A Key to Practical Mathematics. Pp. 313. London: W. & R. Chambers. We have lately had occasion to notice in the most favourable terms the volume of Chambers's Educational Course entitled Practical Mathematics. We are now presented with a Key to the exercises in that volume, which will prove a very great assistance to self-taught mathematicians (of whom there are now not a few among our national schoolmasters), as well as to those teachers whose multifarious duties do not allow them time sufficient to work out all the examples, which their pupils are unable to do for themselves. Hesiod, Callimachus, and Theognis, literally translated. By the Rev. J. Banks, M.A. Pp. 495. London: Bohn. This volume forms one of the series of Bohn's Classical Library. It contains a literal translation of the works of the poets mentioned, with biographical notices, copious notes, and the metrical translations of Etton, Tytler, and Frere. Great pains have been bestowed by Mr. Banks both on the translation and the notes; a vast amount of philological and critical matter is embodied in the latter, which gives a permanent value to the work; the translation itself is, what it professes to be, strictly literal, and, as far as we have been able to judge by an occasional comparison with the original, thoroughly to be depended upon for correctness. The difficulty of combining elegance with exactness in translation is well known; and we are not sure that the difficulty may not be best solved by the method adopted in this volume of giving two translations, one in prose, the other in verse, which will mutually supply the wants of each other. Mr. Banks has faithfully fulfilled the task assigned to him, and his translation may safely be referred to by the student who hesitates as to the poet's meaning. To pass for a moment from the translations to the originals, let us express a hope that the present production will draw attention to these almost forgotten authors. Hesiod, indeed, is better known than Callimachus and Theognis; and yet Hesiod is not a text-book, and, beyond the names of his chief poems, little is known of him even by wellread scholars. Many of the epigrams of Callimachus are exceedingly beautiful, and the maxims of the sententious Megarean contain a fund of practical wisdom, and are likewise valuable as throwing light upon the political and social state of Greece in his day. The time spent in a study of the fragments of these authors would never be regretted. A Treatise on the Dynamics of a Particle, with numerous examples. By Peter Guthrie Tait, M.A., Professor of Mathematics in the Queen's University; and the late William John Steele, B.A. 12mo. Pp. 304. Pp. 304. Cambridge: Macmillan & Co. This excellent work contains all the ordinary propositions connected with the Dynamics of Particles which can be conveniently deduced without the use of D'Alembert's principle. It will form a good text-book for students possessing a fair knowledge of the principles of the Differential and Integral Calculus. At the same time, we cannot help observing that the book might have been rendered more generally useful, if it had contained some practical applications of the principles of Dynamics to the motion of machines, &c. The authors give admirable expositions of the following subjects:-Geometry of a Moving Point's Motion; Central Forces; Motion in a Resisting Medium; Impact; and Motion of two or more Particles. LITTLE BOOKS. First Book in Composition, for the use of Schools. By F. Brookfield. Pp. 130. (New York: Burnes. London: S. Low, 1855.) The Word-builder. By Richard Parker. Pp. 118. (New York: Burnes & Co. London Sampson Low & Son, 1855.) Both these authors preface their books, in the true American fashion, with praise of their own books. Nothing," says the first, "like this little book, either in design or arrangement, has ever been issued from the press." Mr. Parker announces his book as "prepared on a plan entirely new and original.” This originality consists, according to the preface, "in taking such words as are themselves the roots of other words, and which may be expanded into them by prefixing or affixing additional letters, for instance, 'o,' 'on,' 'one,' 'tone,' 'stone.'" We have taken this example out of the frontispiece, and we have in vain looked for any attempt to carry it out in the book itself. The very first lesson consists of 'ha,' 'ho,' 'go' and 'lo,' 'no,' 'so,' 'to,' 'do;' and this is solemnly entitled "words of two letters composed of words of one letter with some other letter prefixed." We should be glad to see any two letters put together, whether they formed a word or not, which would not fall under this definition. In the successive lessons, there is nothing either novel or useful, except that more than half are monosyllabic. The lessons are just like any other child's reading-book, till we come to the dissyllables, all of which are printed as if they were two separate words, as 'ver y,' 'fin gers,' &c., an ingenious plan for puzzling a young reader and making him mispronounce. The woodcuts are exceedingly well done. This little morceau, from lesson 33, is too amusing to be omitted; the subject is a prince, and if he "is kind and wise,” we are told," he can do much for the poor. He can give them what they want to eat and drink, as well as what they need for dress. Would you like to live in a land that is ruled by a prince; or would you live a free-born lad in a free land?" There is, of course, no other alternative: where there is a prince good-bye to "free-born lads." In other lessons, there are plenty of mistakes; for instance, a sheet' on board ship is affirmed to be a sail ! Mr. Brookfield's book, on the contrary, fulfils all its pretensions. It is the best guide to composition we ever saw. On the left-hand page stands a series of suggestive questions on a given subject; on the opposite page are hints how these questions are to be answered in the shape of an essay, which the child is to write in his own words. The subjects are admirable, and judiciously progressive. The author justly takes credit for having wisely proceeded "upon the supposition that the pupil needs not so much instruction in the expression of thought, as an aid to thought itself. It aims (as he truly says) "to cultivate the practical powers of observation; in other words, to develop thought in relation to perception; and also to give to the young pupil, in the exercise of this faculty, the kind of aid already afforded to older pupils, by analysis and outlines of more difficult subjects." Poetry Book for National Schools. Pp. 128. (London: Bell & Daldy, 1856.) This is, without exception, the best book of poetry for children we have ever seen. The matter is well-chosen, the style just that which suits the child-mind, and the rhythm and metre judicious and good. Many of the poems are nicely illustrated by woodcuts. Let schools order this book. It is strongly bound in cloth. A very proper moral pervades the book, and nowhere do we recognise its Christian spirit more than in "The Battle of Blenheim." It is full time that some doubt be thrown on the glories of slaughter. In the next edition, we hope to see a few sea poems. Some naval man should revise them to prevent misuse of terms, if sailing is introduced it is well to give a share of these poems to maritime interests. Many of the poems may be adapted to tunes with which children are already familiar. Questions and Answers. GRAMMAR.-I should feel obliged if you would permit a small portion of your valuable paper from time to time to be devoted to English grammar. I am intending to apply for a certificate, therefore I shall stand in need of aid from any kind friends. The one I am now going to propose I do not understand. "I. Paraphrase the following passage : "The doctrine of hereditary right does by no means imply an indefeasible right to the throne. No man will, I think, assert this that has considered our laws, constitution, and history, without prejudice, and with any degree of attention. It is unquestionably in the breast of the supreme legislative authority of this kingdom, the king and both houses of parliament, to defeat this hereditary right, and by particulars, entails, limitations and provisions, to exclude the immediate heir, and vest the inheritance in anyone else. "This is strictly consonant to our laws and constitions, as may be gathered from the expression so frequently used in our statute-book, of 'the king's majesty, his heirs and successors.' In which we may observe, that as the word 'heirs' necessarily implies an inheritance, or hereditary right generally subsisting in the royal person, so the word 'successors,' distinctly taken, must imply that this inheritance may sometimes be broken through, or that there may be a successor without being the heir of the king." "II. Parse the following sentence :— "This is strictly consonant to our laws and constitution, as may be gathered from the expression, so frequently used in our statute-book, of 'the king's majesty, his heirs and successors.' -M. A. Answers.-No. I. is nonsense, and the word "that" should be who. The best way to paraphrase it, at the same time stating the law correctly, is to rewrite it thus:-"The doctrine of hereditary right does imply an indefeasible right to the throne; but like all similar rights it may be set aside by Act of Parliament; or, as in past times, by the right of might."-To talk of " particulars, entails, and limitations," as flowing "from the breast of supreme legislative authority," is mere jargon and misuse of terms, applicable to the conveyance and descent of property only.-No. II. The parsing is obvious. "Consonant to " is wrong, it is consonant with; the preposition following these compound Latin words should always agree with the prefix; for example, adjacent to, consonant with. The argument deduced from the use of the words "heirs and successors is invalid; it would be less so if it were "heirs or successors. "Or' is distinctive ; ' and' is simply copulative, and renders successors surplusage, though in legal verbiage this is very common. PARSING.-Can you tell me how to parse or give the derivation of the word "off" in this sentence, "I am badly off? ”—T. Answer.-No: it bas puzzled the cleverest scholars of the day. STYLE.-How can I best perfect myself in a given style ?-D. F. B. Answer.-Select a good model. Read a few sentences thrice, carefully noting both the sense and mode of expression; then, without having got it by rote, shut the book, and write down the same ideas in as nearly the same style as you can. Then compare the original with your imitation, correct the mistakes, and taking a few more sentences, repeat the same process. Do this for an hour daily, and if you have a tolerable facility for expressing yourelf grammatically, you will have acquired much of the style you have selected in a couple of months, and if your choice has been judicious, will have greatly improved your own. PARALLEL DESKS.-Are these good for collective lessons, and why are there always to be three of them ?-Simplex. Answer. Simply because two are too few and four too many for conveniently giving collective lessons, which is one of their great uses. BOOKS.-Will you recommend me a useful and simple work on book-keeping, also a book of prayers for the use of schools, and a small dictionary, with, if possible, the price of each.-KINGTON. Answer. The best book on book-keeping, we think, is that published in the series of the Irish School Books by our Publishers, called "Elements of Bookkeeping," with a Key. Both are very cheap. We know of no Book of Prayers fitted for school-children. Those we have seen are not on a level with the child-mind. Perhaps some of our correspondents will inform us if they have been more fortunate. Nuttall's edition of "Walker's Pronouncing Dictionary," published by Routledge, is the best cheap one we know of. POSTSCRIPT. LONDON, FEB. 25, 1856. On the 15th ult., the Lord President introduced a Bill exactly as we announced last month, for the better administration of public instruction, appointing a Minister of Education, and placing him at the head of a new Board, organized like the Board of Trade. All these Boards are offshoots from the Privy Council, and so it is designed that the Board of Education should be. A good deal of discussion followed, in which the exact constitution of the Board was canvassed; and it may be gathered, that whilst Lords Derby, Ellenborough, Grey, and Brougham desired that the President of the new Board, though called Vice-President, should have undivided control over education and sole responsibility, Earl Granville contemplated that these should continue to be vested in the Lord President of the Council, as at present; the other being a subordinate minister, whose main usefulness would apparently be to represent the educational department in the House of Commons. It seems to us an important difference, as under the latter arrangement it is not likely that any statesman of great standing and repute would accept the office; and it might not always happen that a nobleman of the rank and qualifications requisite for the very high office of Lord President of the Council, might, like Earl Granville or the Marquis of Lansdowne, possess the peculiar attainments or affections essential to a Minister of Education; this point is, however, under consideration. Under any circumstances, the Bill, which was most favourably received, is likely to lead to a much more expanded system of aiding schools, and at this we rejoice heartily. The discussion which took place elicited from Lords Ellenborough and Grey apprehensions lest education for the poor should become such as to form a "literary peasantry" averse to labour. They both extolled the desirability of teaching working children to work; and Earl Grey said, "The happiness of a poor man's family generally depended upon the handiness and skilfulness of his wife in managing the ordinary affairs of his household, and that was a portion of education of which highly-accomplished schoolmasters and schoolmistresses, who could recite the list of Popes from the earliest times to the present, and knew the latitude and longitude of every obscure town in the world, were very often ignorant." There is no doubt that if they have been wasting their time in acquiring knowledge so remarkably foolish, they do stand a good chance of being ignorant of more useful things; but although Earl Grey greatly burlesques the evil of which he and Lord Ellenborough complain, it cannot be denied that there is not sufficient attention paid to really common," and being common, essential attainments for the comfort of daily working life. These things must be looked to more and more, or education will not accredit itself with the masses of the people. We are glad to find that homely and industrial subjects are assuming much more prominence in the examination of school-teachers for the poor, and also in testing them by the information of the same kind possessed by their scholars, than was formerly done, or than Earl Grey is at all aware of. Entelligence. CAMBRIDGE LIST OF HONOURS AT THE BACHELOR OF ARTS' COMMENCEMENT-1856. EXAMINERS. J. Budd Phear, M. A., Clare College. William Henry Besant, M.A., St. John's College. Ds. Halley, Joh. 2 Rigby, Trin. 3 Clark, C.B., Queen's, æq. Ellis, Sidney, æq. Smith, H. W., Trin., æq. 6 Hardy, Trin. 7 Fawcett, Trin. H. 8 Moore, Pemb. 9 Harlen, Pet. 10 Rouse, Trin. 11 Harpley, Joh. 12 Atkinson, Trin. H., æq. 14 Dyson, Emman. 18 Long, Corpus. Ds. Streeter, Clare. 39 Cormack, Queen's, æq. WRANGLERS. 19 Marten, Joh. SENIOR OPTIMES. 50 Challis, Trin., æq. Nix, Trin., æq. Y |