R. Young. Pp. 167. The Eighth Thousand. London: Routledge. 1856.

Old friends in a new dress. We cannot see what inducements can have led to the restoration of this venerable relic of antiquity, consecrated, indeed, by the tears of thousands. The editor expresses his desire to leave the ancient design untouched; and the work remains with its quaintly-worded questions as in old time, yet apparently without explanations, or rationale, or anything to make boys think. There may be teachers who envy the life of an old horse going round in a mill, and there may therefore be a reason for reproducing for them the ancient enemy of their own childhood.

Practical Perspective. By R. Burchett, Head Master of the Training and Normal School. Pp. 102. London: Chapman & Hall, 1856. This is a valuable addition to the school-books which teach perspecThe rules are clear, and the science of drawing accurately defined. We can confidently recommend it.

The Georgics, with Notes. By J. E. Sheridan. Pp. 316. London : S. J. Machen.

The editor has endeavoured, and we think successfully, to produce the Georgics in their most complete form, the criticism, both of the text and the matter, being brought up to the present time. Mr. Sheridan has adopted the readings of Wagner in his last edition; in the margin of the text he has introduced references to parallel passages in Virgil's works, so that the careful student may make the poet his own interpreter; a most elaborate commentary follows, in which are embodied the learned researches of Heyne, Voss, Wagner, Forbiger, and Anthon; and at the conclusion there is a blank index, which the student is intended to fill up with such references as he deems worthy of further observation. To those who make the Georgics a text-book (and no classical poem has higher claims to be made a text-book), this edition will be highly welcome.

**Several Notices stand over till Next Month.

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SERIALS RECEIVED.

Fraser's Magazine, Squitch, The Two Cottages, The Politician.

Questions and Answers.

INTELLIGENCE IN TEACHING.-Be so good as to give me rules for making children understand what they learn.-P. T. H.

Answer. This is the Gordian knot. It is infinitely more difficult than to judge what should be taught. But that is a primary question. Teach that only which will be really and practically useful to the class of children you are teaching. Make them feel and appreciate its usefulness if possible. This will incline them to learn it. The next point is to simplify your explanations, avoiding all abstract dogmas which are not thoroughly explained. Then strive to make each subject as interesting as possible to the child's mind and taste. Descriptions effect this best, interspersed with anecdotes and life-like applications. Question closely upon your explanation, and never rest till you are satisfied that each child, especially the dullest, comprehends you. These are but very general hints; but they comprise more than they seem to do. One word more: either love teaching yourself, or give it up.

CORPORAL PUNISHMENT.-Should this, in your opinion, ever be resorted to; and if so, under what circumstances?—A Parent.

Answer. There are occasions which may justify it. We are constrained to think so very reluctantly. Nothing but excessive falsehood, or other very vile sins, can, however, warrant it: but wherever shame exists, and there is heart and affection to appeal to, every effort should be made to avoid so dreadful an alternative. There is more child-beating in England than in any other highlyeducated country, to our great disgrace be it said; and whenever it is given, it is inflicted at once. Instead of waiting two or three hours, and then letting the child see the deep pain it causes the parent, it is almost invariably inflicted in a passion and as a retaliation.

PARAPHRASING AND PARSING.-Will you be so good as to parse this passage for me?—A Teacher.

Answer.-No; we are sorry to refuse: but it would not interest or instruct any of our readers.

Entelligence.

UNITED ASSOCIATION OF SCHOOLMASTERS.

ORDINARY General Meeting, held at St. Martin's Hall, May 3rd, 1856. After a Lecture by the Rev. C. R. Alford, of Highbury College, on the Character of the Teaching of our Lord, the following Resolution was proposed by Mr. Tilleard:

"That we have much satisfaction in congratulating our esteemed President, Mr. Thomas Tate, on the pension which has recently been awarded to him by her Majesty's Government, in consideration of his long-sustained and successful labours as a teacher, and the many excellent educational works which he has written. We regard the award of this pension, not only as a recognition of the eminent services of Mr. Tate in the cause of elementary education, but also as a tribute to the public usefulness of the scholastic profession."

Mr. Tilleard said it was with unfeigned pleasure that he congratulated the President of the Association upon a reward due to a long period of faithful service. As an old Battersea student, he well remembered the zeal, energy, and earnestness which pervaded Mr. Tate's teaching, and for its advantages he felt deeply grateful; for, although he had been pupil to many teachers, it was not until he had Mr. Tate's lessons that he knew what it was to be taught. So vivid and clear were the impressions made by Mr. Tate, that all difficulties vanished when he appeared with his chalk and board. Of Mr. Tate, as an instructor, numbers of schoolmasters were ever ready to bear willing testimony-his patience and sympathy had endeared him to the hearts of all who heard him.

Mr. Tate's reputation rested not alone on his great abilities as a teacher, nor was it confined to the walls of his college; but he was the author of a series of Educational Works which had spread his name throughout the empire.

The numerous works for which his perseverance has found time, amid his official duties, embraced almost the whole range of secular instruction. Mr. Tilleard showed a few of the peculiar excellencies of the works, and observed that it would be a profitable exercise, to discover those principles and methods which render these books so far superior to other school-works.

In Mr. Tate were combined the mathematician and the teacher-no subject was too abstruse for him to simplify, analyze, and illustrate; he unveiled the mysteries of science to thousands whose position would have condemned them to remain ignorant of its truths. His efforts had been concentrated on the education of the poor in those branches of science that are connected with the common pursuits of life.

Mr. Tilleard complained of the propounders of Common Things, for ignoring the exertions of Pestalozzi, Mayo, and Tate. There certainly was this grand difference between them-that Mr. Tate uniformly advocated the exposition of those principles on which Common Things depend, whereas the knowledge of mere facts was the great aim of the other party.

Mr. Tilleard considered that the Association might congratulate itself, that one of the profession had been recognized by the Government as deserving the honours and rewards of the State. It was a public acknowledgment of his merits as a teacher of the poor; and it encouraged teachers to hope that the day was not distant when the Government would be more ready to appreciate the labours of those whose energies were devoted to the advancement of the highest interests of the nation. Mr. Tilleard pointed out the destinction to be observed between Mr. Tate's pension and those granted under the recent minutes-in the latter case they were granted in order to get rid of an inefficient or worn-out man, whereas in the former case it was an honourable reward for valuable services in the cause of popular education.

Mr. Tilleard remarked that Mr. Tate had caught the spirit of a man to whom this country was infinitely indebted for his exertions in establishing the present system of Government education. He referred to Sir J. Kay Shuttleworth, a man whose enthusiasm communicated itself to all within his circle. He trusted that the members of the Association might receive a similar impulse from their worthy President, and concluded in reciting the following lines :

Mr. Coghlan seconded the resolution with very great pleasure. He had not had the privilege of Mr. Tate's private friendship, but only looked upon him from the outside.

Mr. Coghlan spoke of Mr. Tate as a man who had signalized himself by originality; one who in the educational world had had few rivals. He rejoiced at his good fortune, and looked forwards for future works to ease the toils of teaching. He was sure, that although many might be emulous of his fame, none would be envious of his reward.

Mr. Braid supported the motion, and expressed his great gratification that Mr. Tate should have been honoured as a schoolmaster by the State. Mr. Simpson cordially coincided with the Resolution, and briefly complimented the President on being the first gentleman whose services as an educator the Government had recognized.

Mr. Hind testified to the kindly feeling with which the President was regarded by those whom he had instructed. Mr. Hind's sons had had the advantage of attending Mr. Tate's lectures at Battersea. He felt quite unable in Mr. Tate's presence, to express the deep sense of gratitude with which his memory was cherished by his pupils.

Mr. Dambree (Chairman) thought they ought to derive some benefit from the consideration of the subject. What were the principles on which Mr. Tate had constantly proceeded in his successful career? Principle constituted the difference between the philosopher and the empiric. Mr. Tate (he said) was an educational philosopher; whatever the subject he undertook to examine, he had broken it in pieces by the hammer of principle, not picking it to bits here and there. The manner in which Mr. Tate had persevered from year to year was worthy of admiration. He exhorted the members to act on principle in imparting instruction, to avoid all approach to quackery (because education did not consist in a bundle of methods, but was eminently a science), to extend the application of the great truths laid down by Mr. Tate, and thereby advance the best interests of the country.

The motion was carried by acclamation.

Mr. Tate very briefly acknowledged the compliment in a speech of deep feeling; he had no intention of leaving the Society, and hoped to show in future years that he was not unworthy of their regards.

W. H. SMITH, Minuting Secretary.

The next and last meeting of the present session of the Association will be held in St. Martin's Hall, on Saturday, the 7th June, at 6 o'clock, when Mr. F. R. Crampton will read a Paper on the Government of Pupil-Teachers.

ST. THOMAS, CHARTERHOUSE, NEW SCHOOL.-The ceremony of laying the foundation-stone of the new School of St. Thomas, Charterhouse, Golden Lane, was performed on the 8th ult., at one o'clock, by Mr. W. E. Gladstone, M.P., in the absence of the Marquis of Lansdowne, who was unable to attend.

The existing schools of St. Thomas, Charterhouse, were established for the purpose of educating the children of the costermongers and poor inhabitants of Golden Lane and Whitecross Street. They consist of an Upper School for Boys, a Second Boys' School, a Girls', and an Infant School. The number of children in actual attendance at these schools

was, at the late visit of H.M.'s Inspector of Schools, in September last, 919. There are also attached to this establishment evening classes for men and women, and evening schools for boys and girls: the number attending these is 500. These schools, both day and evening, are for the most part self-supporting. Unfortunately, however, though many of the poorest children are admitted free, these schools have not reached the lowest class of children, of whom there are still 2,386 between the ages of three and fourteen who do not attend any school whatever. To meet this deficiency, the present school has been promoted. A freehold site in Golden Lane was procured, and plans prepared by Mr. Hesketh for a building containing three school-rooms, and capable of accommodating 1,000 children. The cost of this building (including purchase-money of site for building and play-ground, £2,200) is estimated at £8,452. Twothirds of this, viz. £5,634. 13s. 4d., will be defrayed by the Committee of Council. For the remaining third, viz. £2,817. 6s. 8d., the treasurer (the Rev. Mr. Rogers, incumbent of St. Thomas, Charterhouse) appeals to the public.

Notices.

Orders and Advertisements must be sent ONLY to MESSRS. GROOMBRIDGE, 5, Paternoster Row; the latter, from strangers, must be accompanied by a remittance, according to the following scale :-If under 40 words, 4s. ; for every additional ten words, 6d. ; a whole page, £2. 28. ; a half-page, or one column, £1. 58. No deductions are made.

The JOURNAL will be sent, free of postage, for one year, on receipt of 68. 6d. in advance.

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** This Journal is now Registered for Transmission to Foreign Countries, if Stamped.

TO CORRESPONDENTS.

M. Nottelle's "French Simplified."-We have received several letters about our review of this book; the gist of which is, that the writers do not agree with us, and think "sir," for example, the exact pronunciation of" soeurs." Very likely. We endeavour always to give fair representations of books. In this case we quoted specimens of what we objected to, and this is all that can be required. To insert letters simply denying our conclusions and joining issue with us, whenever we express an unfavourable judgment, would in the end render all criticism impossible, and fill the Journal with opinions and counter-opinions on every book noticed. Parts of the book are deserving of high praise; but there is a practical impossibility in conveying the pronunciation of French to English ears by combinations of letters, which we feel bound to point out and insist on; though M. Nottelle has done it as well as is practicable." Lap-loose' should have been printed, it seems, in the book as lap-lose. "G. W." Already answered in a former number.

"F. J."- 66

G. M."-" Education of the Citizen "-and "F. F. W." in our next. "W. R. E." and several other Moon letters are postponed. We can only find room for one on each side of the question this month, and select the fullest. The Articles on Music and Mental Arithmetic are reluctantly postponed.