The Connexion of the several Parts, as well as the general Principle and Authority of the whole Series, is exhibited at large in THE Course of Study to be pursued in the use of these of Cæsar, and the Book of Virgil's Eneid already anaBooks is fully developed in the preface to each volume: but the principal directions there detailed may be thus briefly presented at one view. 1. Let the student of the Latin language commence with the FABLES OF PHEDRUS, and by the aid of the Interlinear Translation and Notes, make himself thoroughly master of the sense of each Fable in the single Latin Text; so thoroughly as to be able not only to render the original, word for word, into English sentences, but also, when examined without the book, to give the English for each Latin word, and, again, the Latin for each English, unassisted by the connexion of the story. 2. Having acquired from Phædrus a considerable number of common Latin words, without attempting their grammatical analysis, let him proceed, in exactly the same manner, with the First Book of OVID'S METAMORPHOSES, which will make a large addition to his vocabulary in words of less common use. The reading of this book should be accompanied with the study of the Accidence, as given in the London Latin Grammar. Taking small portions at a time, as, for instance, the first declension of Nouns with the first lesson of Ovid, the student should remark what words in the lesson appear to correspond in form to any of those cases,-and so on, till the distinction of the Parts of Speech is clearly understood, and the Tables of Declension are learned by heart. 3. The regular inflections of the language being thus acquired from the examples in the Grammar, let him take up the First Book of VIRGIL'S ENEID, and after construing the Latin text, as in Phædrus and Ovid, according to the Interlinear Translation, let him learn to analyse each sentence from the supplementary volume of PARSING LESSONS; which will enable him not only to assign every word in each lesson to its proper part of speech, but to give a full description of its peculiar modification, if inflected from its simple form. In this stage of his course he will derive great benefit from frequently altering the signs and forms of nouns and verbs in the single English Version, so as to require the use of different cases, tenses, &c. of the same Latin word-an exercise which will give him complete power over the Inflections of the language. 4. Let him now proceed with CESAR'S INVASION OF BRITAIN; and accompany each reading with a small portion of the Latin Syntax, in the same manner as he accompanied Ovid with the Accidence of the Grammar. This will gradually render him familiar with the Con. struction of the language. The style of the Commen. taries is remarkably easy of Construction, and therefore peculiarly adapted for this exercise; which is further facilitated by the Rules of Syntax, in the London Latin Grammar, being principally exemplified from this part lysed. After finishing Cæsar, he should recur to the Virgil, which he before used only as a praxis of inflection, and make himself master of the construction by the rules of Syntax, and also of the scanning of each line by the rules of Prosody. 5. In reading the LIFE OF AGRICOLA by Tacitus, be should endeavour to combine in each lesson the exercises of inflection and construction which hitherto he has taken separately; describing single words according to their several declensions, and compound phrases according to their several dependencies. In learning the Greek language, precisely the same method may be followed in the correspondent Parts of the series. 1. LUCIAN'S DIALOGUES furnish a copious Vocabulary as the elementary volume. 2. ANACREON'S ODEs present a variety of simple sengiven in the London Greek Grammar. tences, from which to distinguish the Parts of Speech, as 3. HOMER'S ILIAD, accompanied by the supplementary volume of PARSING LESSONS, involves a complete Praxis in the Inflections of the language. 4. XENOPHON'S MEMORABILIA give an introduction to Syntax, which will be further familiarised by recurring to the Iliad. 5. HERODOTUS'S HISTORIES Supply an interesting subject matter, on which to practise in combination the various exercises separately performed in the previous volumes. After thus going through the Latin or Greek series, the student is strongly recommended to recur to the earlier volumes, in the same order as before, and to exercise the whole of his grammatical knowledge in each of those parts, as well as in the last, using the Interlinear Translation as little as possible, and giving more attention to the Notes than in his first reading. By the completion of this Elementary Course, he will not only be perfectly competent to enter on the reading of other Classic Authors, without the aid of a translation, but will be prepared with a valuable store of words and phrases for Greek and Latin Composition. The practice of writing in each language according to these models will ensure a critical acquaintance with their peculiar delicacies and although, in commencing a new author, the young learner must require some assistance from judicious commentators, yet, as far as the language is concerned, he may rest assured he is already in possession of its leading properties and powers. MATHEMATICS AND NATURAL PHILOSOPHY. MATHEMATICS. DE MORGAN'S (AUGUSTUS) ELEMENTS OF ARITHMETIC. "Instead of merely learning a number of rules by rote, the pupil learns to refer everything to reason, and he is taught how to do so; and thus he will often be able to ascertain the meaning of an ambiguous passage, or supply the defect of an imperfect proof. It is only thus that any knowledge of the principles of Arithmetic can be acquired; and although it is not necessary to resort to those considerations to attain practical facility in performing arithmetical operations, we have little doubt that this will be gained quite as rapidly under instruction, such as Professor De Morgan's treatise affords, as it is from the old course of mere rules and examples, and it will certainly be gained better."―Journal of Education, No. I. "Since the publication of the first edition of this work, though its sale has sufficiently convinced me that there exists a disposition to introduce the principles of arithmetic into schools, as well as the practice, I have often heard it remarked that it was a hard book for children. I never dared to suppose it would be otherwise. All who have been engaged in the education of youth are aware that it is a hard thing to make them think; so hard, indeed, that masters had, within the last few years, almost universally abandoned the attempt, and taught them rules instead of principles; by authority, instead of demonstration. This system is now passing away; and many preceptors may be found who are of opinion that, whatever may be the additional trouble to themselves, their pupils should always be induced to reflect upon, and know the reason of, what Fourth Edition. they are doing. Such I would advise not to be discouraged by the failure of a first attempt to make the learner understand the principle of a rule. It is no exaggeration to say, that, under the present system, five years of a boy's life are partially spent in merely learning the rules contained in this treatise, and those, for the most part, in so imperfect a way, that he is not fit to encounter any question unless he sees the head of the book under which it falls. On a very moderate computation of the time thus bestowed, the pupil would be in no respect worse off, though he spent five hours on every page of this work. The method of proceeding which I should recommend would be as follows:-Let the pupils be taught in classes, the master explaining the article as it stands in the work. Let the former, then, try the demonstration on some other numbers proposed by the master, which should be as simple as possible. The very words of the book may be used, the figures being changed; and it will rarely be found that a learner is capable of making the proper alterations, without understanding the reason. The experience of the moster will suggest to him various methods of trying this point. When the principle has been thus discussed, let the rule be distinctly stated by the master, or some of the more intelligent of the pupils; and let some very simple example be worked at length. The pupils may then be dismissed, to try the more complicated exercises with which the work will furnish them, or any others which may be proposed."- Preface. ELEMENTS OF ALGEBRA, preliminary to the Differential Calculus, and fit for the higher classes of Schools in which the Principles of Arithmetic are taught. Second Edition. Royal 12mo, 98, cloth. "What a benefite that onely thing is, to have the witte whetted and sharpened, I neade not travell to declare, sith all men confesse it to be as greate as maie be. Excepte any witlesse persone thinke he maie bee to wise. But he that moste feareth that, is leaste in daunger of it. Wherefore to conclude, I see moare menne to acknowledge the benefits of nombre, than I can espie willyng to studie, to attaine the benefites of it. Many praise it, but fewe dooe greatly practise it. Wherein the desire and hope of gain, maketh many willyng to sustain some travell. For aide of whom, I did sette forth the firste parte of Arithmetike. But if thei knewe how farre this seconde parte dooeth excell the first, parte, thei would not accoumpte any tyme loste that were emploied in it. Yea thei would not thinke any tyme well bestowed, till thei had gotten soche habilitie by it, that it might be their aide in al other studies."-Robert Recorde. ELEMENTS OF TRIGONOMETRY & TRIGONOMETRICAL ANALYSIS, preliminary to the Differential Calculus; fit for those who have studied the Principles of "Tant que l'Algèbre et la Géométrie ont été séparées, leurs progrès ont été lents et leurs usages bornés; mais lorsque ces deux sciences se sont réunies, elles se sont prêtées des forces mutuelles, et ont marché ensemble d'un pas rapide vers la perfection."—Lagrange. CONNEXION OF NUMBER AND MAGNITUDE; an Attempt to Explain the Fifth Book of Euclid. Royal 12mo, 4s., cloth. This Work is included in the Elements of Trigonometry. FIRST NOTIONS OF LOGIC, preparatory to the Study of Geome try. Second Edition. Royal 12mo, 1s. 6d. sewed. "The Author drew up the First Notions of Logic' from having observed that most students who begin Geometry are extremely deficient in the sort of knowledge which it contains, to their great hindrance in all branches of science, even in learning the principles of Arithmetic demonstratively. He recommends that youths who are trained in Arithmetic from his work should learn the elements of Logic at the same time, as a help to the precise conception of the connexion of words with each other, and as a preparation for the study of Geometry." BARLOW'S TABLES OF SQUARES, CUBES, SQUARE ROOTS, CUBE ROOTS, and RECIPROCALS, up to 10,000. Stereotype edition, examined and corrected. "They will be found useful to the more scientific class of Engineers and Surveyors, for immediately obtaining results which are now usually got by logarithmic calculation, or the sliding rule; to actuaries (in the table of reciprocals); to schoolmasters, for obtaining examples of the ordinary rules of Arithmetic; to all, in fact, who are calculators by choice or necessity, though of course to some more than to others."-Preface. MATHEMATICS AND NATURAL PHILOSOPHY-CONTINUED. TABLES OF LOGARITHMS, COMMON AND TRIGONOMETRICAL, TO FIVE PLACES. Under the Superintendence of the Society for the Diffusion of Useful Knowledge. Feap. 8vo, 3s., sewed. The present work has been undertaken in imitation of the Tables of Lalande, so well known both in England and on the Continent. It differs from most modern English works in the use of old numerals, which are formed with heads and tails, as in common handwriting. It is believed that such figures are much more legible, for their size, than those in common use, and very much less likely to be mistaken one for the other; so that the present work may compete with others which employ a larger type, but in which distinctness of form in the figure is sacrificed to uniformity of size. At the end of the Trigonometrical Table will be found-1. A Table of the Logarithms of Sines for every second of the first 9 minutes, and also for every tenth of a minute in the first degree. 2. A Table of Constants, mostly taken from that at the end of Mr. Babbage's well-known tables. 3. A small Table of the Logarithms of 1. 2. 3. . . . . x, for facilitating complicated questions of permutation. FOUR FIGURE LOGARITHMS AND ANTI-LOGARITHMS, on a Card. Price 1s. "Much of the trouble of using Logarithms arises-1. From the necessity of turning leaf after leaf of the book to arrive at the proper page; and 2, in a minor degree, from the process of finding the number to a logarithm being somewhat more difficult than that of finding the logarithm to a number. In the four figur elogarithms they are both avoided, since the whole table of logarithms to numbers is on one side of a card, and the smallness of the table enables another table, as extensive, of numbers to logarithms to be entered on the other side of the card."-Companion to the British Almanack, 1841. LOGARITHMIC SINES, COSINES, &c., TO FIVE Printed on Card, 1s. PLACES OF DECIMALS. REINER'S LESSONS ON FORM; or, an Introduction to Geometry, as given in a Pestalozzian School, Cheam, Surrey. 12mo, with numerous Diagrams. 68. cloth. "It has been found in the actual use of these lessons for a considerable period, that a larger average number of pupils are brought to study the Mathematics with decided success, and that all pursue them in a superior manner. There is much less of mere mechanical committing to memory, of mere otiose admission and comprehension of demonstrations ready made, and proportionably more of independent judgment and original reasoning. They not only learn Mathematics, but they become mathematicians."- Rev. Dr. Mayo. LESSONS ON NUMBER, as given at a Pestalozzian School, at Cheam, Surrey. Second Edition. Consisting of "The parent will be much assisted in his task, if he has by him the excellent Lessons on number as given at a Pestalozzian School, Cheam, Surrey. This work should be in the hands of every one who teaches the first rudiments to Arithmetic." "Another important merit of the work consists in the manner in which, in its earliest pages, the idea of Number is extracted from the consideration of the objects by which it must, in the first instance, be exemplified. It is done without any parade of abstraction, but successfully and completely."-Journal of Education. LARDNER'S (DR.) ELEMENTS OF EUCLID, with a Commentary and Geometrical Exercises; to which are annexed a Treatise on Solid Geometry, and Short Essays on the Ancient Geome trical Analysis and the Theory of Transversals. Eighth Edition. 8vo., 7s., boards. RITCHIE'S (DR.) PRINCIPLES OF GEOMETRY, familiarly illustrated, and applied to a variety of useful purposes. Designed for the Instruction of Young Persons. Second Edition, W 38. 6d., cloth. "Dr. Ritchie's little elementary work is excellently well adapted to its object. It is brief, plain, and full of all that is necessary; curious and useful in its application, and beyond any other of the kind now existent in its familiar and distinct explanation of some of the instruments required in the practical application of the principles laid down and demonstrated."-Spectator, Sept. 7, 1833. "This is the best introduction to Geometry that exists in our language; it is just the work by which a parent may be enabled to instruct his children in the elementary principles of the science, though his own knowledge of it be neither deep nor extensive. The practical applications which are added must render the study very delightful to the young, since the exercises on the principles will be found as amusing as the ordinary sports of childhood."Athenæum. WEDGWOOD (H.) M. A., THE PRINCIPLES OF GEOMETRICAL DEMONSTRATION, deduced from the Original Conception of Space and Form. 12mo, 2s, cloth. NATURAL PHILOSOPHY. LARDNER (DR.) THE STEAM-ENGINE EXPLAINED AND ILLUSTRATED: with an Account of its Invention and progressive Improvement, and its application to Navigation and Railways; including also a Memoir of WATT. Seventh Edition. Illustrated by numerous Engravings on wood, and a portrait of Watt. 8vo, cloth, 12s. MECHANICAL DIAGRAMS. By FREDERICK I. MINASI, Lecturer on Natural Philosophy, &c. For the use of Lecturers, Philosophical Classes, and Schools. Complete in Five Numbers, each containing Three Sheets of Diagrams, price 38. each Number, coloured, illustrating the following subjects: 1 & 2. Composition of Forces. 3. Equilibrium. 4 & 5. Levers. 6. Steelyard, Brady Balance, and Danish Balance. 7. Wheel and Axle. 8. Inclined Plane. 9, 10, 11. Pulleys. 12. Hunter's Screw. 13 & 14. Toothed Wheels. 15. Combination of the Mechanical Powers. The Diagrams are printed upon large sheets of paper, measuring 2 feet 11 inches by 2 feet. This size will be found suited for large lecture-rooms. MATHEMATICS AND NATURAL PHILOSOPHY-CONTINUED. TWELVE PLANISPHERES, forming a Guide to the Stars for every Night in the Year, with an Introduction. 8vo, cloth, 6s. 6d. YOUNG'S (THOMAS, M.D.) LECTURES ON NATURAL PHILOSOPHY AND THE MECHANICAL ARTS. A New Edition, with REFERENCES and NOTES. By the Rev. P. KELLAND, M.A., F.R.S, Lond. and Edinb., late Fellow of Queen's College, Cambridge, Professor of Mathematics, &c. in the University of Edinburgh. The Work, when completed, will form one octavo volume, with an octavo volume of Plates. It will be published in eight or nine monthly parts, each containing 80 pages of letterpress, demy 8vo, with five 4to Plates, folded into 8vo. Part I. was published on the 1st of February, 1845, price 2s. 6d. * All the Plates belonging to the Original Work will be given in this edition. EDUCATION. EDUCATION (THE) of the FEELINGS. Fcap. 8vo, 4s. cloth. "To urge the great importance of moral education-to show the bearing of a few great truths upon it-to point out the natural laws which the Creator has established by which the feelings are to be trained and cultivated, is the object of this work."-Preface. HICKSON'S (W. E.) DUTCH AND GERMAN SCHOOLS; an Account of the present state of Education in Holland, Belgium, and the German States, with a view to the practical steps which should be taken for improving and extending the means of Popular Instruction in Great Britain and Ireland. 8vo, 2s. 6d. cloth. With Architectural Plans. "The work before us has the merit of giving a really comprehensive view of the whole question in a cheap and readable form. The author is one of the Commissioners of Inquiry into the state of the Hand-loom Weavers; and few persons have had better opportunities of observing how closely the interests of the working classes are dependent upon the progress of a sound system of national education. The work is rendered complete by the addition of a tasteful elevation and ground plans of a design of a building, suitable for the combined purposes of a Day-school and Lyceum. We hope the time is not distant when institutions, upon the plan described, will be found in every part of the United Kingdom."-Westminster Review, Dec. 1840. BROWN PAPER LENDING LIBRARY. TUCKFIELD'S (Mrs. HIPPISLEY) EVENING READINGS FOR DAY SCHOLARS. PART I.-SELECTIONS FROM THE BIBLE AND APOCRYPHA. III. NATURAL HISTORY. MAMMALIA. 12mo, sd. 1s. 6d. 1 vol. 12mo, 3s. 6d. cloth. PART III.-NATURAL HISTORY-MAMMALIA. The Work may also be had as follows: I. SCRIPTURE READINGS. 12mo, sewed, 1s. 6d. As Little Horn Books. In Paper Packets, 4s. 6d. II. PROVERBS, MAXIMS, and ANECDOTES. 12mo, sewed, 1s. 6. In sheets for mounting, 28. As Little Horn Books. In Paper Packets, 4s. 6d. In the Little Horn Books the matter is broken up into Short Lessons, and each Lesson is pasted on thick brown paper. These are intended to serve as Night Readings for Day Scholars. The difficult words in each Lesson are carefully defined. PART III. will be found useful as a Companion to the Prints of Animals published by the Society for Promoting Christian Knowledge. As Little Horn Books. In Paper Packets, 4s. 6d. "Mrs. Hippisley Tuckfield's Evening Readings are published with the view of providing something which children in day schools may take home with them, and learn in the evening. They are printed on separate cards, and are divided into three series. We have no hesitation in saying that the idea is a very valuable one. It is impossible, in five hours' schooling, to convey much information; but hitherto the expense of books has prevented any attempt to carry on instruction out of school hours." "The technical terms in the Natural History of the Mammalia' are explained with great clearness, and every page of description so interspersed with anecdote, that it would be impossible to put into the hands of children a more useful or fascinating work connected with any branch of natural history."-Westminster Review, Dec. 1842. TUCKFIELD'S (Mrs. HIPPISLEY) LETTERS TO A CLERGYMAN, ON THE BEST MEANS OF EMPLOYING FUNDS FOR THE EDUCATION OF THE LOWER ORDERS. Fcap. 8vo, 2s. 6d. "We are unable to do more than direct attention to Mrs. Tuckfield's Letters to a Clergyman,' although they con tain, in a small compass, matter of the deepest import. She lays greatest stress on what is really of greatest import ance, namely, training establishments for teachers, male and female. For those who are about to establish schools for ! the poor, we earnestly recommend the second and fifth Letters, as putting in the clearest light the necessity and the means of training teachers. The fifth Letter, we believe, describes no ideal plan, but an establishment actually at work. It cannot be too often repeated, that on this one point everything depends."-Westminster Review, 67. TUCKFIELD'S (Mrs. HIPPISLEY) EDUCATION FOR THE PEOPLE. I. PASTORAL TEACHING. II. VILLAGE TEACHING. IV. INSTRUCTION OF THE DEAF AND DUMB. Fcap. 8vo, 5s. |