enjoys not only these double equalities, all appreciated at once, but takes pleasurable cognizance, through memory, of equalities, the members of which occur at intervals so great, that the uncultivated taste loses them altogether. That this latter can properly estimate or decide on the merits of what is called scientific music, is of course impossible."

In cultivating the taste for melody, therefore, we must begin with the smallest rhythmical combinations, and proceed step by step to such as are more and more extensive. This, the reader will remember, is the principle of classification which we have endeavoured to apply in sketching out a course of rhythmical exercises.

3. The singing of our music-classes and church-choirs is particularly defective in rhythmical expression. It too often continues in the even tenor (or treble) of its way, in one uniform tone, either emphasizing everything, or leaving everything unemphasized.

So general a defectiveness must be referrible to some radical error in the teaching of vocal music. We attribute it mainly to the excessive employment in recent times of solfeggi. We cannot for our life see how the practice of unrhythmical exercises can be a good preparation for the proper performance of rhythmical melodies. The solfeggi have their utility no doubt, or they would not be employed; but it certainly is not this. Strange to say, the Germans and Swiss manage to do without them altogether. Were they ever so rhythmical, still they sacrifice all the aid that may be obtained from the rhythm of poetry.

The tendency to sever music from poetry is an error into which the professional musician naturally falls, because music has for him a separate and independent existence. But the elementary schoolmaster should remember that he has to instruct children, and that music is for them, as it was for the infancy of the human race, only or at least mainly a means of expressing poetry.

We have accordingly recommended that the rhythm of poetry should be made the groundwork for teaching the rhythm of music in elementary schools.

This plan would have an indirect advantage, in relation to elementary schools for the laboring classes, which may perhaps commend it to some persons more than its direct advantages. It would cause an improvement in the pronunciation of the scholars, by requiring in the case of each tune practised a clear, distinct, and forcible expression of the rhythm of the poetry, both in reading and singing; and would thus tend, in conjunction with the reading lessons, to the assimilation of the now widely diverse pronunciation of different provinces of the country, -an object which “ some persons" put forward as a reason for making vocal music a branch of national instruction, and which all must admit to be highly desirable.

In concluding this part of our subject, we would recommend to the attention of teachers the expositions of rhythm contained in the elementary treatises of Mr. Charles Child Spencer and Dr. Marx, as the best that we have met with.

In our next article, we shall endeavour to indicate the general principles on which Modulation should be taught.

ROTARY MOTION OF WYLD'S GREAT GLOBE.

TO THE EDITOR OF THE ENGLISH JOURNAL OF EDUCATION.

SIR,-It may be an interesting novelty to not a few of your readers, that, on the hypothesis of the earth's diurnal motion necessarily causing Wyld's Great Globe to rotate on its axis parallel to the earth's axis, it must result, in describing a circle, that the fixed extremity of the given radius will at the same time describe the circumference of another circle, of which the centre is the revolving extremity.

Let CP be the perpendicular from C, the centre of Wyld's Globe upon Pa point in the earth's axis, and let C D be the radius of the Globe coincident with C P.

By Dr. Lardner's Euclid (11th edition, p. 6), “If a right line of a given length revolve in the same plane round one of its extremities as a fixed point, the other extremity will describe the circumference of a circle, of which the centre is the fixed extremity."

Therefore since C P revolves about the extremity P as a fixed point, the extremity C describes the circumference of a circle whose centre is P; but, by hypothesis, CD revolves about C as a centre, therefore C P, being C D produced, also revolves about C as a centre, and the point P describes the circumference of a circle of which the centre is C; that is, the fixed extremity of the radius describes the circumference of a circle of which the centre is the revolving extremity.

Corollary. Hence it appears that, on the same hypothesis, the earth's centre revolves about every point on the equator, and the earth's axis about every meridian !—I am, Sir, your obedient Servant,

H. M.'s Dockyard, Pembroke,

11th Oct. 1856.

S. A. GOOD.

THE CANADIAN JOURNAL OF EDUCATION has an able article on the teaching of "Common Things," and we are glad to see in it a thorough appreciation of the efforts made by the Dean of Hereford to improve education, which have long since signalized him as one of our great champions in that noble cause.

Notes of New Books.

The Treasury of Geography. Designed and commenced by the late Samuel Maunder; continued and completed by William Hughes, F.R.G.S. Pp. 924. London: Longmans, 1856.

The introductory part of this work is written by the late Mr. Maunder, and forms a valuable addition to his other works. No pains have been spared in acquiring information, and we see in this work the "results of many years of study devoted to a favourite and wellconsidered subject."

The descriptions of both countries and counties are good, but in some instances are not full enough, e. g. the Isle of Man and the Scilly Isles, both of which well merit more full and particular descriptions. The towns and country are worthy of more notice, and also the characteristics of the inhabitants.

The engravings are remarkably pretty and well executed, and the maps plain and good.

The type is far too small, and, indeed, we cannot but think that to render all school-books, both more useful as well as agreeable to the reader, they should not be printed in type smaller than brevier.

Elements of Modern History. By Alexander Fraser Tytler Lord Woodhouselee. Fourth Edition. Pp. 275. Edinburgh: Black,

1856.

This is a new and improved edition of Tytler's valuable History. Section 75 on Literature and Science during the eighteenth and half of the nineteenth centuries is deeply interesting. There is a good chronological table at the end.

LITTLE BOOKS.

Geography of Productions and Manufactures. By John Flint. Pp. 36. (London: National Society Depository, 1856.) A most useful addition to all school-books, beginning with a table of definitions, followed by sections on mineral, vegetable, and animal substances, additional productions and manufactures, distribution of vegetable productions, and a section on trade winds. No school should be without this book.

-Manual of School Gardening. Pp. 53. (National Society's Depository, Westminster, 1856.) We know not who may be the author of this useful publication, but the preface alone proclaims him to be a practical-minded thoughtful man, and his observations therein are redolent of ability and great good sense.- Manual of Health. By John Flint. Pp. 35. (London: Simpkin and Marshall.) This is a most useful little book, full of valuable advice and suggestions; and we cannot but rejoice to see that Mr. Flint has a proper appreciation of the efforts made by the people themselves, for he most truly says: "Neither governments, nobles, learned physicians, nor clergy can help the people, unless they also strive to help them

men,

selves." We should like to see this a standard book in the homes of our English peasantry.Spelling Exercises. By the Rev. H. Stretton, M.A. Pp. 96. (National Society's Depository, 1856.) We cannot speak favourably of these spelling exercises; there is nothing particularly novel in the arrangement, and part No. X. is certainly a failure: for instance, the author depicts the pronunciation of the words "déjeuner à la fourchette," as de-zeu-na-ah-lah-fourshayt, "valet de chambre," as valay-der-shamber, &c. &c. The table of abbreviations is useful.- -Explanation of the most Common Rules of Arithmetic. By the Rev. A. Wilson. Part I. Pp. 24. (London: Sanctuary, Westminster, 1856.) This is a simple little book, as far as it goes, but we cannot see much to praise in it.

SERIALS RECEIVED.

Frazer's Magazine; Canadian Journal of Education; Penny Post.

Questions and Answers.

INDUSTRIAL SCHOOLS.-What do you recommend for boys in a townschool?-Labor.

Answer.-W. H. Hyett, Esq., of Painswick, has tried Printing with great success, and Joining. They have three founts of type and an old press, which turns out the work very respectably. We saw the boys at work last week, and found that they both compose, distribute, and do the press-work themselves, with very little superintendence from the schoolmaster.

BLACK BOARDS.-These get so easily greasy and unchalkable, that I shall be glad if you can tell me of a substitute.-Q. R. Z.

Answer. Try Groombridge's. It is a sort of tarpauling stretched on a square deal frame, and takes the chalk-mark admirably and rubs out easily. It is also very light and portable.

COLLECTIVE TEACHING.-What is the best mode of eschewing this rock, on which so many teachers split ?-A Country Curate.

Answer. The best method of doing this is to make each child silently hold his hand out who thinks he can answer; then point to the youngest or least likely to be right, to answer you. If the others think the answer right, teach them to drop their hands; if not, to keep them up,-in which case take their answers successively till the question is well and fully answered. This has been found to be the quietest and most effectual way of testing a whole class, and of avoiding the delusion caused by a number of children echoing a correct answer, which is really given by one or two only of the most forward scholars.—From Symons' Circular to Teachers.

TEACHERS SHOULD BE MILD AND PATIENT. We ought to guard against all tendencies to cruelty. In the ordinary intercourse with our pupils, let the hand never touch them save in kindness. Unenviable must be the feelings, or hard the heart of him, who notices his pupils shrinking from him, from fear of pain, at his approach. Above all, we ought never to strike the head of a child. Of all modes of torture invented, we know of none more fiendish than that of pulling hair or ears. Let us beware of giving way to this impulse of revenge. Where this spirit rules, all is flowerless-not a virtue can grow on its cold, barren soil. It begets a host of meaner passions in the breasts of those towards whom it is exercised. The child must believe the teacher incapable of it, or his confidence in him is shaken. Be patient, forbearing, firm, and kind.- Canadian Journal of Education.

Intelligence.

GLOUCESTERSHIRE CHURCH SCHOOLMASTERS'
ASSOCIATION.

THIS Association held its third annual meeting at Cheltenham on the 14th ult. at the Training College there. It was attended by a large concourse of clergy and teachers. The Bishop of Gloucester presided; and among those present were the Dean of Hereford, Mrs. Dawes, Archdeacon Thorpe and Mrs. Thorpe, the Hon. and Rev. S. Best, the Rev. Messrs. Bromby, Blackmore, Wetherell, Forster, Powell, Hall, Clements, Emeris, Minigan, Davies, Griffiths, Whateley, &c. &c., T. B. Baker, J. C. Hayward, W. H. Hyett, and G. Bengough, Esqrs.; H. M.'s Inspectors, Bellairs and Symons, the Secretary of the Association Mr. Bee, and nearly every teacher, male and female, belonging to it.

The museum displayed admirable drawings by the pupils of the Training College, and a series of excellent maps, and also of plans illustrating Dr. Lardner's scientific apparatus by the boys of the Gloucester BlueCoat School, which reflected great credit on their instructors.

Two model lessons were given by Mr. Moyse, of Trinity School, Cheltenham, and Mr. Easton, of the Workhouse School, a large class of whose scholars acquitted themselves admirably. These lessons exhibited in striking contrast the two modes of collective and individual teaching, questioning, and answering.

The Dean of Hereford then gave a very long and valuable lecture on several social evils and their remedies, together with some interesting educational comments. The lecture was so discursive, that each of its important topics was treated somewhat briefly, and will, we trust, be amplified in its reproduction in book-shape. The following sketch is a mere outline.

The Dean commenced by some general and introductory remarks on the sort of education required by the working classes. He had observed it was remarked lately, by a speaker at Bridgnorth, that he doubted whether any boy in the district union school at Quatt, though he could work problems in Euclid, or travel over the asses' bridge, was able to tell at what angle a furrow should be laid to catch the frost. This misrepresented the aim of our schools. It was expressly to enable boys to do these and like practical things that the instruction was designed. Boys should be led on from less to more: widening gradually the sphere of their learning, progressing from what they know to that which they learn next, by interesting them in the subjects of study, and enticing them to go on by degrees to higher attainments: just as in voyages of discovery, we are constantly adding, as we travel on, to our world of knowledge. To all such mental stores the acquisition of a competent knowledge of arithmetic and geography were necessary steps. The Dean then emphatically warned teachers against that imperfect teaching which brought discredit on education, and arose often from efforts to make a display, rather than by broad and solid foundations of knowledge. He