April 4, 1857. SIR,-I submit the following, which you will perhaps be so good as to insert, as an answer to " E.A.." in your April number.

The couplet which he gives is as follows:

"What to avoid we no great knowledge need,

But what to follow is a task indeed."

1. Transposing, and supplying the Ellips s we have "We need no great knowledge (of) what (we ought) to avoid, but what we ought to follow is a task indeed."

In each case the words "that which" might be substituted instead of "what." II.1. What. Compound pronoun, including both the antecedent and relative. Obj. case gov by of understood.

2. To avoid. Verb. Infinitive mood gov. by ought understood.

3. We. Pronoun. First person plural. Nom., case to need.

4. No. Adverb, qualifying great.

5. Great. Adjective qualifying knowledge.

6. Knowledge. Noun. Sing. Neuter Obj. case gov. by need.

7. Need. Verb. Transitive, Indicative mood, present tense agrees with nom. We.

8. But. Conjunction joining "What to avoid, &c." And "What to follow, &c."

9. What. Comround Pronoun. Same as in I. Nominative case to is.

10. To ful ow.

Verb. Infinitive mood, governed by ought.

11. I. Verb. Indicative mood agrees with nom., what

12. A. Indefinite article qualifying task,

13. Tusk Noun. Nominative case coming after is which is a part of the verb to be.

14. Indeed. Adverb qualifying is.

III. A shorter way of dealing with the above, would be to call the phrases "What to avoid" and "What to follow" respectively, nouns. The first would be in the objective case governed by of (understood), the second,, the nominative to is.

The word what in each case might also be regarded as an Adjective Pronoun, qualifying the noun things anderstood, thus What things to follow" and What things to avoid."

I am, Sir, yours, &c.,

[C.G. takes a similar view.]

J.H.

April 9. 1857.

SIR, I endeavour to overcome the "real" difficulty which has occurred to Our dd Friend" since his last letter, in the following manner. In the sentence"What with riot and extravagance he soon came to run."

The word "what" here, is evidently an adverb" meaning partly, and modifying

Examination Papers for Pupil Teachers.

CANDIDATES.

1.-Write down what Jesus says in his sermon on the Mouut of rash udgment, or, on prayer.

2.-Write your duty towards God, and the answer to the question "What desireth thou of God in this prayer?"

3.-Explain the meaning of the terms Equator, Longitude, Map, Promontory, Cape, Isthmus.

4.-Mention the chief s a-ports and rivers in England.

5.-Parse "I have already mentioned to you the occasion when the king went to Parliament."

1. Write out the invasion of Sennacherib against Judah; or the life of Elisha.

2.-Write out a life of Barnabas.

3. Write out the XI Article, or the XXVII.

4.-Write out an account of British North America, illustrating your answer by a map.

5.-Parse the words in italics.

Three children sliding there about

Upon a piece too thin

That so at last it did full out

That they did all full in,

6.-Reduce 10d. to the decimal of a shilling.

7.—Write out a life of Thomas Becket, Wolsey, or Strafford, with dates. 8.- What is meant by Book-keeping? Give examples of Double and Single Entry.

9.-Write out the 3rd prop. II. book, and the 11th prop. of III. book.

SECOND YEAR (FEMALES).

1.-Give some account of Miriam's ieprosy; or of the law of jubilee; or of the provision of the Levites.

2.-Give some account of our Lord's washing his disciples' feet, and his exhortation thereon; or of the man that was restored to sight.

3. -Give some account of the kingdom of Sardinia; or draw a map which will shew the coast line of the Mediterranean, marking the towns, and the rivers which flow into it.

4." I pass over," says the old chronicler, "the wise devices, the prudent speeches, the costly works practised and set forth." Parse fully the words in italics.

5.—¡Iow much is the 10th part of 12 weeks' wages at £2 15s. 24d.?

6.-State the way in which you have been employed during the past year.

THIRD YEAR (FEMALES).

1.-Give some account of Manoah or Gideon.

2.-Give some account of the raising of Jairus's daughter.

3.-Write VII. or XXV. Article, and prove it.

4.-Draw a map of the Baltic or Black Sea, shewing the towns and rivers which flow into it.

5.-Give an account of the feudal system, or write the reign of Edward I.

END OF FOURTH YEAR.-GEOMETRY.

1.-What is a rectangle? Sho that if there be two straight lines, one of which is divided into any number of parts, the rectangle contained two straight lines is equal to the rectangle contained by the undivided lines and the several parts of the divided line.

2.-Prop. 14th, ii. book.

1. Give a logical analysis of the following passage, and parse the words printed in italics : —

Even now, where Alpine solitudes ascend,

I sit me down a pensive hour to send;
And plac'd en high, above the storm's career,
Look downward where an hundred realms appear;
Lakes forests, cities, p ains extending wide,

The pomp of kings, the shepherd's humble pride.

2. Give the meaning and derivation of each of the following words:Handicraftsman, backwoodsman, unsightliness, soothsayer, sonotific, somnambulism, transmigration, chronology, encyclop➡lia, mythology.

3. Name the principal metres used by the English poets, and give example of each.

GEOGRAPHY.

1.-Draw a map of Africa and give an account of its mountains, rivers, cape harbours, climates, and productions.

2.-Give the names and relative positions of the seven kingdoms which formed the Saxon Heptarchy, with the dates of, and the circumstances attending th establishment of each, and the final union under one sovereign.

3. Where are the following places, and what are they noted for in English History-Deal, Battle Abbey, Mantes?

No. 76.

PAPERS FOR THE SCHOOLMASTER.

JUNE 1, 1857.

Methad.

Whether viewed as a Department of Study or as an instrument of school work, the subject of "Method" has attained an importance to which it most justly can make claim. Every examination paper set to the candidate for a certificate contains questions which go directly to test the power of conveying instruction, and no answers can carry with them weight if they show ignorance of Pedagogy, as it bears upon the subject of the paper, whatever that subject may be. On the other hand, no schoolmaster or schoolmistress can become a successful teacher who neglects to prepare the school-lesson, and, it may be added, no teacher does his apprentices full justice who does not require them to prepare "notes" of some lessons of Holy Scripture, Dictation, Reading, or Grammar, on some systematic method, and after regular intervals. We do not advocate a too rigid and stereotyped form, which will allow no play to individual genius. No teacher should subject himself or his pupil-teachers to a dry mechanical arrangement. Lessons will soon be monotonous and uninteresting which are formed upon the same dead type. It is rather the general principles of Method which should be inculcated than the letter. The principles should pervade every lesson, while the variety of form and shape may be left, in some measure, to the individual taste and tact.

The great object, it should be borne in mind, of writing "notes " should be to make the teacher master of his position before a class or gallery. His object is twofold:

1. To penetrate his mind with the subject.

2. To digest and arrange it.

"

The intention of requiring these "notes" on the part of an Examiner, whether we speak of a schoolmaster before an inspector, or an apprentice before his master, is to obtain proof that one or both of these objects are attained. And here we make a distinction between outline notes, which are simply heads, and full notes, which are more expansive. If the intention of the Examiner be to test the second of our two objects, the power of logical arrangement, the moral faculty of digestion, he will ask for "outline notes.' If he would test the fullness of the mind-the power to convey the lesson-he will require "full notes." "Outline notes may show that a teacher knows how a lesson should be given. "Full notes show that he can give the lesson, and in each subdivision he should, therefore, be careful to point out that he can do what should be done. In "outline notes" of a lesson on "soap" he may adopt among its divisions-1, Its constituent parts;" 2, "Its mode of manufacture;" 3, "Its economic properties." But in "full notes" he must mark down what those elements are which compose soap, and he must shew upon paper, as far as paper will shew, that he can himself explain the manufacture. "Outline notes may be sufficient for the master's own use but "full notes," with the modus operandi in the divisions, as well as subdivisions, without degenerating into an essay, must be supplied by the pupil as an exercise.

66

The importance which the subject is claiming demands the supply of more complete text-books than those which this country as yet possesses. We are not ignorant of the merits of those which are already in circulation, and we are glad to recommend a modest but very methodical and well thought-out tract, which will be of good service to those who desire to obtain more definite ideas of what is intended by "Notes of Lessons." We elsewhere copy an

extract.

* "Leaves from a Teacher's Note-book." Simpkin and Co.