penetrated by perpendicular dykes of trap, like those figured in your last lesson. These cones are very remarkable objects in the scenery, They are called puys. Puy is a provincial name for a conical hill, or a mountain peak. In some districts in England they would, perhaps, be called sugar-loaves. The highest of these peaks is called Puy de Dome. It is 4,000 feet above the level of the sea; that is, as you will remember, higher than Snowdon or Ben Nevis. It is composed entirely of volcanic materials, and has a regular crater, fifteen hundred feet round, and three hundred feet deep. Another of these conical hills is called Puy de Pariou. It is a perfect specimen of a volcano. As you ascend the cone you walk over fine turf. When you reach the top you are on the rim or edge of an extinct crater, now closed in and covered with turf and grass. This crater is a mile round, and very deep. The descent slopes at an angle of thirty degrees, about as steep as from one corner of this page diagonally to the other. From the lower part of this cone a current of lava has issued, and there it lies cooled, rugged, and black, covering the plain with volcanic cinders to the depth of about twenty feet. Puy de Come is another of these remarkable cones. It rises nine hundred feet above the plain, and is covered from its base to its summit with trees. On the summit there are two craters, one of which is two hundred feet deep. A stream of lava has issued from the base of it. At a short distance the current was obstructed by a mass of granite rock, which has caused it to separate into two branches. These can be followed down the sides of the hill into the valley, where it has filled the ancient bed of the river, which has been forced to cut a passage for itself between the lava and a granite rock on the opposite side. The general aspect of this range of extinct volcanoes is represented in fig. 37, where A is Puy de Dome, the highest point in the whole range, and has two craters; B is the broken crater of Chaumont, with a current of cooled lava which has issued from its base. Towards the centre of the figure, z and y, are two other ruptured craters, at the bases of which, cooled lava currents remain as when they issued. The darkened lines on the summits of other hills on the left represent different extinct craters of this volcanic district. The limits of these lessons compel us to confine ourselves to the extinct volcanoes of Auvergne; otherwise it would have been pleasant to have made an excursion to the north of Spain, and another to the south provinces on the Rhine, especially in the Eifel, for the sake of studying the striking phenomena of those volcanic districts. vents for a long period, very many and very great geological changes were, in the meantime, taking place around them, and on the surface of the earth generally. There can, however, be no doubt that there is a general difference in mineral character between igneous rocks of ancient epochs, and the products of modern volcanoes. In many instances the ancient lava seems more feldspathic than the recent, and we know of no modern volcano producing either eruptions of granite or streams of serpentine. One of the most interesting questions about these extinct volcanoes is their respective ages. Geologists have applied various tests for ascertaining the different epochs in which they were active. Some have tested this question by the presence or absence of craters. Others examine it on the supposition that some of these volcanoes existed before the valleys in their neighbourhood had been excavated, and some after such denudations. The best geologists scem now to think that no tests of this de scription are to be depended on; for it is well known that craters may be obliterated, and that valleys are perpetually liable to change. In the previous lessons I have endeavoured to explain to you the action of fire on the crust of the earth, and to make you familiar with igneous phenomena. I now close this chapter, and, in our next lesson, I shall begin another on the action of water on the crust of our earth. LESSONS IN BOTANY.-No. XV. CLASS XVIII. POLYDELPHIA. DODECANDRIA. In this order there are from twelve to twenty-five stamens, as the orange-tree. ICOSANDRIA. Here the filaments, in several parcels, are inserted in the calyx. POLYANDRIA. This order is remarkable for many stems, unconnected with the calyx, as St. John's wort. This plant is an evergreen perennial, common in our woods and copses, blowing from July till August, with a yellow blossom, which, on being squeezed, gives out a dark-coloured blood juice. The calyx has five divisions; the corolla has five petals; the leaves are dotted as if perforated with a needle, a peculiarity common also to the elegant St. John's wort, a much smaller plant, with a red stem, which may not unfrequently be met with in the same places as the common one. CLASS XIX. SYNGENESIA. Here are arranged the plants, whose flowers, all made up of a head of florets, have the anthers of their stamens united into a tube. POLYGAMIA EQUALIS. In Great Britain we do not find similar specimens of extinct volcanoes. Yet, in England, Scotland, and Ireland, there are in abundance, rocks of volcanic origin, though they do not rise in the form of hills with cones and craters like those of Auvergne. There can be no doubt that the remarkable rocks of Staffa and the Giant's Causeway are the productions of an extinct volcano, because their mineral composition and colum-structure, that is, all flattish, as in the dandelion, or all tubular, nar structure perfectly agree with basaltic lava, which has been as in the thistle. known to have flowed from the craters of volcanoes. The reason why the basaltic hills of the British Isles are destitute of cones and craters, and have no streams of cooled lava issuing from their bases, is that the eruptions of these volcanoes took place under the bed of the ocean. To the phenomena of such eruptions your attention was directed in our lesson on "submarine volcanoes." A comparison of extinct volcanoes with those which are now in activity has led some geologists to think, that there is a very marked difference between the materials erupted by modern volcanoes, and the productions ejected by the ancient ones. It has been thought that the lavas of modern volcanoes are more cellular and porous, are of a harsler feel, and are more vitreous or glassy in their appearance, than those of ancient ones. This is a question not easily settled. In the districts of extinct volcanoes, especially in central France, the eruptions have taken place at different epochs. The distinctions, therefore, between the erupted materials are only occasioned by their being the products of new vents, which have opened for the discharge of volcanic products in the same region. It is also to be borne in mind that while volcanic eruptions continued through, perhaps, the same vent or neighbouring In this order all the florets of the head have the same form and POLYGAMIA SUPERFLUA. The exterior florets of the head bear pistils, and no stamens ; the interior florets bear both stamens and pistils. Examples of this are found in the field-daisy and the common groundsel. In this class the plants are placed, on which some of the flowers have stamens only, without pistils; and others of the flowers have pistils only, without stamens; but all on the same plant, or, as it were, in "one household," as the term monacia indicates. MONANDRIA. DIECIA. Here stand the ash and the fig-tree. Our limits forbid us to indulge in details in reference to trees and flowers, which we should gladly have given. And another paper will conclude an account of the system of botany founded by Linnæus, in our judgment the most easy to the student, especially as most of the best books take this system as their basis, and well-adapted to all ordinary purposes. We wish that the number opportunity we have had of directing and stimulating their efforts. of such persons were greatly increased; and we rejoice in the "What grateful scenes! what pleasant hours, And happy thoughts we owe to flowers! Or, rather, to His heavenly hand, Who richly spreads them through the land !" THE PHILOSOPHY OF STUDY.-No. I. THE object of the following course of observations is to illustrate the adaptation of time and talent (by which we understand every kind and degree of ability) to the acquirement of knowledge, time, talents, and information. The possession of knowledge. There are three things necessary for acquiring these separately does not constitute knowledge. A man may, in the possession of an ample library, have all the information which science can place within his reach, he may have talents sufficient to master any portion of its contents, if he neglects the application of his time and talents to his inand time enough to make daily conquests from its stores, but formation, he will remain as ignorant as if he had none of these advantages. The amount of knowledge which a man may possess is in Ditchweed is an indigenous annual, abundant in ditches and exact proportion to his time and talents, and the information marshes in this country, blowing in July, without petals. TRIANDRIA. Here are placed the numerous species of sedge, most of which are marsh-plants, resembling coarse grass. There are above one hundred species, and about half the number indigenous to Britain, so that the student may be almost certain to find one or other of them in every spot of marshy or wet ground which he chooses to examine. The sharp-leaved is common on the banks of rivers, and of ditches, having creeping roots, increasing so rapidly, as soon to fill up any piece of water. In this class, also, stand the maize, or Indian corn; the reed muce, or great cat's-tail sedge; and the floating bur-weed. TETRANDRIA. within his reach. The amount of knowledge which he does possess is in exact proportion to the wisdom and diligence with which he applies his time and talents to his information. The disparity between these two proportions indicates the time and talent that is wasted, and it is this disparity which calls for the study on which we are about to enter. Our aim is to reduce the problem of the student's attainments from a question of compound to a question of simple proportion, to show in other words how we may reach the maximum or highest point of success in the pursuit of knowledge, and this is what we call the PHILOSOPHY OF STUDY. The maxim that time is money has long been the rule of the merchant, that that time is knowledge ought to be the principle of the student. "The hand of the diligent maketh rich," says The common stinging-nettle, the birch, the box-tree, and the Solomon, and if riches do not always follow diligence, it is not wild amaranth, are examples of this class. POLYANDRIA. because they are not the natural result of it, but because this result is frequently counteracted by other causes. But though Here are several very common trees, as well as small plants. material wealth is not always at the command of diligence, it Among the former stand the oak and the beech. TETRANDRIA. The mistletoe is an evergreen, which grows, as is well-known, on the hawthorn, the apple, and other trees, and will not grow at all when planted in the ground. It flowers in May with a white blossom, bulging at its base. CLASS XXIII. POLYGAMIA. Here are arranged such plants as have both stamens and pistils, and also only one of these, or both on the same plant, and on separate plants of the same species, as the term polygamia, or "many nuptials," is designed to denote. MONECIA. Here the stamen-bearing and pistil-bearing flowers are united, accompanied by one stamen-bearing, or only pistil-bearing flowers, or both, all on one plant. Such is the case with the white hellebore. can never be without an adequate reward. Even the slave who toils for a master reaps the reward of his diligence in the estimation in which he is held, and the respect with which he is treated. The diligent have resources to fall back upon in emergencies when the slothful are at once driven to extremity. But if labour is always profitable, its reward is never more certain than when it is expended in the pursuit of knowledge. he who toils to enrich his mind cannot be robbed of the fruit The slave may toil all the day long to enrich his master, but of his labours, and if he enriches others by his knowledge, the benefit they derive from it does not impoverish himself. It is ledge will meet with a due reward that is expressed by saying this certainty that labour expended in the pursuit of knowthat time is knowledge. In order, however, that this certainty may be attained, it is necessary that the time should be rightly expended. Time can be wasted in study as well as in anything else, but wasting time is not diligence, and has no right to look for its reward. acquire should bear a regular proportion to the time spent in If time is knowledge, the amount of knowledge which we acquiring it. How few students are there who can trace such a regular progression in their course! How frequently, on lookamount of time spent in study, and comparing it with the reing back over a term of months or years and considering the sults achieved, are we struck with the utter disproportion between them, and can only regard the one as an adequate compensation for the other, by considering it as a lesson for the future, a part of that experience which teaches fools. Here then we have a field for the employment of labour, capable of yielding an adequate return, and we have labour expended on it with the most irregular and inadequate results. Such a state of things clearly points to the misapplication of labour, and forcibly suggests the necessity of FORETHOUGHT. Before proceeding further with our remarks it is necessary to state for whom they are intended. It is not our design to interfere with those who are engaged in the successful pursuit of any course of study. We address ourselves to the more numerous class, who are struggling under the disadvantage of real or supposed obstacles to their progress. We propose as far as possible to remove these obstacles, by pointing out the most natural and appropriate means for rendering study agreeable and profitable. If any are bewildered by the variety of topics, which claim their attention, we will endeavour to give them satisfactory reasons for a choice. If any, from lack of energy or want of management, have fallen into arrears with their studies, we will endeavour to stimulate their zeal by means which will give permanence as well as promptitude to their application. If any are discouraged by supposed lack of time, of talent, or of opportunity, we will endeavour to show them how by the patient accumulation of little things, great ones may be accomplished; by the careful cultivation of small talent, large intelligence may be acquired; and by the diligent use of what we have, we may attain a degree of present enjoyment and future success, which will never fall to the lot of those who continue merely sighing after what they have not. Of the value of knowledge it is unnecessary to speak. It is knowledge which makes us intelligent beings, and renders us superior to the beasts that perish. It gives to memory the consciousness of the past, to imagination the anticipation of the future. It is the source of our higher feelings and the foundation of our moral consciousness. It gives us sympathies with higher orders of intelligence than our own, and with God himself who is its source. time nor taken the measure of his own capacity. Want of forethought is the certain guide to instability of purpose. He who in this sense takes no thought for to-morrow, will find that tomorrow will upset all the plans of to-day. He who does not think before he begins his enterprise will think after he has abandoned it. Your choice then is simply between forethought and afterthought. Before you can exercise forethought, however, you must know what it is. It is not, when you have resolved upon an enterprise, to sit down and think on something else. It is not to dream of success, but to take means for attaining it. It is not to build castles in the air, but to seek for a foundation on the earth. Forethought is a calculation, as far as you can see, of the advantages and disadvantages of the course which you mean to pursue, of the obstacles which you are likely to encounter, and of your means for encountering them. Its object is that you may not engage in any pursuit further than you can see your way through with it, and that you may not engage in a less advantageous pursuit when a more advantageous is within your reach. There are three things on which the student must exercise forethought. First, the aim or what he is to strive for; second, the means or what he is to expend on it; and third, the process or how he is to accomplish it. The aim of study comprises two things: the general aim or purpose, and the particular aim or plan. The general aim of study comprises the aim which is natural and proper to it, and such as are contingent or accidental. The proper aim of study is the acquisition of knowledge, the accidental aim is the acquisition of some particular kind of knowledge. The first of these ought to be the principal object of the student, and may be his sole object; the second may be an object but ought never to be the exclusive one. The point then to which the student's attention must be directed, is to how far the second and subsidiary object ought to be allowed to modify the first and principal one. All plans of study are not equally good, there is a very wide difference between the best and the worst. In deterKnowledge has its duties as well as its privileges. In giving mining, therefore, whether or not he ought to make some us moral consciousness it lays us under moral responsibility. particular study a positive and immediate object of pursuit, In acquainting us with the perfections of God, it imposes on us the student must remember that he does so at a sacrifice. the obligation to love and serve him. As knowledge is of so He is to a certain extent choosing his plan of study on difmuch importance to us, it concerns us to obtain all the know-ferent principles from that of its being the best, and he has ledge in our power, and to neglect no species of it which no reason to expect that it will be the best. It may be that promises an adequate reward for our labour. It concerns us the object he has in view may be sufficient to compensate also that our knowledge should be of such a nature as to fit us him for the sacrifice; but he must be aware that there is a for performing the duties and discharging the responsibilities sacrifice, and consider well if he gains an equivalent for it. which it lays us under. It concerns us therefore that our knowledge should be pure, that it should be accurate, and that it should be extensive. The highest source of knowledge is revelation. It possesses all the requisites we have enumerated in the highest degree; to it, therefore, we must recommend the student both as the first and greatest source of knowledge, and as the only and infallible guide to direct him how to use his knowledge aright. Science presents a field for the acquirement of knowledge at once ample and prolific. There is no situation in life in which the knowledge derived from it may not be made subservient to our interests or conducive to our enjoyments. It refines our sensibilities, exalts our understanding, and enlarges our capacities. It is with this species of knowledge that we have chiefly to do. We propose to direct the student's attention to the means of making accurate and extensive acquirements in science; but our aim requires that we should first direct him to the SOURCE of all knowledge, that we should point to the necessity of a pure and holy aim in the acquirement of knowledge, that we should inform him where this is to be found. All knowledge is pure in itself, but it may be received into impure vessels. What is necessary to the purity of our knowledge is that it should be viewed in the light of the great fact of our existence, our dependence upon God for all things and our consequent responsibility to him in all things. Keeping this in view, let us go on to consider the best means of acquiring knowledge. We announced, as the first practical conclusion of our course, the necessity of forethought to the student. Experience teaches fools, forethought teaches the wise. He who would engage in any enterprise without forethought shows that he has neither acquired correct notions of the value of The first thing, then, which the student must consider is, How much of his time is to be occupied in following out particular objects of study, and what proportion of it is to be devoted to the pursuit of knowledge for its own sake. LITERARY NOTICES. Vol. I. of the POPULAR EDUCATOR, neatly bound in cloth, is now CASSELL'S SHILLING ILLUSTRATED EDITION OF UNCLE TOM'S CABIN," neatly bound in Ornamental Wrapper, is now ready for delivery, foolscap octavo, with Eight beautiful Engravings, forming the cheapest edition yet published. CASSELL'S SHILLING EDITION OF EUCLID.-THE ELEMENTS OF GEOMETRY, containing the First Six and the Eleventh and Twelfth Books of Enclid, from the text of Robert Simson, M.D., Emeritus Professor of Mathematics in the University of Glasgow with Corrections, Annotations, and Exercises, by Robert Wallace, A.M., of the same University, and Collegiate Tutor of the University of London, is now ready, price is. in stiff covers, or 1s. 6d. neat cloth. CASSELL'S ELEMENTS OF ARITHMETIC, will be issued in a few days, price 1s. in stiff covers, or 18. 6d. cloth, uniform with Cassell's Edition of Euclid, edited by Professor, Wallace, A.M., of the University of Glasgow, Editor of Cassell's" Euclid," the POPULAR EDUCATOR, &c. THE DUKE OF WELLINGTON.-An interesting Memoir (with a Portrait and other illustrations) of this great Warrior and Statesman was commenced in the WORKING MAN'S FRIEND AND FAMILY INSTRUCTOR, for the week ending October 2. Weekly Numbers, 1d.; Monthly Parts, 5d. or 6d., according to the number of weeks in each month. THE ILLUSTRATED EXHIBITOR ALMANACK, with upwards of Thirty beautiful Engravings, price sixpence, will be ready for delivery Nov. 1st. CORRESPONDENCE. In your article on Physiology, page 390, you have some remarks on the Glowworm as being a common insect in this country. These remarks received the confirmation of a phenomenon which I saw a few evenings ago. My chamber window is three stories high, and is on a level with the roof of the opposite house. About half-past ten o'clock, whilst preparing to go to bed, I happened to look out of the window; it was a clear moonlight night, and the roofs of the houses were very wet with a shower which had fallen a few minutes previously. I observed on the roof of the opposite house a bright light, about the size of two stars of the first magnitude, and of a very similar appearance. The light was in the shadow of the broad chimney, and could not be caused by reflection from the moon. There are no attics in the house, so that a light from the inside could not gleam through a chink in the slates. I watched it for four minutes, during which time it gradually disappeared. It could not be an optical illusion, as others saw it also. Do you think it likely to have been a Glowworm?-I am, yours respectfully, T. P. BARKAS. ANSWERS TO CORRESPONDENTS. E. HOGG (Nottingham): We strongly advise him to go on with Dr. Beard's "Lessons in English," as preferable to any other.-ONE WHO IS TRYING TO GET OUT OF THE MINE (Leeds) will find what he wants,-viz, "how, by plain figures (not algebra), to find the logarithm for any given number," in Professor Wallace's Universal Calculator's Pocket Guide," price Is. 61.-CESAR (London): His letter has been mislaid.-R. R. (Doncaster) wishes to know the country, and the dates of the births and deaths of the following Penmen-Meterot, Seddon, Velde, Ayres, Perling, and Barbedor, and of six modern Penmen to match-THOMAS SLEIGH (North Ives): Alligation is a most useless rule in arithmetic. The number of answers to the questions is generally unlimited; questions in this rule belonging to the doctrine of Indeterminate Analysis in Algebra. As to the 3rd question of Alligation Partial in Walkinghame, By linking the given prices, in pence, with the average or mean price, you obtain 6, 18, and 24 against the first price, which make 48 in all; then 6 against the second price; 6 against the third; and 6 against the fourth. Hence, by the rule 6: 48: 12: 96 bushels of wheat; 6:6:12:12 bushels of rye; and the same number is obtained for barley: while the question gives the 12 bushels for oats. But many other numbers will answer as well. Thus: 60 bushels of wheat, 9 of rye, 1 of barley, and 12 of oats, will give the same result. M. B. (Manchester): There is no difference whatever between the two editions of the P. E. but the paper, and the first page, which wants the heading or title in the fine copy ANXIETAS (Kennington): Alfred the Great published a description of the north of Europe, which forms one of the best records of the geography of the age, you will most likely find it among his works in the British Museum. Strictly speaking, the terms terraqueous and antediluvian have no single synonyme, a circumlocutory phrase must be used.-INTENDING EMIGRANT (Glastonbury): We should think that the P. E. will find its way to Sydney, at least in volumes: especially, if ordered from a bookseller there.-WOULD BE ALGEBRAIST (Belfast): Yes; time not axed.-D. CRAWFORD (Largs): One right, and one wrong.-CHARLES G (Norwich): We know of no method of improving the memory, but exercising it; perhaps the study of Euclid might strengthen it.-E. T.: Common sense would say that B.'s " power of attorney" died when A. died. M. GRANT (Rathfriland): We thank him for his solutions and queries.Mr. DAWSON (Knaresborough) will please to send his address.-B. V.: We cannot admire his poetry; thou vowed should be thou vowedst.-DAVID (Norwich): We recommend Freeze's Commercial Class Book," price 3s. 6d., Longman and Co. To find the number of flags, each 18 inches by 9, that will cover 20 square yards, reduce the 20 square yards to square inches, by multiplying first by 9 (the number of equare feet in a square yard), and then by 144 (the number of square inches in a square foot); this process gives the number 25,920 of square inches in 20 square yards. Now in each flag there are 162 square inches; for the length 18 inches multiplied by the breadth 9 inches gives this number. Therefore, dividing 25,920 by 162, you get 160, the number of flags required. Then as to the price, at 15s. per 100 flags, this is easy to find; for as 100 cost 15s, 50 will cost 7s 6d, and 10 will cost 1s. 6d. ; therefore the whole will cost £1 4.-NUMERO will oblige us by information as to Mr. Lewis's short plan of the rule of three.-JAMES J. G. (Pendleton): The "Educator" published by the Congregational Board treats on the subjects of teaching and conducting schools, &c.-T. O, F. (Liverpool): Thanks.-H. IBBETSON (Manchester): Bell's Elocutionary Manual," price 3s. 6d., Hamilton, Adains, and Co. The difference in the pronunciation of the words he mentions is so small that it is imperceptible to our ear.-W. W. (Ochiltree): Thanks.-TYRO: All large English grammars give rules for correct spelling from Lindley Murray downwards. The study of Dr. Beard's lessons in the P. E. would soon make you an adept.-D. LANCASTER (Leeds): A knot in nautical language means a nautical mile, and it is longer than a British mile by one furlong and eight poles nearly. The length of a knot on the log-line is about 50 feet.-EIN ARMER YUNGTH (Liverpool): see vol. I., p. 288, col. 2, line 51.-RICHARD SON (Gray's Inn Terrace): In numerous questions in the Rule of Three, Interest, &c., we multiply money by money, and get a sensible result; but the multiplier is then considered as an abstract number.-C. A. TYPO (Liverpool) will find the errors corrected by reference to p. 411, vol. I.-R. MAGEE (Belfast): See back of title page, vol. I-AUTODIDACTOS (Anotting ley): It you send your solutions, we shall insert the queries.-A CONSTANT READER: We cannot make out the penmanship of the inscription on the mausoleum of the late Duke of Hamilton.-J. S. W. (Ayton School): Lebens ia right; thanks for his exertions on our behalf.-B. C. II.: For your sister try" Learning to Think," published by the Religious Tract Society, or, if you want something higher. Dr. Paris's "Philosophy in Sport Made Science in Earnest.-J. F. P. O. (Stanmore-place) will need a little of Euclid to understand the description of the hemispheres.-E. B. M. your exercises are pretty well performed; but there is some levity in the graver subjects which does not suit then, and not a few errors; for instance, the government of this country is not autocratic (where the power is all in the hands of one man) but a limited monarchy, one recommended by Cicero, nearly dictionaries. We have said that Liddell and Scott's Greek Lexicon is the AN ARTILLERYMAN: Right about the snail.-A. A. CHADDERTON: The "construction of words" means their structure as to the letters and the syllables of which they are composed.-G. RENCZYNSKI (Londonderry): Received.-JOHN HENRY: We recommend Cassell's Arithmetic, on the eve of publication.-CYMRAES (Llanbadarnfawr): A Welsh woman hits hard; but never mind we love her for her patriotism, and whenever we have fully made up our mind we shall let her know. Would she have any objection to write and let us know what she would like best to be done for" dear old Wales;" could she not render her patriotic feeling practical by assisting us! -A CORRESPONDENT (Berwick) should make himself well acquainted with the art of gauging, and the calculations connected therewith; see "Iley's Gauger."-A. G. (London): Grey's "Memória Technica" is an old English book, written in English, but having a Latin title. We do not recollect any modern edition at this moment, but it may be had among old book collectors. -F. H. (Winchester): Right.-E. JONES (Pembroke) wishes to know how far above the surface of the earth a man must be elevated in order to see one fifth of the surface of the globe.-DAWSON (Knaresborough): Right.S. T. W. is informed that the most correct French Testament may be had of Messrs. Bagster, Paternoster-row. The latest edition of the dictionary he mentions contains all that he requires.-ALPHA: Thanks for his queries, we shall take an opportunity of giving them a place.-BUCKINGHAM Try Troughton and Simms, or West, Fleet-street, or Jones, Holborn.-0.0. We advise him to try the sum again; he will be sure to find that he is wrong.-J. D. D. (Aberdeen): For his purpose we recommend the Latin dictionary of Dr. Freund, very recently published.-ALPHA (Sheffield): The remuneration of a reporter in London varies, according to ability, from. two to five guineas a-week; but his duty does not merely consist in writing short-hand, to think this would be a very great mistake. Tact, tact, tact; this is the thing.-A. TAYLOR (Prestwich) should apply for the information he wants to the principal of some normal or training school, when a paper of rules and regulations will be sent on application-AN ARDENT ADMIRER: His penmanship will do very well; but he must have great personal interest before he can get into a London banking house as clerk.-W. MATTHEW: Staunton's Chess Player's Handbook, we have just been told, is the best for chess; consult Bohn's "Handbook of Games," for Draughts. &c.-J. ELLIOT (Stanhope): Thanks for his suggestions; his query will be answered.-P. intend to give lessons in all the European languages in their turn.-J. T. H. O. (Warwick): See p. 288, col. 2, line 49.-OPIFEX (Hartlepool): We WILSON (Syke): We do not recollect the question; have the goodness to repeat it.-ENRY L'ARTRIDGE (Long-lane): The portfolio of the P. E. is only intended for one volume; but if you can make it suit two volumes, there can be no possible objection; at the same time, if the book be pressed into half the bulk before the numbers be thoroughly dry, it will certainly be rendered unreadable, in fact it will be quite destroyed. S. A. M.: We believe that the "Notices of the Royal Astronomical Society" are not for sale, but are only given to the members of the society,-OMICRON We have not seen Dr. Reid's English dictionary. Dr. Tiark's German grammar is a very good one, and so is Ollendorf's. As to the best Latin, all these already in our first volume.-PUPIL TEACHER (London) will find French, German, and Greek dictionaries, we have mentioned our opinion on his query answered in this number.-J. WILKINSON (Earby): His query shall be answered.-GLASSCUTTER: We are much pleased with his account of himself, and will soon answer his queries.-JOHN GRAINGER (Coseley) = Received.-JAMES SCHOLES (Oldham): We shall soon explain how to draw parallels of Latitude.-In compliance with the wishes of some correspondents we ask the following question: If a barrel of herrings cost £2 28. 6jd., how many barrels can be bought for £99 19s. 11d? Here our pupils will have to divide money by money, and the quotient will not be money but barrels !-H. GRANT, jun. (Knightsbridge): The letter e in German is always pronounced, with a few exceptions mentioned by us before; the rules for French genders will be given at a future time; as to the German, such rules have so many exceptions that we cannot give them at present, but they will also be given in the second part of the German Lessons.-The preceding remarks will partly answer J. W. B. G. B., and to him we say the sure is feminine in German, and the moon is masculine! This we think right, as the sun is warm and prolific, and the moon co.d.-W. JONES asks "how long could a man live in a Tetrahedron, the side of the elementary triangle being 17 feet, the breathing 18 times in a minute, and inhaling 30 cubic inches of oxygen at each inspiration?" Printed and Published by JOHN CASSELL, La Belle Sauvage Yard, Ludgate hill, London.-October 16, 1852. THE Byzantians, the successors to the arts of the Romans, in | example of this application of the arch and vault will be seen consequence of the transference of the seat of empire from in the Catholicon, at Athens, fig. 26. The first Christians of Rome to Byzantium (afterwards called Constantinople), fol- the West, in their adoption of the style of architecture which lowed their arched system of architecture, and even extended we have called the Latin style, substituted the arcade for the it to such a degree in their edifices that the architrave which architrave; but possessing less skill as builders than those of their predecessors had hitherto preserved in the construction the East, their innovations terminated at this point. The great Fig. 27. Fig. 26. of |