THE COMBAT, p. 112. Who are the combatants in this narrative? Where are the Highlands and Lowlands? What is meant by Vich Alpine and the word Dhu? What is a reckless man? Explain clan, watch and ward, brand, keep thee. Explain the lines,— 66 Thy fair and generous faith, Give the meanings of feud, atone. Where is Stirling? Write down the meanings of kern, braid, ruth, copse, heath, cairn, dubious strife, targe, feint, tartans, invulnerable. Why does Roderic speak of the dead soldier as a "wretched kern "? Why is Fitz-James mentioned as an invulnerable foe"? 66 Give the meanings of recreant, reck, erring blade, relaxing. MY NATIVE LAND, p. 117. What is a foreign strand? Explain as clearly as you can the lines, "And, doubly dying, shall go down To the vile dust, from whence he sprung, GUARD THE TONGUE, p. 117. What caution is given in these few lines? LADY CLARE, p. 118. Write out the story from memory in prose. Explain trow, parle, heir, russet, dale. GRAVES OF A HOUSEHOLD, p. 120. Explain household, severed, folded flower, cedar, West, southern vines, wrapped his colours round his breast, field of Spain, faded, Italian, bright band. Where are Spain, Italy, and the West? Who are the Indians referred to in the 2nd verse? Where are pearls found? PRINCE ARTHUR, p. 122. Upon what circumstances is this extract founded? Who were Arthur and John? What do you understand by "Enter Hubert," "Exeunt attendants." Explain arras, warrant, Christendom, wantonness, prate, sooth, anon, an (used as a conjunction), tarre, mercy-lacking. Why is the word his used in the following sentence, "The fire is dead with grief; The breath of heaven has blown his spirit out"? Paraphrase these sentences, "I must be brief, lest resolution drop Out at mine eyes." "As little prince (having so great a title "Ah, none, but in this iron age, would do it." "Only you do lack That mercy which fierce fire and iron extends." THE HOMES OF ENGLAND, p. 127. Give explanations of ancestral, hamlet, fanes, eaves, hallowed, hearts of native proof. KING ROBERT OF SICILY, p. 128. Where and what are Sicily and Allemaine? Give the meanings of retinue, knight, squire, St. John's Eve, vespers, Magnificat, seditious, imprecations, stalls of a cathedral, besprent, seneschal, dais, signet-ring, transfigured, exaltation. Who were the jesters? What was the "old Saturnian reign"? Name the mountain to which reference is made in the line, "And deep within the mountain's burning breast." Who was Enceladus the giant? Where are Rome, Salerno, Saint Peter's Square, Danube, Naples, and Palermo? What sea is meant in the line, "Unto Salerno, and from there by sea"? Can you give any explanation of the poem? THE FIRE-KING, p. 135. Give a short account of the Crusades. Who were the Red Cross Knights, and the Knights of St. John? Explain portal, recreant, fell, casque, scallop. Who were the Ishmaelites? Where were Bethsaida and Naphtali? PARADISE AND THE PERI, p. 142. State exactly the positions of Syria, India, Egypt, and Sahara. Write all you can of Baalbec. If you were a member of a Library, and wished to read the whole of "Paradise and the Peri," what book would you ask for? What is a Peri? Write out the story of the Hero from memory. How are Mohammedans summoned to prayers? Describe a minaret; also explain what an imaret is. What desert is alluded to in the line, From the red desert's sands of flame"? Explain the meaning of the word meteor. What is meant by the "northern flash"? [November, 1882. THE PUBLICATIONS OF Messrs. Moffatt & Paige, Including those which are adopted by the London and READING. Moffatt's How to Teach Reading. Price Is. 6d. The Irish Teachers' Journal says: "This is a very interesting book, and is evidently the production of a master-hand. Under the heading Methods of Teaching Reading the author deals systematically, and in a clear and incisive style, with the alphabetic, the phonic, the phonetic, the look-and-say, and the mixed methods. Under all the subdivisions the author gives full illustrations, with the arguments for and against each particular method. Subsequent chapters deal exhaustively with the first stages of reading, and the qualities of good reading, under the subheads of enunciation, pronunciation, fluency, intelligence, expression, and feeling. practical steps in a reading lesson, and a series of elaborate Notes of Reading Lessons, complete the work. We are bound to say it is an admirable treatise.' The The Irish Educational Journal says: "We have perused the book with the greatest pleasure, and we confidently say it is the best work on the subject we have met." The School Guardian says: "It is a thoughtful effort to simplify the hardest task a teacher has to discharge." Moffatt's Alphabet Sheet, printed in two colours, red and black. Price 2d. ; neatly mounted on cardboard, 8d. Moffatt's Infant School Reading Sheets.—Per set, 2s. 6d. ; mounted on cardboard, 6s. The type is extra large and very distinct. The set is strictly graduated; the subjects and language are specially adapted to infants. There are twenty lessons in a set, which correspond to the first lessons in Moffatt's " Explanatory Readers"-Primer I. The Schoolmaster says: "The reading sheets are extremely well adapted for the use of infant classes. The type is bold, the mounting neat and strong." Shakespeare and Milton Reader. Fully illustrated. Price Is. 4d. Prepared specially as a reading book for Standards VI Note.-Messrs. Moffatt & Paige revise their publications to meet all changes of the Code. 2 Moffatt & Paige, Warwick Lane, Paternoster Row, London. MOFFATT'S EXPLANATORY Primer I., 2d.; Primer II., 4d.; Standard I., 6d.; II., 8d.; III., Is.; STANDARD VI. is specially prepared for Code 1882. It contains selections from Shakspeare, Milton, and other standard authors, Shakespeare's Historical Play of Henry VIII., etc. Every lesson is carefully noted. REVIEWS. Primers I. and II.-"These Primers are got up in a superior style, adapted for cultivating a taste for reading, even with pupils of the tender age for which they are suited. If they were introduced into the National Schools, the children could be taught to read with one half the difficulty at present felt."-The Irish Educational Journal. Standard I. "The writer of this First Standard Reading Book has evidently a keen eye and ear for the kind of words and sentences most suitable for young children. There is a happy mixture of the useful and the amusing, the childish simplicity and the instructive, at all times welcome to the opening mind. The lessons are short and telling. There are many pretty illustrations. Several spelling lessons at the end will be found useful in a variety of ways. This is an excellent little book for beginners."-The Schoolmaster. Standard II.- "The Explanatory Readers,' of which this is the Second Standard, promise to be among the best, if not the very best, series of class-books as yet issued to meet the requirements of the Code. The lessons are interestingly told in simple language; they are certain to arouse the attention, while they add to the pleasure and information of the little readers. The poetical pieces are excellent in their way, and of such excellence as to catch the eyes, ears, and hearts of children of tender years. We congratulate the publishers on the fine course they have evidently marked out for themselves."-The Irish Teachers' Journal. Standard III.-"The same brightness of style which marks the earlier parts of this series is conspicuous here. The compilers have clearly a vivid idea of what children like to read. The book is well adapted to cultivate the finer feelings, while paving the way to a fluent style of reading. There are numerous illustrations in keeping with the text."-The Schoolmaster. Standard IV.-"Nearly three hundred pages are filled with a variety of most interesting matter-the kind of thing suited to the taste of children. Little scraps of adventures, stirring stories of domestic life, brief biographies of men who ought to be well known, and interesting sketches of natural phenomena, are all blended in an harmonious whole. The poetry has been selected with equal taste. Light and lively, touching and tender, moral and patriotic, the pieces are all likely to take root in the memory and to act on the imagination. The meanings of difficult words and phrases are placed at the end of the lessons, and are more copious than in the former books of the series, as befits the growing intelligence of the pupil. In an appendix of twenty pages there is much solid information about famous men and places, remarkable natural products, and other interesting subjects. The illustrations are appropriate and numerous. This Fourth Reader keeps up the high character which the series has already gained for suitability in every way for use in elementary schools."-The Schoolmaster. Standard V.-"The compiler of this book has valid claims to have this volume accepted as displaying points of excellence which are not to be found elsewhere. We recommend this reader to those who are on the look-out for text-books. We believe it will be extensively adopted."-The British Mail. Standard VI.-Beautifully written, beautifully illustrated, beautifully got up; just what a school book should be. The Series. “This is an excellent series of reading books. Interesting stories are not crowded out to make room for dry, uninteresting science, and history lessons; nor is space taken up with arithmetic and copy-setting examples. The explanations given are short, clear, and sufficient. The paper, printing, and binding, are all that could be desired. If the publishers obtain the success they deserve, they will have a rich reward."-The Teacher. 'Everything has been done by compiler, illustrators, printers, binders, and publishers, to make these books rank among the best of their kind. The type is very clear; the lessons are carefully graduated, interesting, and suitable. The illustrations are specially good, and enliven the books very much; some of them are likely to become great favourites. The destructive tendencies of children have not been forgotten by the binders; scholars bent on analysing the backs of their reading books will here find a stiffer task than usual."-Papers for Teachers. |