parallels of latitude, and meridians of longitude-the teacher drawing them, one after the other, with chalk. Of the equator it may be said that it is a great circle whose plane is perpendicular to the axis of the earth, or it may be defined as a great circle every part of which is equi-distant from the extremities of the earth's axis, or the poles. It will not be advisable to speak particularly of the ecliptic until the pupil has acquired some knowledge of the earth's position with regard to the sun and the fixed stars; and the teacher will therefore pass on to the circles which are used for determining the latitude and longitude of places. Here again it may be remarked that accurate definitions should be employed. A parallel of latitude, excluding the equator, may be defined as

A lesser circle, whose plane is perpendicular to the axis of the earth, and parallel to the plane of the equator.

A meridian may be defined as

A great circle, which passes through the poles, and whose plane is at right angles to the equator.

When these are quite understood, and no confusion arises in the mind of the pupil as to which are the meridians and which the parallels—a result which is to be obtained by giving him sufficient practice in describing both kinds with his own hands upon the black globe, and noticing the points of intersection, the uses of parallels and meridians in finding the latitude and longitude of a place may be introduced. After explaining the simple and literal meaning of these latter terms, a small spot should be marked upon the globe, and the pupil can then be shown the method of finding the latitude and longitude of this point. The necessary circles having been drawn through the spot, a correct notion of the nature of latitude and longitude will be obtained, and the following definitions may be deduced.

The latitude of a place is the arc of the meridian intersected between the place and the equator.

The longitude of a place is the arc of the equator intercepted between the meridian and another meridian called the FIRST meridian.

By a similar inductive process the pupil may be carried on to the more advanced parts of Mathematical Geography, and may by degrees receive effective instruction upon points which might appear at first sight almost beyond his comprehension. In this place, however, it is quite impossible to pursue the subject further.

In arranging the notes of a lesson on Geography, the following method has been found to possess advantages. I. Ancient and modern names of the country. II. Position, boundaries, and geographical figure. III. Extent.

V. Political and ecclesiastical divisions, and chief towns.

VI. Statistics of the country, including population, religion, language, education, government, pursuits of the inhabitants as affected by the position (maritime or inland) and by the productions of the country, places classified according to the industrial pursuits of the people.

Applying this method to the compilation of Notes on

the Geography of England, the subjoined result has been obtained :

England.

I. Roman name, Britannia; Saxon and modern,

England.

II. N.W. of Europe. South E. portion of the island of Great Britain. Between the 49th and 56th parallels of N. latitude, and between the 2nd meridian of E. and the 6th meridian of W. longitude. Bounded on the N. by Scotland, E. by the German Ocean, S. by the English Channel, W. by the Atlantic Ocean, the Bristol Channel, Wales, and the Irish Sea. Nearly surrounded by water, and therefore a peninsula.

III. Mean length, 360 miles; average breadth, 220. Contains 37 millions square miles.

IV. (1.) Neighbouring seas, gulfs, bays, estuaries, straits, rivers, lakes.

All these to be named in the order which has been

suggested.

(2.) Mountains, plains, valleys, headlands.
(3.) Temperate. More free from extremes than
that of any large country in the globe
within the temperate zones.

(4.) General character of the soil indifferent; the
original forests have however nearly dis-
appeared, and three-fifths at least of the
surface has been rendered by the labour
of the people fairly productive.

(5.) (a) Wild animals, of which many kinds (it would appear) originally inhabited the country, have now almost entirely disappeared. Name domesticated animals, birds, fishes, reptiles.

(b) The native vegetation of the country is not extensive. Most of the fruits, trees, shrubs, roots, &c., are exotics, which by a long course of culture have become naturalized.

Mention by name the fruit-trees, bread-corns, vegetables, roots, timbertrees, ornamental shrubs.

(c) Coal, iron, copper, tin, lead, salt, zinc, silver, slate, limstone.

V. It is divided into forty counties. Classify and name them with their capitals and chief towns. Circuits for the administration of justice. Ecclesiastical-Provinces, dioceses, archdeaconries, deaneries, parishes.

VI. Population nearly 17 millions. Government, a limited monarchy. Religion, a branch of the Church Catholic, protesting against the pretended claims of the Church of Rome to supremacy. Education-Voluntary local efforts, aided by religious societies, and by a committee appointed to dispense the sums voted by parliament.

The pursuits of the people are agricultural, manufacturing, and commercial. The position of England, with regard to the other land on the globe, the length of its coast line, and its numerous harbours, adapt it in a peculiar manner to commercial purposes.

Name the chief seats of the different manutures.

In the foregoing notes, the names of divisions, places, &c., both physical and political, have to a great extent

been omitted-it being supposed that a teacher should acquaint himself with these particulars before giving his lesson, and without the aid of writing. Many points have been inserted in the notes, which it would be unadvisable to give in connexion with a geographical lesson except to the most advanced classes.

CHAPTER X.

ON HISTORY, NATURAL PHILOSOPHY, DRAWING, AND VOCAL MUSIC.

BESIDES the subjects which have been already referred to, there are a few others which, on account of their practical usefulness and their general bearing upon the probable pursuits of the pupil's after-life, ought to receive a certain amount of attention in Elementary Schools. Among these may be mentioned History, the Elements of Natural Philosophy, Linear Drawing, and Vocal Music.. History should be taught chiefly in connexion with the reading lessons. In the absence of any reading-book upon the subject of Universal History, the teacher may give a brief outline of the chief events in the history of the world as a supplement to his lessons on Sacred History. For this purpose a division may be made of Universal and Sacred History into three great periods, all nearly equal. 1st period-From Adam to Abraham. 2nd period-From Abraham to Christ.

3rd period-From Christ to the present time.

In the sacred history of the first period, the dispersion of mankind after the Deluge will lead to a consideration of the foundation of empires, and the invention of the most