IV. Uses,

Supplies the place of sheep,

and also of the COW.

Refer to the places where it is found. What did we say was not found there? The sheep. And instead of the sheep we have -the goat. Then the goat supplies the place of the-sheep.

It also gives us milk, and thus supplies the place of-the cow. Its skin is made into a thin kind of leather, called after the young-kid; but it provides also nice warm beds for those men who look after them.

RECAPITULATION.-Where do we find the goat In mountainous districts. What does his food consist of Grass. How is it that it can climb so well after the grass? Because its hoofs are notched. What does it do when it gets home? Chews the cud. What is the mark of all animals that do this? The cloven foot. What does it provide the people that take care of it with? Milk. Some uses after it is killed?

Food and leather.

J. H.

Words and Music by C. A. Porter, Street.

O'er the hill their music's sounding,
Echoed from the mountain top.
Like the torrent's roar is bounding
Over crag, and brake, and rock.
Hark, &c.

4.

Now their sounds are slowly dying,
Now they burst upon the ear,
Like Eolian lyre strings breathing.
Sometimes distant, sometimes near.
Hark, &c.

In mixed schools, the girls alone should sing the chorus.

NOTICES OF BOOKS.

The Teacher's Handbook to the Circle of Knowledge. By C. Baker. Wertheim, and Co.-Most of our readers have already made acquaintance with Mr. Baker's series of school books, and it will be to them a further source of satisfaction to know, that this series has established itself in elementary schools by the unaided intelligence and perseverance of one of their fellow labourers, in the face of almost insurmountable competition with Public Societies. This fact proves that these books are found to work well in schools, and is the best recommendation they can have. Our readers will observe that this "Handbook" is especially a teacher's book, and is in this edition rendered more valuable for that purpose, by the addition of explanatory ootnotes attached to each of the two hundred lessons. These additional notes, with the former notes on roots, terms, &c., form as complete an apparatus, for working out an intelligence of the text, as can be desired. We think no teacher should be without a copy of this valuable work.

Durack's Latin Lesson Book. Houlston and Wright.-The object proposed by the author is to provide a short set of "Home Lessons," such as may be used by intelligent parents or governesses, to ground little people in the first stages of the Latin tongue Mr. Durack, from circumstances stated in the work, conceives that he ought to know pretty well "where the shoe pinches" beginners, and therefore those points requiring most exposition or illustration. The method of the book is good, and the simplicity of its arrangement, with its short and easy lessons, gives it a fair chance of success.

For so

Lessons on Ancient History. Revised by the Rev. B. W. Beatson. Wertheim and Macintosh.-A little book in the old form of question and answer. limited a space, the matter is well chosen and judiciously set out. The supplementary tables of dynasties and chronologies are well constructed, and add greatly to the value of the work.

Questions on Mr. M' Leod's Class-Atlas of Physical Geography (Gleig's Series). By the Rev. T. Bowman, A.B. Longman and Co.--This work is designed to be used after a fair knowledge of the entire Atlas has been obtained. To make the test the severer the questions are arranged, not in the order of subjects, or of maps, but so as to touch promiscuously over the whole Atlas. Schoolmasters will find this set of questions fitted to do them good service.

Correspondence.

SIR,-I should be much obliged to you or any of your correspondents who would tell me of the best works to read for a Drawing Certificate, and the prices of each; no master giving lessons near us.

READER.

[Try Burchett's Geometry and Perspective, both published by Chapman and Hall. For Free-hand drawing any copies will serve you, so that they be large and in outline.]

SIR, I beg to inform "Evan" that he can be examined in Drawing at the general examination of Pupil Teachers, if he can obtain the Inspector's permission. WM. GANE.

Ll -11- -d B. S.,

July 3rd, 1857.

SIR,-Will you or one of your correspondents have the kindness to inform me, through the medium of your paper, whether it is necessary for those who have passed" excellent" or "good" in Welsh when gaining a Certificate of Merit, to pass a special examination in Welsh, in order to be entitled to the £5 referred to in the minutes of the Committee of Council. A brief answer will oblige many Welsh teachers beside.

[See last volume of Minutes, page 8.]

A SUBSCRIBER.

SIR,-Can you or any of your correspondents kindly inform me (1) whether the Minutes of Council on Education for 1856-7 have been yet presented to Parliament. 2.-If so, whether they are yet in circulation. 3. From whence the (new) large Pupil Teacher's Broad Sheet is to be obtained, as the assistant secretary says "it is no longer issued from this Department," that is, the Privy Council Office.

SIR,-Three kinds of ellipses I beg specially to protest against:-a cumbersome one that removes no difficulty; an ellipsis that destroys the original construction; and one that makes the sentence (allowing no additional ellipsis) ungrammatical.

But an ellipsis, like that introduced by "W. P." to govern to parse and to exist, which combines these three fundamental errors, I cannot possibly admit.

Which you are to parse," is ungrammatical, unless we allow an additional ellipsis of required or requested, for "are" in such a sentence would be an auxiliary, and every one knows that the verb to be " as an auxiliary will only admit after it a participle, and never an indefinite mood. "Which you are requested to parse,' would be correct; but here to parse" would be governed by requested. What difficulty then is removed by his ellipsis? Besides (?) it destroys the original construction; for, as I remarked in my last, "to parse " in the original sentence is adverbial, whereas the clause "which you are to parse' is adjectival.

It will be sufficiently clear, I think, from what has already been said that the verb "to be," meaning duty, obligation, &c, cannot govern an infinitive mood. It remains for me now to shew the incorrectness of "W. P's." major premise, viz., that "to be," signifying being or existence does not govern an infinitive mood.I have shewn in my last that the infinitive mood is sometimes used as an adverb. If, then, an adverb can modify the substantive verb, the latter may govern an infinitive mood. The sentence in dispute itself furnishes an example :

"HERE are four that's to parse."

The verb to be, signifying existence can therefore govern an infinitive mood. An hour's interesting search through the Bible has furnished me with the following results with respect to "besides" and "beside."

"BESIDE."

Exodus xii. 37. Numbers xvi. 49; xxviii. 10, 23, 24, 31; xxix. 6. 11, 16, 22, 25, 28, 31, 34, 38, 39. Joshua vii. 2. 2 Judges xi. 34; xii. 9. Ruth ii. 14. 1 Sam. xv. 2. 1 Kings iii. 20; v. 16; x. 13, 15, 19, xiii. 31. 2 Chron. ix. 12, 14; xvii. 19. Neh. vii. 67. Psalms xxiii. 2; civ. 12. Isaiah xliii. 11; xliv. 6, 8; xlv. 5, 6, 21; xlvii. 10. Luke xxiv. 21. Acts xxvi. 24.

"Hast thou here any besides?"-Gen. xix. 12.

"Is there not here a prophet of the Lord besides?"-2 Chron. xviii. 5.
"Thou owest unto me thine own self besides."

From these examples we may derive a general law, viz., that in the Bible "beside" and 66 besides are analagous to your and yours ; "beside" being used before a noun, and "besides" without one. But since "besides " cannot be used before a noun it cannot be a proposition. The example quoted from Ainsworth is incorrect. In my edition it is beside' the eternal remembrance." The others ought to be "beside." For an example of "besides" as a conjunction, I give the following:-" Besides, I never saw him." Thanking you for past favours, I am, Sir, &c.,

R. B.

Northwich, June 6th,

SIR,-In your number for July there are two letters advertising for instruction in Mapping from memory. I am a teacher recently from an Institution, who has passed the mapping ordeal with success, and if any suggestions I can offer will be of service, the recipient is abundantly welcome.

Mapping from memory depends on the memory of Form. In some this faculty is well developed; in others not to such an extent. The greater the protrusion of that part of the nose between the eyes, the stronger will be the memory of form (so phrenologists say). To this power we owe the capability of recognizing a person or place we have seen before.