EXERCISE 171.-LATIN-ENGLISH.

1. Those who come to us at an unseasonable time are often trouble

entering to supply the information of which such a one will stand in need. We feel sure that it will be very generally admitted that there is a necessity for a series of papers such as we propose. Many people who have received no special training in teaching, find themselves in the position of teachers, especially in our Sunday-schools, both in London and the country, while others -and we may instance especially in this class pupil teachersare continually feeling that their want of experience in teaching is but partially compensated by the advice and suggestions which their instructor has the time or the ability to give them. And in addition to this, the POPULAR EDUCATOR has origi

1. Sapientes esse volunt. 2. Virtutem quam divitias habere malunt. 3. In luxurià excellere nolis. 4. In virtute excellere volo. 5. Visne mecum ambulare ? 6. Mallem hunc librum legere. 7. Domum ire voluerunt. 8. Quod dicere voles nolet audire. 9. Optimos legat libros si quis doctus fiere vult. 10. Eundem scientiam, divitias et potentiam habere nolunt homines. 11. Scientiam quam divitias malim.nated in a very special way a demand for information of this 12. Sapiens quam dives esse malo. 13. Pauci sapientiam quam nature, which it is accordingly doubly bound to supply. POPULAR EDUCATOR CLASSES have been recently formed in potentiam malunt. different parts of the kingdom, of which we may instance one instituted at Bristol as one of the most flourishing examples; here a number of young men meet together for the purpose of mutual instruction, taking the POPULAR EDUCATOR as their text-book. In an institution of this kind, the members, who are to a great extent self-taught, have in all probability had but scant opportunity of seeing how education is imparted, and positively require very definite and carefully-prepared instructions to enable them to impart with advantage to each other the knowledge they are acquiring. We trust that this series of papers will help all the members of such classes in their labours, and also make their efforts more effective.

some.

2. We pass over many things which lie under our eyes. 3. Swallows depart in the winter months. 4. A mortal body must at some time perish. 5. The innocent sometimes perish; who can deny it ? however, more often the guilty perish. 6. All men ought to strive with their utmost power not to pass their lives in silence (sloth). 7. Who can doubt that a great man may arise out of a cottage? 8. Audacity and rashness must be opposed late rather than not at all. 9. In joy all the citizens went to meet the soldiers who were returning home from war. 10. If it had been so arranged by nature that men in their sleep should do the things which they dream, all who went to

bed would have to be put in bonds. 11. Themistocles sought a narrow pass to prevent his being surrounded by the enemy. 12. Romulus was thought to have gone to the gods. 13. Augustus died in the seventysixth year of his age. 14. A very deep sea washed the walls and towers of the city.

EXERCISE 172.-ENGLISH-LATIN.

1. Intempestive ad me venerunt. 2. Haud intempestive ad avunculum ibo. 3. Librum ante oculos positum transii. 4. Boni moriuntur, non pereunt. 5. Nunquam peribunt boni. 6. Quis dubitat quin magni e casis viri exire possint? 7. Ne vitam in silentio transcas tibi sit curæ. 8. Turpitudini obviam eundum est tibi. 9. Urbem adierunt. 10. Quum redierint, tuam ad domum venient. 11. Romulus ad deos transisse dicitur. 12. Anne credis Romulus ad deos transisse ? 13. Parentibus obviam ituri sunt liberi. 14. Ne circumeatur curat dux. EXERCISE 173.-LATIN-ENGLISH.

3.

1. We are unable to look at the sun. 2. This is the force of what is becoming, that it cannot be sundered from what is honourable. Laughter sometimes breaks forth so suddenly that we are unable to restrain it, though desiring so to do. 4. Say whether you can go with me or not. 5. When the enemy were unable to put our army to the rout, they betook themselves into their fortified camp. 6. When the general was unable to hold back the soldiers by prayers, he resolved to make use of force. 7. Often unskilful physicians make ulcerous what they are unable to cure. 8. When Demosthenes was unable to pronounce the letter r, he succeeded by practice in becoming able to utter it very distinctly. 9. Reflect that an enemy may become a friend. 10. No one becomes good by chance.

EXERCISE 174.-ENGLISH-LATIN.

1. Solem adversum intueri nequeunt homines. 2. Virtutes ita inter se junctæ sunt ut separari nequeant. 3. Sæpe risum, quamvis velimus, nequimus retinere. 4. Die utrum queas an nequeas nobiscum ire. 5. Multi sunt morbi qui sanari nequeant. 6. Rhone dicere Demosthenes potest? 7. Exercitatione ut rho dicere queam fore spero. 8. Disce diligenter si doctus fieri vis. 9. Ex amico inimicus sæpe fit. 10. Nec

13.

boni mali casu fiunt homines. 11. Si fortunâ omnia fierent, inutilis esset prudentia. 12. Iguaviâne ullum immortalem fieri putes? Senectute sapientiores fiunt homines. 14. Incerti erant aliqui philosophi omniane fato fierent. 15. Nihil fato fieri mihi est persuasum,

THE THEORY AND PRACTICE OF
EDUCATION.-I.

INTRODUCTION.

ONE of the most important results of a good education is the fact that it excites in us the desire, whilst at the same time it gives us the power, of instructing others. It is only by diligent and careful learning that a man becomes qualified to teach; he can teach nothing that he has not mastered himself, insomuch that it has been remarked with great truth that a very reliable test of a man's knowledge of a subject is his ability to teach it. Still, with all his knowledge, he will find himself but an unsuccessful teacher if he has not specially studied the theory and principles upon which education must be based; and it is the object of the course of papers on which we are now

In the papers which we intend to publish on this subject, we shall first make a few observations on the results which we may fairly expect to obtain by the right use of education. We shall then enter into a brief examination of the various faculties of the mind, and explain the effect of education on each; we shall afterwards pass in review the principal subjects which are employed as instruments in the work, and present our readers with sketches of the most remarkable educators, their systems, and the ideas peculiar to each. Various methods of instruction and their advantages will then be stated and explained; and lastly, we intend to recapitulate the most practical portions of our statements, and show their application to the requirements of young teachers. We thus lay out for ourselves a large amount of work, and, as our space is limited, shall aim chiefly at being practical in all that we advance.

For the purpose, then, of discovering the results at which we should aim, in our efforts to educate our countrymen, let us imagine to ourselves a state of things where crime, intempe rance, poverty, disease, selfishness, ignorance, and all the evils which afflict mankind, would be reduced to a minimum-where both divine and human laws would be respected and obeyedwhere the golden maxim, "Do ye unto others as ye would that they should do unto you,” would be the general rule of conduct, instead of the rare exception. What knowledge, what qualities, what habits are requisite in man, under the blessing of the Divine Giver of every good and perfect gift, to the attainment of this state of things?

In connection with the bodily frame, we should seek to incul cate the laws of nature, whereby a sound and healthy body may be secured, so far as human means can do it, to serve as the abode and handmaid of a sound and healthy mind. The food and drink that are most suitable, the need of moderate exercise,

the imperative necessity for pure air, pure water, and pure nourishment, and for cleanliness in skin and raiment, the poisonous effects produced by noxious air, by the vicinity of decaying animal or vegetable organisms, the value of tempe. rance in all things, and the folly of overtasking the animal frame, either by late hours or spasmodic dashes of work-to fix the knowledge and show the reason why of a few such simple matters as these, and to engrain them in the mind and practice of men, are results worthy of great and continued effort.

Good mental habits constitute another branch of the results of education, and are too often looked upon as its almost exclusive aim. Here we may note, as among the chief results to be aimed at, a general spirit of intelligence, a fair knowledge of God's works in the animal, vegetable, and mineral worlds, in the heaven above and in the sea beneath, and of man's works in the leading departments of science and art; a ready and accurate memory, a wise and well-balanced judgment, and some amount of taste; a greater or less degree of development of the aesthetic feelings, so that the beautiful in nature, in music, painting, and elsewhere, may obtain appreciation and impart delight.

But these results are only important as they form the basis on which may be reared a nobler and more enduring edifice. Good religious and moral habits are, doubtless, the principal results of a true and well-considered scheme of education; and among these we may number the love and fear of God, love to man, a hatred and abhorrence of all that is mean, and base, and dishonourable, a love for the true, the just, and good, conscientiousness, a ready sympathy with the pleasures and sorrows of others, just dealing, truthfulness, honesty, readiness to help, to please and be pleased, command of temper and cheerfulness, and the charity which "suffereth long and is kind, which envieth not, vaunteth not itself, is not puffed up, doth not behave itself unseemly, seeketh not her own, is not easily proroked, thinketh no evil.”

These results of education which we have thus rapidly sketched out would, if patiently laboured for by earnest and industrious workers, and attended by the Divine blessing, show themselves in practice by the exhibition of still higher, grander, and more beneficent results. Children would honour their parents by a willing and cheerful obedience, brothers and sisters would seek to promote each other's happiness by mutual acts of kindly help, done in the spirit of love; fathers would seek to train up their sons and daughters in the way that they should go; better husbands and wives, and better citizens would produce happier abodes and a more prosperous country. Intemperance would cease to cast its baleful shadow over our land, and the vast wealth annually worse than wasted in the purchase of the materials of misery, crime, and shame, would find its legitimate channel in the production of comfort, health, and innocent enjoyment. Are there any of our readers who feel tempted to exclaim at such a picture as that which we have attempted to draw, "Who is sufficient for these things ?" Let them listen to the words of good old George Herbert :

"Sink not in spirit; who aimeth at the sky

Shoots higher much than he that means a tree." The notion, unfortunately very prevalent, that education extends over only a small part of our lives, and then is finished and done with for ever, is a most erroneous and mischievous cne, and should be at once discarded, and its place should be taken by the true and right one-that education begins at our birth, and ends only at the grave. May we not venture to believe that it does not cease even there, but that it will be carried on in the future state as well; that there we shall be continually learning, going on from one degree of perfection to another, coming nearer and nearer, in everything that is holy and wise and good, to the Great Source of all perfection?

The infant begins its course of education from the first moment of its existence. At first, its senses, bodily organs, and its mental and moral powers are almost in abeyance. But it quickly commences the exercise of the most necessary faculties. After a very short time, by the careful and assiduous, though unnoticed, use of its auditory organs, it learns to distinguish the mother's voice; by its organs of sight, knows her from others about it. Here is a clear advance in the employment of the senses, and a rudimentary, though undoubted, exercise of the judgment. From the habit of all infants of putting out the hand to clutch objects too distant to be reached, it appears evident that in the outset very young children have no conception of distance, and this speculation is confirmed by the now celebrated case of a person blind from his birth, but who was afterwards restored to sight after undergoing a remarkable operation. As far as sight was concerned, he was then very nearly in the condition of an infant; and it is related of him that at first he saw all objects in one plane, and apparently touching the eye. And as with the sight, 80 in regard to every other power and faculty of mind and body, the infant has literally everything to learn. But the process of development goes on rapidly and incessantly. Sight, hearing, feeling, smell, and taste, the locomotive faculty, the muscular sensations, all the qualities of body and mind are rapidly grow ing and strengthening. The child learns to walk, to talk, to distinguish objects and call them by their names, to discover resemblances and differences, and thus is fairly started in that grand course of education, along which he will travel until his eye closes, his bodily powers collapse, his soul takes its flight into the unseen world, and all that is material about him returns to the earth from whence it came.

It will now be seen that the education of the human being is far advanced before he is old enough to take his place in school,

Our space will not permit us to follow him step by step during his progress through the various classes and gradations in that stage of life, nor is it necessary for our object to do so, since all agree in the statement, that there at all events he is, or ought to be, undergoing the process of education. Let us, then, meet our young friend at the door of the school, where he has just made his last and perhaps glad farewells, and is panting to start on his trial trip over the fickle ocean of life. How far is he prepared for the storm and the conflict? In many cases scarcely at all; but grant that he has been industrious, that he has passed through a liberal course in a good school, and under conscientious, skilled, and painstaking teachers, let us take an inventory of his effects. In language, we will assume, he has a general acquaintance with the laws of grammar, as exemplified in his own tongue. He may also be able to read in French or German, and lay claim to sufficient knowledge of the ancient languages to enjoy a Latin author, and to peruse the pages of his Testament in the original Greek. With regard to mathematics, he may have mastered the principles and rules of arithmetic, and the theorems and problems of Euclid, mensuration, and land-surveying; while algebra, natural philosophy, chemistry, geography, history, and other subjects which go to make up the sum of studies in a liberal education, have all combined to enlarge his mind, sharpen his intelligence, strengthen his memory, cultivate his judgment, and thus prepare him for a course of honour, happiness, and usefulness. Thus much we will allow him as to the cultivation of his intellectual powers, and many of our readers will doubtless think that we have not been miserly or parsimonious; but weighter matters still remain. A person may possess the brightest intellect and the widest extent of knowledge, and yet be a very useless, nay, a very dangerous, man. There must be an intimate harmony between the mental and moral constitution. All that is intellec^ tual in his nature should lend its aid to the cultivation of those principles which bind him to his fellow-man; and unless the youth we have in view has his conscience active and tender, his will under wise control, and all his actions regulated by the teaching of the Gospel, his attainments will be of little real benefit, and his life little better than a failure.

But the question now more especially before us is-would the youth in question be justified in believing that his education was completed, and that he has no more need of study, no further improvement to make, but may justly and wisely spend his leisure hours in frivolity and waste, in light amusement and absence of serious thought? Certainly not. In the first place, there will be subjects collaterally connected with his business which it will be well for him to know. For instance: with all clerks, a complete acquaintance with bookkeeping, and a knowledge of the history of commerce, would be of immense value; in an assurance office, a knowledge of all matters connected with statistics would be likely to assist his prospects, and the study of some work upon the principles which guide the actuary in his calculations might well employ his hours of leisure; or, if in a bank, the knowledge of the laws of the currency and of exchanges would be profitable. Indeed, in whatever employment he might be placed, he will be sure to find in this way abundant occupation for his extra time and energies. It will be needful for him to keep up his attainments, and even to increase them, if he would maintain and secure his position in society. Not to advance is to fall back. He will, therefore, be acting wisely to secure well the vantage-ground he had attained on emerging from the pupil state.

As he advances in life, family cares and responsibilities will doubtless come upon him, and the duties of citizenship demand renewed attention, and fresh application of his mental and moral powers. In these circumstances it will, of course, be his desire and delight to superintend the lessons of his sons and daughters, help them over difficulties, and smooth their way while toiling up the hill of knowledge; and to do this effectually, he will need to keep himself well posted up in the different branches of knowledge, or he will be but a blind guide.

We credited the youth whom we took as an illustration of our reasoning, with great opportunities and unusual diligence during the period of his school attendance, and assumed that he carried away a tolerably large share of acquirements on making his start in life. But comparatively few young men are placed in so fortunate a position. Some from want of diligence, others

3. A purpose, end, or aim in view, object, tendency, endeavour, Coli, he, that (per lo efort. This is a most frequent and important use of per, which in this case exactly coincides with the English conjunctions to, in order to, so as to. For example :

1. Lo fô per pia-cé-re, e non per do-vé-re. 2. L' ha pré-so per man-tél-lo. 3. I-o lo tén-ni per un galant-nô-mo. 4. I.o pár-lo per vô-stro van-tág-gio. 5. Per ver-gó-gna di-vên-ne rós-30. 6. Per ri-guár-do dell' a-mí-co. 7. Lo in-dús-se per ví-a di mi-nác-ce. 8. Sóf-fre per ca-gió-ne di lui. 9. Mól-ti da lui ve-ní-va-no per con-sí-glio. 10. Vên-ne per le pô-ste. 11. E-gli viên giór-no per giór-no. 12. Lo dí-co per vỏ-stro bêne. 14. Ah Si-gnó-re! per 13. I'-o per me sa-rê-i di pa-ré-re. ca-ri-tà non mi pre-ci-pi-tá-te. 15. Il sán-gue per le vé-no ag-ghiac-cia. 16. Per le víl-le, per i cám-pi, per le ví-e e per le ci-se di dì e di nôt-te mo-riê-no (Boccaccio). 17. Per pô-co 18. Per lo con-sí-glio di co-lú-i. 19. Fu sepsa-reica-dù-to.

pel-lí-to

môr-to. per

L'uo-mo, the human
being, man.
Mal con-tén-to, discon-
tented, dissatisfied,
displeased.
Nó-ve, nine.
O, od, or.
Ot-to, eight.
Quat-tór-di-ci, fourteen.
Quát-tro, four,
Quin-di-ci, fifteen.
Ra-gio-né-vo-le, reason-
able, rational, sen-
sible.
Sé-di-ci, sixteen.
Sé-i, six.

Sém-pro, always, con-
tinually, invariably,

ever.

Set-te, seven.

Ibu-ni-bri, the good La sé-dia, the chair, Só-no, are.

dú-to nél-la scuô-la tré-di-ci sco-lá-ri. 27. Mí-o pá-dre ha quín| di-ci a-nêl-li e sẽ-i ta-bao-chiê-re. 28. Noi ab-bia-mo un’ ar-madio, sét-te lét-ti e nô-ve spec-chj. 29. L’án-no ha đó-di-ci mé-si, la set-ti-má-na ha sêt-te giór-ni. 30. I mé-se ha quáttro set-ti-má-ne, e dú-e o tre giór-ni. 31. Nél-la no-stra scuô-la só-no diê-ci scán-ni. 32. Tre vía quát-tro đó-di-ci. 33. Tre ví-a tre nô-ve.

EXERCISE 27.-COLLOQUIAL.

1. The friends of my uncle are very rich. 2. I have often
seen these men. 3. The children of our gardener's wife are
reasonable.
5. This mother is always satisfied, but our (female) neighbours
4. We have found Henry's sisters in the church.
exercises of Lewis are very easy. 7. Have you received these
are often dissatisfied. 6. Your exercises are difficult, but the

beautiful flowers from John? 8. Our cousin has three snuff-
twenty pens.
boxes. 9. I have received from my uncle a pen-knife and
10. The (female) friend of my sister has five
caps. 11. This lady has seven children. 12. I have bought
two looking-glasses and six chairs. 13. This man has four
received five letters from our aunt.
sons and two daughters, who are very reasonable. 14. We have
15. My friend has found a
pen-knife and eight pens. 16. I have lost in the school ten
17. Four multiplied by five produce twenty.

pens.

KEY TO EXERCISES IN LESSONS IN ITALIAN.-XIX.
EXERCISE 21.

1. He cleans himself with a pocket-handkerchief. 2. To look askance. 3. To dilute the wine with water. 4. Please to come with me. 5. Carry the lantern with thee. 6. He took it with him. 7. In course of time. 8. He was killed with a pistol-shot. 9. With an alarmed countenance he told me. 10. On purpose, intentionally. 11. With astonishment. 12. These buttons do not match with the colour. 13. Away with this thing. 14. With good grace. 15. With awkwardness. 16. With your kind permission. 17. Most magnificently. 18. With all the strength. 19. Speaking with respect (or with your permission).

EXERCISE 22.

1. I have seen your father's umbrella. 2. My uncle's friend is rich. 4. This man's child is ill. 3. This man is my father's friend. 5. This child is still young. 6. Have you seen the tree which my father has bought? 7. The man whom you have seen is very poor. 8. His son is ill, 9. I have given the pen to this poor child. 10. Have you seen the watch which my uncle has received? 11. He has sold this watch to my father. 12. This young man's aunt is still unwell. 13. This poor child has lost his mother. 14. My friend is a very rich man. 15. This man is our gardener. 16. This woman is our gardener's wife. 17. Our neighbour is very rich. 18. Your neighbour is a good 19. This sculptor's child is called William. 20. Ferdinand's aunt has arrived, but his father has set out for London. 21. Lewis's sister is very tall. 22. I think of Henry and of Stephen. 23. Louisa's aunt has written a long letter to Adolphus. 24. Francis has received this pen from a young man, who is called Rodolph. 25. John's cousin has departed for Paris. 26. Our servant has arrived from London. 28. Stephen has lost the pen-knife 27. My sister thinks of Caroline. which he has received from Adolphus. 29. Louisa is Caroline's sister, and Anthony is John's brother.

woman.

EXERCISE 23.

Carlo? 6. Il padre di Carlo e ricchissimo. 7. Il giardino di Giovanni
e piccolissimo. 8. L'amico di Guglielmo è partito. 9. Mio cugino è
arrivato. 10. Abbiamo ricevuto una lettera da Luigi; egli è a Milano.
12. Ridolfo è partito
11. Avete voi veduto Francesco e Ferdinando?
per Venezia. 13. Abbiamo scritto una lettera a Stefano in Parigi.
14. Avete voi veduto l' oriuolo di Luigi? 15. E vostro zio partito
per Parigi ? 16. La zia di Carlina è in Londra.
ha un figlio che si chiama Ridolfo ed una figlia chi si chiama Luigia.
17. Il nostro vicino
EXERCISE 24.

1. I pi-dri e le má-dri. 2. I buô-ni pa-dri e le buô-ne má-dri. 1. Il mio libro è sullo scanno. 2. Ho dato il mio cappello a questo 3 Ilibri so no buô-ni. 4. Le pén-ne só-no buó-ne. 5. Qué-sti povero fanciullo, 3. Il libro che ho ricevuto da un amico è perduto. C-be-ri só-no ál-ti. 6. Le cá-se di qué-sta cit-tà só-no al-tís-4. Luigia ha perduto il suo cappello. 5. Avete voi trovato l'anello di i-me e bel-lís-si-me. 7. Qué-sto pô-ve-ro è sêm-pre con-tên-to. 3. Le fi-glie di no-stro zí-o só-no con-ten-tís-si-me. 9. A'n-che ipo-ve-ri sono spés-so con-tên-ti. 10. Le pén-ne di mí-a 20-rel-la só-no píc-co-le. 11. La má-dre d' En-rí-co á-ma i fió-ri edi fan-ciúl-li. 12. Gli a-mí-ci di Gio-ván-ni só-no ar-ri-vá-ti. 13. Le a-mí-che di mí-a so-rêl-la só-no par-tí-te per Ró-ma. 14. Gli ál-be-ri nel nô-stro giar-dí-no só-no an-có-ra mól-to ric-co-li. 15. Qué-sti uô-mi-ni só-no sem-pro mal-con-tên-ti. 16. Le fi-glie di qué-sto giar-dí-niê-re só-no an-có-ra mól-to gió va-ni. 17. I tê-mi di mí-o cu-gí-no só-no fá-ci-li; ma i tê-mi di mi-o fra-tél-lo só-no mól-to dif-fí-ci-li. 18. I vô-stri cu-gí-ni to-no ríc-chi, ma le vô-stro so-rêlle só-no po-ve-rís-si-me. 19. Hai tu ve-dú-to gli ál-be-ri ed i fió-ri nel nô-stro giar-dí-no? 20. Nel no-stro giar-dí-no v'è un' ál-be-ro che è mol-to ál-to. 21. Nél-la nó-stra cá-sa ci só-no quat-tór-di-ci stán-ze. In qué-sta stín-za ci só-no dú-e tá-vo-le e dó-di-ci sê-die. 23. Il no-stro vi-cí-no ha cín-que fan-ciúl-li, tre fí-gli e dú-e fí-glie. 24. In qué-sto giar-dí-no ci só-no vén-ti grán-di ál-be-ri. 25. Mío zio ha com-pra to quát tro ca vál-li. 26. Ab-biá-mo ve

22.

campagna.

1. Il nipote è andato a pranzare nel parco col figlio e colla figlia del generale. 2. La settimana ventura vogliono andare tutto insieme in 3. Un corriere è arrivato colla nuova della pace. 4. II cugino arrivò qui col ordine espresso di comprare un cavallo ed una carrozza. 5. Il uomo deve passare la prima parte della sua vita coi morti, la seconda coi vivi, e l' ultima con se stesso. 6. Il mondo à pieno degl' ingrati: si vive co' ingrati, si lavora pegl' ingrati e si ha da far sempre cogl' ingrati.

* English words in the Colloquial Exercises printed in italics, must be left out in the Italian.