It is very questionable if it could affect the person so employed, for the colour is, as it were, hermetically sealed in the wax, more especially sheet wax, and I have it on the authority of a most celebrated chemist, that wax sheets, as used by ladies generally, are perfectly harmless; however, as we found there was a prejudice in favour of the theory, we at once turned our attention to the practicability of colouring wax with vegetable products, thereby endeavouring to do away with the prejudice and its effects: our efforts were crowned with success, and we have now sheet wax coloured of very beautiful shades; more transparent, consequently more natural in appearance, and of exceeding toughness. It may be said, with truth, I am interested in stating thus much in favour of the art; but I state only plain facts-my object is not a selfish one. I would that the profession, of which I am but a member, may be benefited by the exposure of the error into which the press has been unfortunately led, to the injury of many, and to the arresting of the progress of an elegant, scientific, and innocent art.

Should you deem this letter worthy of insertion, I shall again trespass on your kindness in a future number, with further remarks relative to wax-flower modelling. I here. with enclose testimonials,

And am, sir,

Your very obedient servant,

ELIZA MAKEPEACE.

[The testimonials are highly creditable to the professional skill of our correspondent : they include, besides one from the Queen and another from the Duchess of Sutherland, one from each of the following persons, whose competence to give an opinion on such a subject is unquestionable: Mr. Hooker, of the Royal Gardens, Kew; Mr. Marnock, Curator, Royal Botanic Society of London; Mr. Dickson, Florists' Censor; Messrs. Ward, Clapham, Rucker, West Hill; Loddings, Hackney; and Rollison and Sons, Tooting. See “Answers to Correspondents” under “WAX FLOWERS." Ed. Gov.]

ON TEACHING GEOGRAPHY.

To the Editor of "THE GOVERNESS."

SIR,-I should feel obliged by being informed whether the plan proposed by Mr. Sullivan, in his "Geography Generalized,” is the one approved of by experienced teachers. What are the objections (if any) to it?

I am, sir,

Yours most respectfully,

"A YOUNG GOVERNESS."

[See "Answers to Correspondents," under GEOGRAPHY.-Ed. Gov.]

EDUCATIONAL AND SCHOOL LITERATURE.
THE ENGLISH LANGUAGE.

GRAMMAR, COMPOSITION, LOGIC, &c. &c.

I. "LECTURE ON THE METHOD OF TEACHING GRAMMAR." By James Tilleard, F.R.G.S. Longman & Co. 1855.

II. "COMPOSITION AND PUNCTUATION." By Justin Brenan. 8th Edit., considerably augmented and carefully revised throughout. Effingham Wilson.

III. "HANDBOOK OF LOGIC; Adapted specially for the Use of Schools and Teachers." By J. D. Morell, A.M., one of her Majesty's Inspectors of Schools. R. Theobald. 1855.

IV. "THE ANALYSIS OF SENTENCES EXPLAINED AND SYSTEMATIZED; with an Explanation of the Fundamental Laws of Syntax." By J. D. Morell, A.M. 4th Edit., post 8vo., pp. 103. Revised, and furnished with Illustrative Exercises. R. Theobald..

V. "THE ESSENTIALS OF ENGLISH GRAMMAR AND ANALYSIS." By J. D. Morell, A.M., one of H. M. Inspectors of Schools. Cl., fcp. 8vo., pp. 47. R. Theobald.

VI. "A SCHOOL GRAMMAR OF THE ENGLISH LANGUAGE." By the Christian Brothers. 4th Edit. Burns & Lambert.

VII. "THE RUGGED PATH MADE SMOOTH; or, Grammar Illustrated in Scripture Truths." By a Lady. Wertheim & Macintosh.

VIII. "A POETICAL GRAMMAR OF THE ENGLISH LANGUAGE, &c." By Robert Clarke. Cl., 12mo., pp. 172. Houlston & Co.

IX. "POOR LETTER R." (Pamphlet.) Thomas Bosworth. 1855. X. "A CHILD'S FIRST CATECHISM OF ENGLISH GRAMMAR." By Elizabeth Harrison. Relfe, Brothers.

XI. “ENGLISH GRAMMAR." (Pinnock's Catech.) By a Friend to Youth. Whittaker & Co.

THE study of language is a subject which demands the most careful consideration from those who are engaged in any department of education. Language, in the common acceptation of the term, is the expression of emotion, or thought, by words, spoken or represented by other means, and therefore the more perfectly grammar-the science of language-is understood, the more accurately will verbal expressions be used and comprehended.

When we reflect on the various and multiform gradations and transitions of human language, we see clearly the incomparable advantages which the study of grammar offers towards the progress of education and its consequents-civilisation and refinement. The importance of grammatical propriety, in an educational point of view, cannot be over-rated, and therefore every attempt to facilitate the progress of the people of this country in English grammar and composition is praiseworthy.

It is surprising how very few persons speak or write English with strict grammatical accuracy-even if due allowance be made for the idiomatical and eliptical expressions with which the language abounds; and it is most desirable, in this age of lectures, public meetings, and

book-writing, that grammar and composition should receive increased attention. Educationists are certainly not less fastidious than any other class of the community, and it is a question whether their fastidiousness tends to forward, or to retard, the good cause in which they engage.

The learned and amiable Dr. Priestley, in the preface to his "Rudiments of English Grammar," says:-"It is from an amicable union of labors, together with a generous emulation in all the friends of science, that we may most reasonably expect the extension of all kinds of knowledge." With sentiments such as these nearly every teacher professes to agree, whilst all the world knows that in no profession is there so much want of "amicable union of labors as in that of education. In no department of secular instruction is the disadvantage of this want of "amicable union of labours" more apparent than in that now under our consideration. We would suggest the idea of some one publishing a collection of "Prefaces" and "Introductions" to educational works; it would supersede the necessity of any work on egotism being published for at least a century.

If some power could induce school-book authors of the present day to combine their efforts, we might have a series of school-books worthy of this age of educational progress; but it were vain to hope for such a combination of talent and experience-personal vanity and personal pecuniary interest and party spirit stand in the way of it: it would be against the interest of rival publishers; a thousand and one obstacles would present themselves; in short, it would be impracticable. But combined effort is not necessarily centralization. Let authors writelet publishers speculate-let teachers "pick and choose " from an endless variety of books for school use, but let them employ such media as "THE GOVERNESS" for the discussion of controverted points-let them do this for the sole purpose of facilitating the progress of education; then many of the evils with which the multiplicity of school-books is fraught will decrease, and we may hope that authors will pause ere they "rush into print" on subjects which it were better that they let alone. From amongst the numerous works forwarded to us for notice we have selected eleven of a kindred character, although of various pretensions in point both of design and execution. As we shall not in this number be able to enter into the merits and demerits of all, we shall give a brief sketch of each, and then examine them in the order which appears to us best suited to the purpose of comparison. We shall probably have others to add to our list in our continuation of this subject next month. To Mr. Tilleard's Lecture and-if posssible-to Mr. Brenan's work on Composition we shall, on this occasion, call the special attention of our readers.

The three works by Mr. Morell recommend themselves to the notice

of teachers on account of the official status, great experience, and unquestionable ability of the author. Expectations raised concerning them will, we venture to say, be amply realized. The "Handbook of Logic" and the "Analysis of Sentences" are works of such peculiar merit-so admirably adapted to the purposes for which they were intended-that no teacher should be without them. It is with unfeigned satisfaction that we feel justified in thus anticipating the result of a critical examination of these books, mainly, because we cannot refrain from entering a decided protest against any Inspector of Schools writing school-books. We object to the practice on principle. A Government Inspector of Schools should be above suspicion. As a school-author he cannot avoid all appearance of evil, consequently as a school-author he cannot be above suspicion. True it is, that every one, however careful he may be, is liable to calumny, and to have his motive and actions misrepresented: true indeed it is, that those who are often the least culpable get most blame, and are subject to most aspersion. Birds peck the richest fruit. It is well, for one who has a mind conscious of its own rectitude, to scorn the paltry machinations of malignity, but it is unwise -or at least inexpedient-to risk injury to a good cause by doing that which, however good in itself, might well be left either undone, or to be done by another person whose performance might be equally effective of good, and much less liable to attendant evil. We need not now particularize, nor enter into detail with regard to our objections to schoolbooks being written by those engaged by the Committee of Council on Education to examine schools under Government Inspection, they are such as must necessarily present themselves to any who do not view the smooth, clear surface of affairs, regardless of the rough, turbid undercurrent. But to return to our subject.

The "School Grammar of the English Language," by the "Christian Brothers, has been published by the compilers, with a view of supplying their own schools with an elementary Grammar, harmonizing with their system of education and suited to the ages and capacities of their pupils." The "Christian Brothers," a Roman Catholic fraternity similar in organization to the "Society of Jesus," have published a series of educational works, which doubtlessly are much used by Roman Catholic teachers; and, if this " Grammar” be a fair specimen of the series, might be used by Protestant teachers with equal advantage; whatever the advantage may be. We are now merely speaking of the book as the work of a religious community. Of its adaption to school-purpose we say nothing now.

"The Rugged Path made Smooth," if regarded with a polemical eye, is in striking contrast with the work last mentioned. It has for its sub-title, "Grammar Illustrated in Scriptural Truths." Now, as-un

happily--professors of Christianity cannot agree as to what are, and what are not "Scripture Truths," it is evident that "The Rugged Path made Smooth" can be used by those teachers only whose doctrinal views accord with those of the lady who has (from the best of motives no doubt) written it. We may observe, with reference not only to this work, but also to all educational works written with needless allusion to controverted points of religion or politics, that whilst we denounce what is commonly called the secular system as injudicious if not dangerous, we must also denounce the practice of writing educational party books. We should not be surprised to see, ere long, "The Arminian's Arithmetic," "The Baptist's Botany," "Calvinistic Calisthenics," and so on, through an alphabetical list ending with "Zion Chapel Zoology."

It is no less amusing than instructive to observe the workings of various human idiosyncracies! We must confess that we prefer the idea of a "Poetical Grammar" to that of a polemical one. We hope that Mr. Clarke will pardon us for stating thus publicly that association of ideas, which sometimes operates in a provokingly ludicrous manner, strongly tempts us to perpetuate a pun with reference to his patronymic, his ryhmes, and his "Grammar Chant." Does Mr. Clarke intend to publish "Trigonometry Intoned ?"

"Poor Letter R" is by a gentleman (or, it may be, a lady) who assumes the nom de plume of "Robert Ruskin Rogers." It is written in the form of a letter of condolence to Poor Letter H. It appears that the author is desirous of gaining something for himself by reminding her Majesty's liege subjects to mind their R's as well as their P's and Q's. We shall have more to say about " Poor Letter R."

As to the "Catechisms," little need be said in this first notice. We shall not stop to inquire "Who is Elizabeth Harrison," or Who is the "Friend to Youth," who has written this Pinnock? By the way, it may interest some of our readers to know that the copyright of Pinnock's Catechisms has expired, or is about to, expire; and, if we are rightly informed, a publishing firm will, shortly, offer to the public a cheaper edition. We are sorry to hear this; Pinnock's Catechisms have done their work, and they have long since been superseded. In their day, and in their way, they were no doubt excellent, and many a parent has from them acquired, irksomely and imperfectly, that knowledge which children now-a-days can attain so readily and so accurately by much more pleasing methods. But we are digressing.

Proceed we now to the consideration of Mr. Tilleard's "Lecture." When a gentleman undertakes not only to deliver a lecture on the method of teaching grammar to United Association of Schoolmasters, but also to publish his lecture, he must expect the criticism which he invites. The subject is highly interesting to schoolmasters, and we are sure that