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Un des symboles suivants apparaitra sur la dernidre image de cheque microfiche, selon le cas: le symbole — »> signifie "A SUIVRE", le symbole V signifie "FIN". tat le to be ned left to t as te the Les cartes, planches, tableaux, etc., peuvent dtre filmds d des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul clichd, il est filmd d partir de Tangle supdrieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. 1 2 3 4 5 6 I«l Notional Librrffy Bibliolheijuf n-ition.ilt' ol Cin^ida du Canada ^V^* '>///, ''/. ' •///,/,♦ va^"^'^ acsa ilfe2jgfe/ fee n< Canada Rl * * «~*a AN EASY MODE OF TEACHING THE RUDIMENTS OF LATIN GRAMMAR TO BEGINNERS. BY T. JAFFRAY ROBERTSON, Esq., M.A., f^cat] i^iUt of t\)t j^amul Stijool, ®pptt (JTanatia, AUTHOE OF THE "PHILOSOPHY OP GBAMKAB." PRINTED AND PUBLISHED 3Y JOHN LOVELL ; AND SOLD BT R. A A. HILLKB. €axonta : R. & A. MILLER, 62 KING STREET EAST. 1861, . Entered, according to the Act of the Provincial Parliainefif, in the year one thousand eight hundred and sixty-one, by Thomas Jaffbay Robertson, in the Office of the Registrar of the Province of Canada. PREFACE. me, by gistrar The following pages are intended to aid the Teacher in making the pupil acquainted, with as little delay as possi- ble, with the declensions of Latin nouns, adjectives, and pronouns, and the conjugations of verbs. The method indicated has been practised by the Author on many occa- sions, and always with success. There is no " royal road " to learning ; the acquisition of knowledge must be the re- sult of laborious study ; and however intellectual teaching may aid the efforts of the student by making him ac- quainted with principles instead of allowing him to depend on mechanical rules, yet these principles and their applica- tion must be carefully impressed on the memory, and to do so, more or less labour on the part of the learner is un- avoidable. A lad of average ability, receiving four or five lessons a week, and using a reasonable amount of exertion, will be able at the cad of four weeks to decline nouns adjectives, and pronouns, and conjugate regular verbs, with IV PREFACE. correctness and certainty, though perhaps slowly ; ho is then ready to commence easy translation from Latin to English, and the reverse. The various grammatical niceties, syntax, &c., he learns as he goes on ; the great object being to make him acquainted with as many words of the lan- guage aa possible. It too often happens that learners go through some half dozen Latin books in the course of their eight years' schooling, but are unacquainted with any Latin word not occurring therein, and, in taking up some other work, are found, after their eight years' study, unable to translate it ; " they had never read it." In the following " Introduction," the pupil must first commit to memory the table of the declensions, so as to give readily the termination of any case of each. He should then be practised therein by the teacher giving him a variety of nouns to decline, and making him mark carefully what part of the word is " root," and what is " termination." He should also be made familiar with the remarks appended to the table, and the whole should be illustrated by care- ful conversational explanation and teaching. In dealing with the adjectives, the teacher will explain that they are declined in all respects like nouns ; the de- clension of an adjective of three terminations, consisting merely of the first and second declensions given together. The pupil must be practised with numerous examples, and bring written exercises consisting of adjectives and nouns declined together. PREFACE. he is The personal pronouns must be committed to memory, and the other pronominal words bo taught by pointing out where they differ from adjectives. In learning the verbs, the pupil must first commit to memory the terminations as given in the tabular form, so as to answer any of them readily, and be familiar with the remarks and rules for tho persons and formation of tenses. Every point must be explained by conversational teaching, and the pupil practised in putting verbs through all their parts both orally and in writing. The teacher can afterwards explain, when it becomes necessary, the difference between the five conjugations in the table, and the four usually given in grammars ; he can also add the most important of the irregular verbs, mark- ing carefully where they are irregular, and the contrary. Whenever the pupil hesitates at a tense or person, he should never go to some model verb, but be made to repeat and apply the rule of formation. Much also must be left to the judgment of the teacher in leaving out or adding small items when opportunity occurs, provided always that he does not depart from or violate the principles of generaliza- tion on which the system is founded. Long examples are purposely omitted ; the teacher must supply these, constantly practising the pupil in the termin^i- tions of nouns and verbs. I ch ca th an pi, thi cal sor 810 I the oas anc cie] AN EASY MODE OF TEACHING TBI RUDIMENTS OP LATIN GRAMMAE TO BEGINNERS. DECLENSIONS. Nouns, adjectives, and pronouns, are declined, that is, change their terminations more or less to mark the different cases and numbers. There are six cases in Latin, namely, the Nominative, Genitive, Dative, Accusative, Vocative' and Ablative; and two numbers, the singular and the plural. There are five different methods of putting r )uns through the terminations that mark the cases ; these are called the five declensions, and, according to certain rules, some nouns go through their cases according to onedeclen-' sion, some according to another, and so on. The following table exhibits the terminations that mark the several cases in the different declensions. The vocative ^ case is nmiftAd hoponqp i^ ic «""iail-T i;i-- ti,- • ■• ^H - — VA, .vJ^vwUut/ ill ib uauoiiy iiji.i; tnu nominativc, i^B| and the observations accompanying the table will suffi- - ciently explain it, 8 AN EASY MODE OP TEACHING THE I TABLE OF DECLENSIONS. SINGULAR. 1 2 3 4 5 Nominative... a us er um * us es Genitive 86 • 1 is As ei Dative ae • 1 ui ei Accusative.... am um em um em Ablative a e u e PLUBAL. 1 2 3 4 5 i>rominative.... SB « 1 es us es Genitive arum Oram um uum eram Dative is is ibus ubus ebus Accusative.... as OS es us es Ablative is is ibus ubus ebus EUDIMENTS OP LATIN GRAMMAR. OBSERVATiONS.—The first Declension is marked by the letter a, and words of this declension are of the Feminine gender. The second Declension is marked chiefly by the letter o and words of this declension ending in us or er are Mascu' line, while those ending in urn are Neuter. The third Declension is marked chiefly by the letters e and i, and words of this declension may be of any gender that is, some are Masculine, some are Feminine, and some are Neuter. The fourth Declension is marked by the L jr u and the words belonging to it are of the Masculine gender. The fifth Declension is marked by the letter e, and the words belonging to it are Feminine. The Declensions are distinguished by the ending of the Genitive case singular : that is, words ending in ce in the Genitive singular belong to the first declension ; those end ing in i, to the second ; and so on. All the other cases are formed from the genitive singular, and whatever precedes the termination of that case is called the root, and does not undergo any change ; while the termination (what fol- lows the root) changes with each case. Thus the word genus makes its genitive case generis. As it ends in is it belongs to the third declension, and that which precedes " is," namely, gener, is the root. The Accusative singular of all the declensions ends in the letter " m" ; and if this be dropped, it gives the Abla- tive (except in the second). The accusative plural in each may be taken from the accusative singular by changing " m " into " s.'* The genitive plural is marked hy '•' rum " or " um," and the dative plural chiefly by " bus " ; and in each declension the ablative plural is always the same as the dative plural. * 10 AN EASY MODE OF TEACHINa THE Th,e .ocative is always the same as the nominative, except in the second declension ; when the nominative ends in '* us," the vocative ends in " e." In all neuter words, whether nouns, a^ectives, or pro- nouns, the Nominative, Accusative, and Ablative tkrealike, and in the plural these cases end in " a." ADJECTIVES. Adjectives are declined by means of the same termina- tions as nouns. They may be divided into A^ectives having three terminations in the Nominative case (one for each gender); Adjectives having two terminations in the Nominative case (one for the masculine and femi- nine, and one for the neuter); and Adjectives having only one termination in the Nominative case (one for all the genders). These a. e called Adjectives of one termina- tion. Adjectives of two terminations, and Adjectives of three terminations. Adjectives of three terminations are declined according to the second and first declensions, that is, the masculine and neuter genders have the same terminations for the respective cases as the second declension; and the cases of the feminine end like the first, as in the foUowinff table ; Singular. Mas. Fern. Nom. us or er a Oec i se Dat. SQ Ace. um am Abla. a The Vocative, as in nouns, will be ^ke the Nominative, exsept when the latter ends in ms, the Vocative then ending Plural Neut. Mas. Fern. Neut. um Nom. • 1 86 a • I Gen. orum arum orum Dat. is is is um Ace. 03 as a Abla. is is is ] ( c I I] d tl t] Jfeut. a orum is a 19 RUDIMENTS OF LATIN GRAMMAR. 11 in e; and in general the remarks regarding the cases of nouns apply to adjectives also. Adjectives of two terminations are declined like the third declension. They end in is for the masculine and feminine, and e for the neuter, and are declined accord- ing to the following table : Singular, Plura Norn. is e Nom. es a Gen. k Gen. urn Dat. i Dat. ibus Ace. em e Ace. es a Abla. e or i Abla. ibus The Vocative, of course, as in nouns, is the same as the Nominative. It will be observed that these Adjectives have two terminations only in the Nominative, Accusative and Vocative, singular and plural. This arises from the fact that the Accusative and Vocative Neuter are always like the Nominative Neuter, and as the latter has a sepa- rate termination so also have the former; otherwise, being declined according toane declension, they should have only one termination for each case. These adjectives usually make i in the Ablative singu- lar J and whenever that is the case, the Nominative plural neuter ends in ia, and the Genitive plural in ium. Adjectives of one termination end in x or ns, and are also declined according to the third declension. When the Nominative ends in x, the Genitive will end in cis, and the Dative in ci, &c.; when the nominative ends in ns, the Genitive will be nils &c. As these Adjectives are declined according to the 3rd declension, they should have but one termination for each 12 AN EASY MODE OP TEACHING THE case; nevertheless, in consequence of the rule regarding neuter words the accusative singular neuter must be the same as the Nominative, and the Nominative, Accusative and Vocative plural must end in a. In these cases, there- fore, these Adjectives have two terminations. Also as they usuaUy have i in the Ablative singular, they have m in the Nominative plural neuter, and ium in the Gen- itive. COMPARISON OF ADJECTIVES. The comparative degree is formed from the first case of the positive that ends in i by adding or for the masculine and feminine, and us for the neuter. AU comparative degrees are therefore adjectives of two terminations, and declined according to the 3rd declension: they make the genitive in oris. The superlative degree is formed from the first case of the positive that ends in i by adding ssimus ; therefore all superlatives end in us, and are consequently adjectives of three terminations, and declined according to the 2nd and 3rd declensions. Adjectives ending in er form the superlative by adding rimus to the positive. ADVERBS. Adverbs are formed fx-om the corresponding adjectives by altering the termination. Adjectives ending in us usually make their adverbs in c. Adverbs from adjec- tives of one or two terminations usually end in ter. Ad- verbs are not declined, but are compared, that is, they change their terminations to mark the degrees of com- parison. The comparative of the Adverb is generally the same as the neuter comparative of the Adjective; and the superlative of the Adverb is formed by making the superlative of the adjective end in e. ^ c r s f. a: n tl RUDIMENTS OF LATIN GRAMMAR. 18 PRONOUNS. The following are the Personal Pronouns : SINGULAR. 1st Person. 2nd Person. 3rd Person. Nominative... Ego (I) Tu (Thou) ^^'^^*^^e Mei Tui Sui (of himself, &c.) I^a<^ive Mihi Tibi Sibi Accusative,. Me Te Se Vocative..., , Tu Ablative Me Te Se PLURAL. Nominative... Nos (We) Vos (Ye) Genitive Nostriim or Vestrum or Nostri Vestri The same as ^^*^^e Nobis Vobis the Singular. Accusative ...Nos Vos Vocative Yq^ Ablative Nobis Vobis These Pronouns do not vary for the Genders; that is, each may stand for a masculine, a feminine, or a neuter noun. Sui has no nominative and is the same both in singular and plural; it, therefore, signifies "of himself" "of herself," "of itself," " of themselves," according to the manner in which it is used. From the Genitive cases of the personal pronouns are formed what are called the " Possessive Pronouns." These are properly Possessive AdJecHves, and change their ter- minations according to the Gender, Number, and Case of the Noun to which they are attached. 14 AN EASY MODE OP TEACHINQ THE (( (( (( (( "Vestrum" " « Sui " « From " Mei " comes Mcus, Mea, Meum (My). " "Nostrum"" Nostcr, Nostra, Nostrum (Our). Tuus, Tua, Tuum (Thy). Vester, Vestra, Vestrum (Your). Suus, Sua, Suum (His, her, its, or their). These words are declined in all respects like adjectives of three terminations. " Meus " makes " mi " in the vocative. The Demonstrative Pronouns are also in reality Adjec- tives of three terminations, and always follow the gender number, and case of the nouns to which they are attached! They are frequently used without nouns, and are then translated by the English pronouns of the 3rd person, ac- cording to gender, number, and caae. When added to nouns they are translated by the demonstrative words J this," "that," "these," "those." They differ slightly from adjectives of three terminations in making the Nom singular neuter end in "tf," and the Genitive in «tW"' for all genders, and the Dative in « i " for aU genders. The other cases are regular. The principal of them are " ille " "»«<''! is," and "Aic." ' " Ille " is declined as follows : III ^^' I Nominative... Ille Genitive Dat've Fem. Neat. lUa lUud Illius (for aJi genders) Illi (for all genders) The other cases are regular. "/*te" is declined in the same way. ^ "Is " varies slightly in the Genitive- which is "ejus " instead of " eius," to prevent the awkwardness of the three vowels coming together. It is also irregular in the nomi- native plural, which is " n," instead of " ei." RUDIMENTS OP LATIN GRAMMAR. 15 " Hie " (this) follows the same law as " ilk;' but is more irregular, adding the letter " c " to many of the cases. .^ . . ^*s. pem. Neut. Nominative... Hie Hrec Hoo ^®°^*^^e Hujus (for all genders) ^^*^^® Huie (forall genders) Accusative ... Hunc Hanc Hoc locative Hie Hsec Hoc Ablative Hoc Hac Hoc PLURAL. Nominative... Hi Hse Haec ^^°^*ive Horum Harum Horum I^ative His His His Accusative... Hos Has Hseo k Vocative Hi Hge Hsec Ablative His His His "Ipse " (self), usually added to another pronoun, is also an adjective of three terminations, and is declined like " Hie," except in the Nominative and Accusative singular neuter, which it makes in " m," instead of " d." It has no vocative. The Relative Pronoun " Qui," is also an adjective of three terminations in its form, and is declined accordingly varying like " Hie," hj making the Genitive in ius the Dative m t, and the Nominative and Accusative neuter singular in d. It has no Vocative. Mas. .Fem. Neut. ^"^ Q"i Qu» Quod. ^" Cujus (for allgenders). ^^*- Cui (for all genders). Accus. Quern Quam Quod. Voc Abla Quo Qua q^^ 16 AN EASY MODE OP TEACHING THIJ PLURAL. ^"^ Q»i Qua. Qua, D°t *^"''"'»' «»"""» Quonim Ace;;:::::.::: q„os ^:2" "' *^"'' ^^i-" ^■"^-> Voc ^ ^^jf • Q^bus or Queis (for all genders). tilla larAt' """""■'" ™'^ """ ■"" •» '«'■«•" VEx.BS. Verbs change their terminations to mark the mood, tense number, and persbn. They have five methods of effecting these changes, which are called the five conjugations The following table exhibits the terminations of the dif- ferent moods, persons, and tenses. ACTIVE VOICE. Infinitive Mood. Personal marks. . Singular, 1 2 3 Plural. 1 2 3 oorm s t mu8 tia nt Present. Imperfect. Perfect. Pluperfect. Future. Indicative Mood .... bam vi i erii eram bo am Subjunctive Mood .... em am rem Q issem ero RUDIMENTS OP LATIN GRAMMAR. 11 Ire Dt Imperative Mood .... 2nd Person Singular. to 3rd Person. to Plural. 2nd Person te tote 3rd Person. nto The infinitive mood has three tenses; namely, the pre- sent, given above, the the perfect, and future. The perfect mlinitive ends in me. ^ The future infinitive is a compound tense, formed with the future participle and the auxiliary verb esse. There are two participles in the active voice ; namely, the present, ending in ns ; and the future, in rus. There are three gerunds, ending respectively in c^^, do, and dum. I here are two supines, ending respectively in urn and u. REMARKS AND RULES FOR FORMING THE TENSES, &c. There are five conjugations, all ending in re, in' the infinitive mood, and distinguished by the letter preceding re m the infinitive. They may be divided into first second and third prirrmry conjugations, having a loni vowel before re; and first and second secondary comngsi. tions, havinga «Aor< vowel before re. The vowel preceding re is called the vowel of the conjugation. The first primajy and first secondary are connected, be- cause each has the root or body of the verb before o in the present tense. The secondaries are connected with the second primary, by having the same vowel before re; and the second secondary is connected with the third primary because the present tense of each ends in w. RULE FOR TITli! yottrii'T, povn^^Tv^ tx » y u ^ fc.j rSxiviiUiiiu Tnj5 rJSKSONAL MARKS. Whatever vowel precedes the frst personal mark in any tense, precedes all the others; except fut^- tenses 18 AN EASY MODE OF TEACniNa THE ending in am take c through the persons. In any in- dicative tense, when the third plural should be int, it is changed into unL lo makes iunt. RULES FOE FORMING THE TENSES. The infinitive, present indicative, perfect, and supine are given in the dictionary, and cannot always be known otherwise. If the conjugation be known, the present in- dicative can be formedin the first primary and first second- ary by changing are and ere into o. In the second pri- mary change re into o ; and in the third primary and second secondary, change ire and ere into io. In perfectly regular verbs (as in moat verbs of the first from the infinitive by changing re into vi. In the same verbs, the supines also may be formed from the infinitive by changing re into turn and tu. The imperfect indicative is formed from the present bv changing o into ham, preceded by the vowel of theconjuga. tion. Io m the present makes ieham. The pluperfect indicative is formed from the perfect by changing ^ into eram. ^ The future indicative is formed from the present by changing o into 60 in the first and second primaries (pre c ded by the vowel of the conjugation), and into a^in all the others. The present subjunctive is formed from the present in- dicative by changing into em. in the fir^t primary, and into am in all the other conjugations. The imperfect subjunctive is formed from the infinitive mood by adding m. The perfect subjunctive is formed from the perfect in-' dicative by changing I into mm. 1 RUDrMENTS OP LATIN GRAMMAR. 19 ^ The pluperfect subjunctive is formed from the perfect indicative by changing i into mm. The future subjunctive is formed from the perfect in- dicative by changing i into ero. (This tense is very com- monly considered as the second future indicative.) IMPERATIVE MOOD. The first form of the second singular imperative is formed from the infinitive by dropping re. The second form of the second person singular is formed from the third singular present indicative by adding o. The third singular imperative is always the same as the second form of the second singular. The second plural imperative is formed from the second plural present indicative by changing tis into te and tote. The third plural imperative is formed from the third plural present indicative by adding o. INFINITIVE MOOD. The present infinitive (ending in re) has been given already. It is not formed, but is one of the roots. ^ The perfect infinitive is formed from the perfect indica- tive by changing i into isse. The future infinitive is formed by adding the future participle ending in rus to the auxiliary verb esse. There axe two participles in the active voice. The present participle is formed from the present indi- cative by changing o into m, preceded by the vowel of the conjugation. lo in the present makes iem in the present participle. The future participle is formed from the first aupinfi by changing m into rus. The gerunds are formed from the present participle by changing s into di, do, and dum, respectively. no 4?r T!ASY MODE OP TEACHINff THE ii t The gerunds and supines arc verbal nouns. The former correspond respectively with the genitive, dative, accusa- tive, and ablative of the second declension ; the latter cor- respond with the accusative and ablative of the fourth de- clension. All participles arc adjectives, and are declined precisely like other adjectives : thus the present participle ending in ns is an adjective of one termination, and is consequently declined like the third declension ; the future participle ending in rus is necessarily an adjective of three termina- tions {us, a, um), and declined according to the first and ,.ocond declensions. (See adjectives.) THE PASSIVE VOICE. The Passive Voice is marked chiefly by the letter r. It is in general formed from the active by changing the active termination into the corresponding passive. TABLE OF PASSIVE TERMINATIONS. Primary coiij. Secondary conj. INFINITIVE MOOD. ari eri Iri Personal marko . . 1 2 3 1 2 3 r Singular. ris or re tur Plural. mur mini ntur Pi -'^ er ar at. Imperfect. Perfect. Pluperfect. Future. Indicative... ius: us sum sim us eram bor ar Subjunctive. rer us us essem us ero RUDIMENTS OP LATIN GRAMMAR. 21 ntur bor ar Persons 2 3 2 3 Imperative moud. The 83 me as Prcjcnt In- finitive Ac- tive. tor tor mini minor ntor Perfect Infinitive.... us esse. Future.... ndus esse. Participles— Past Passive., us. Future.... ndus. No gerunds or supines. REMARKS AND FORMATION OF TENSES. The vowels preceding the personal marks will be the same as in the active tense, except that short i in the active is changed into sliort e in the second singular of the pas- sive. In generalt, he persons of a tense in the passive voice are formed from the corresponding active by changing the active personal mark into the corresponding passive per- sonal mark. The infinitive passive is formed from the in- finitive active, in the three primary conjugations, by chang- ing e into i ; and in the two secondaries, by changing ere into '. -Ml present infinitives passive, therefore, end in t. The perfect, and all the tenses which are formed from it in the active (perfect, and pluperfect indicative, perfect, pluperfect and future subjunctive, and perfect infinitive) are compound tenses in the passive voice; that is, they are composed of the past passive participle and certain parts of the verb esse (to be). For the perfect indicative, take the present or nerfcrf. indinafivp nf /.oo^ • for the pluperfect indicative, take the imperfect or plu- perfect of esse; for the perfect subjunctive, take the 22 RUDIMENTS OP LATIN GRAMMARc present ox perfect subjunctive of esse; for the pluperfect, take the imperfect or pluperfect of esse; for the future] take i\iQ future indicative or future subjunctive of esse; and for the perfect infinitive, take the present or perfect infinitive of esse. • The other tenses are formed from the corresponding active^ by adding r if the active ends in a vowel, and by changing the consonant into r if the active ends in a con- sonant. The future infinitive is also a compound tense, consisting of the future passive participle and the verb esse. The persons of the imperative passive are formed from the same persons of the imperative active by changing the active personal mark into the corresponding passive. There are two participles in the passive voice :— The past participle, which is formed from the first supine by chang- ing m into s; and the future participle, which is formed from the present active participle by changing s into dus. \ LOVELL'S SERIES OP SCHOOL BOOKS. rrHE undersigned having long felt that it would be highly desirable to have a Series of Educational Works prepared and written in Canada and adapted for the purpose of Ca- nadian Education, begs to call attention to the Books with which he has already commenced this Series. These works have met with a very general welcome throughout the Province ; and the Publisher feels confident that the eulo- giums bestowed upon them are fully merited, as considera- ble talent and care have been enlisted in their preparation. Lovbll's Genebal Geography will, it is hoped, form a very valuable addition to this Series. While it has the ad- vantage of being prepared in Canada, and fully represents its geographical features, at the same time it embraces a sketch of every other country ; and thus, while it contains all the information embraced in other works of the same kind relating to older countries, the ".fferent British Colo- nies, in those works but indifferently pourtrayed, are here delineated with due regard to theu: extent and position and to the importance of the acquisition of a correct knowledge of those Colonies, toot only to the children educated in them but to every student bf Geography. The Maps illustrating this work have been prepared with the greatest care by draughtsmen in Canada, and will be found to have been brought down to the latest dates. JOHN LOYELL, Publisher. Canada Dibbotoby Office, Montreal, October, 1861. OPINIONS ON LOVELL'S GENERAL GEOGRAPHY. TN view of the promises held out in the Prospectus of this A Work and of its pretensions as a standard Educational Text-Book, It appeared to the Publisher desirable, that, be- fore actual publication, the Author's labors might have the benefit of the independent opinion of those best qualified to judge how far the object had been attained. Actuated by these considerations, the Publisher, with the Author's consent, sent out advance or proof sheets to com- petent persons in various parts of the Provinces, who re- sponded by enclosing in many cases some very valuable suggestions, which were forwarded to the Author, and for which the Publisher tenders his thanks. Attention is re- quested to the following extracts from Opinions upon the Work : — As an elementary work on a subject so extensive, I con- sider the plan excellent, the matter judiciously selected, and for a text-book surprisingly full and commute. -Bishop of Toronto. ^ I am impressed with the belief that it is calculated to be eminently useful in the Schools of the Province.— £wAo» of Quebec. ^ '' C'est un travail pr^cieux qui fera honneur a votre presse, et rendra un vrai service a I'^ducation primaire de nos en- fants, qui y trouveront un excellent moyen de s'instruire en s'amusant. — Bishop of Montreal. J'ai parcouru cet ouvrage avec un veritable int^ret. II remplit hien son titre. II me semblo meme quH nous donne plus que son titre ne prompt.— 5tsAo;j of Tloa. i opnnoKs ON lovell's general geoghaphy. Autant qu'il m'a. 6t6 permis d'en juger par I'aperQu rapide que j'en ai fait, elle m'a paru pleine de connaissances varices, int^ressantea, et tres utiles a lajeunesse pour laquelle elle a 6t6 faite. — Bishop of Ottawa. I have carefully perused it, and have no hesitation in pro- nouncing it a most useful improvement on the Geogra- phies now used, and I wish you all success in your spirited undertaking. — Bishop of Ontario. I tl Ini- Mr. Hodgins will be admitted to have executed his part with much judgment and ability, and that the '>?o.-k Will give general satisfaction.— CAie/^ws^ice Robinson. The system Mr. Hodgins has adopted is one which, of all others, is altogether efficient, and no doubt conducive to a clear, easy, and practical teaching of Geography, and in all probability will in most cases ensure success.— /wrfgc Mon- delet. It gives me much pleasure to state that the book is one which is worthy of Canada, and that, both as a scientific production as well as a work of art, it is deserving of all praise. — Judge jlylwin. I trust you will find its sale to be as remunerative, as I am persuaded it will be found to be extremely useful, not only to our youth, but to ourselves, children of larger growth.— Judge Badgley. Je recommande avec plaisir la nouvelle Geographie en langue anglaise, que vous vous proposez de publier, la con- sid^rant comme tres utile, et commo ^tendue et compacte a la fois. — Judge Morin. As regards ourselves, it is the first work of the kind in which the magnificent Colonies of Britain have had justice done them, and we should therefore testify our appreciation of such justice by a liberal jtatronage.— Judge McCord. OPINIOIIS ON LOVELL'S GENEEAL OEOOSAPHY. It is a vast improvement upon such works as have here- tofore been in circulation in the country ; and it is pleasing to observe that you have given to Canada and the British North American possessions generally, of which so little is said in other Geographies, that just degree of notice to which by their importance they are entitled.— «r W E Logan. ' ' I think the work a very important one as a standard edu- cational book. It reflects very great credit on the Author and Publisher, and certainly deserves support, in such a very expensive enterprise, from every person who feels an interest in the progress of Canadian educational literature —Dean of Montreal. Pour moi, je souhaite voir au plus tot votre conscientieux travail livrd au public, qui lui fera, je n'en doute point, en Canada surtout, un bienveillant accueil.— ^MDenor of the Seminary of St. Sulpice. Apres en avoir pris connaissance, aussi bien que de tons les ^loges flatteurs avec lesquels il a d^jd 6t6 accueilli, je ne puis, pour ma part, que vous exprimer ma parfaite satis- faction et vous f^liciter pour la publication d'un ouvrage qui fait autant d'honneur a votre presse qu'il doit procurer d'avantages au pays.— Director of the Montreal College. It is a work of prodigious labor, and of conscientious effort at accuracy of statement ; and therefore well merits the patronage of the classes of students for whom it is intended. I shall consequently introduce your book into my Schools, and shall, without hesitation or reserve, recom- mend it to my Brothers in Canada.— Dtrccf or of the Chrii- ttan Brothers' Schools in Canada. The most prominent facts seem to have been carefully gleaned, with an arrangement that appears to be very simple and lucid. The illustrations and maps are also highly creditable for their variety and execution ; and the work in general appears to evince a large amount of industry and ability.— ^rcAdeacon Bethune. OPINIONS ON LOVELL'S OENESAL OEOGBAFHT. I sincerely hope that it may meet with general adoption in schools and private families, not only in order that en- couragement may thereby be given to the production of books of this class in our own country, which is much to be desired, but also because its general tone is such as to pro- mote a loyal attachment to the Queen, under whose rule we have the happiness to live, and to the Empire of which we have the honor to form a part.— -^rcAdcocon Gilson. We have examined it, and are conscious that we shall be consulting the best interests of the Schools of the Society by endeavouring to introduce the book into every part of our ch&Tge.— General Superintendent in B. N. A. of the Colo- nial Church and School Society ; and the Superintendent for the Diocese of Mcntreal. I am glad to perceive, that, while general information respecting every section of the globe has been equally dis- tributed throughout the General Geography, the resources and commercial importance of the Province of Canada have not been overlooked,— a feature which, with the style in which it has been got up and the lowness of the price, cannot fail to recommend it as a text-book for the use of Schools, and especially those of Cav&d&.^Rev.Dr.Mathieson. It contains an immense amount of information, and yet the style and arrangement are so natural and easy as to pre- vent any appearance of tediousness and dryness, and greatly to aid the memory.— /Jew. Wellington Jeffers. 1 confidently anticipate for this and your other school books that large demand that will indicate the high appre- ciation of the profession. — Rev. Dr. Wilkes. I have no hesitation in pronourcing it superior to any work of the same character and size extant. — Rev. Dr. Wood. Mr. Hodgina has diaplayed much abilitv in his work. Tt is brief but comprehensive : " without overflowing, full."— Rev. Dr. Shortt. OPINIONS ON.LOVELL'S OENEILAL OEOOBAFHT. As a Text-book for Schools, your Geography is, without question, greatly in advance of all others that have yet been presented for public use in this country, and cannot fail to prove a great boon to both teachers and scholars.— iicw. ^. F. Kemp. Your work on Geography supplies a want which teach- ers, and all, I believe, who in Canada take an interest in the education of the young, have long felt and complained of. — Rev. Dr. Leach. The whole plan, order, and execution of the work, as well as the low price at which it is proposed to offer it, render it a most excellent and in all respects suitable school-book.— Rev. Br. Irvine. Such portions as t have paid particular attention to, ap- pear to me to be very accurate, considering the diversity and fulness of the information furnished, and the vast amount of labor which must have been incurred by the selection and arrangement of it. — Rev. W. Snodgrass. I believe the work to be better adapted for use in our Schools than any publication of the kind with which I am acquainted. It will become a necessity in our Seminaries of Education. — Rev. Dr. Bancroft. An enterprise of this nature, undertaken to meet what may be considered a great national want, deserves to have extended to it such encouragement as its importance merits • and in this case both Author and Publisher are entitled to a large meed of praise, the one for his enterprise and patri- otic spirit^ the other for the care bestowed upon its compi- lation and arrangement. The work under review seems to merit the highest commendation. — Rev. J. Ellegood. The plan and manner of execution are both admirable. The amount of information given, and the mode of its ar- rangement, evince great research and gdod taste. — Rev. W. Scott, OPINIONS ON LOVELL'S OENEBAL 6E0OBAFHY. The fairness and impartiality with which tho diflFerent countries are described will commend it to general use, and I believe that its introduction into the schools of this con- tinent will greatly promote the acquirement of sound and correct information in this branch of education. — Rev. E. J. Rogers. It seems to me just what is needed, suited to the require- ments of the country in its matter, form, and price. It is decidedly superior to the Geographies found in general use in the Schools of Canada.— iJer. J. B. Bonar. I think the publication of the work ought to be regarded as a matter of sincere congratulation to the country as large. The arrangement of the book appears to me to be excellent ; the information conveyed is well selected and condensed.— iiet>. W. S. Darling. Where all is excellent it is difiBcult to particularise, but I may state that I consider the introductory part deserving of especial commendation. — Rev. John M. Brooke. I have not only looked through the whole work, but I havfi carefully read large portions of it ; and to say I am very much pleased with it, would very faintly convey my sense of its excellence. I am really delighted that at last a School Geography, almost perfect, is provided for the youth of the British North American Provinces. — Rev. John Carry. Your book is all that can be desired, and, after a thorougo examination, I am convinced that, from its merits, it will at once be adopted in all our schools. I have been teaching for fifteen years in Canada, and have found such a text- book to be the great desideratum. Your Geography is a marvel of cheapness, — admirable in plan, — and a fine speci- men of what cjyi be done by an enterprising and liberal publisher. We shall at once introduce it into our school, as its want has been long (elU—Rev. H. J. Borthwick, Prin- cipal of the County of Carleion Senior Grammar School. OMNIONS ON LOVELL'S GENERAI GEOOEAPHY. It is my intention to adopt at once this Geography as a text-book in the Grammar School department of this Insti- tution, and I have no doubt that it will soon win its way into general use in all our Schools.— iJcw. S. S. Nelles President of Victoria College. ' ' The classification appears to be faultless, the definitions concise and lucid, and the information given in regard to the derivation and pronunciation of proper names is very valuable. It is indeed multum in parvo, and will doubtless become the standard Geography of our schools.— i?ev. /. B. Howard. It displays no ordinary degree of ability, industry, taste, and perseverance. A book of this kind is very much re- quired in this country; and affords information regarding the Colonies which no doubt will be appreciated by old- country residents. I shall be most happy to recommend it to the schools in my superintendency, as well as to heads of families, and hope it will be patronized as extensively as it deserves.— /iew. /. Gilbert Armstrong. When it comes to be known by the public, I should think it must command a very extensive, if not universal, circula- tion in the Schools of British North America.— iJer. John Cordner. The plan of your School Geography is excellent, and I hope it will meet with the success it deserves.- iJcr. Br. Leitch, Principal of Queen^s College. So far as I can judge, Lovell's General Geography is well adapted to our Canadian Schools.— i2et>. j1. J. Parker. I admire its arrangement very much. With such brevity as was necessary to;the plan pursued, its fulness on all the subjects connected with Geographical studji is remarkable. It is most gratifying that Canada is not only preparing her own school books, but that, as in the case of the Geography, they are of so high an order of merit.— i?ci>. S. D. Rice. OPINIONS ON LOVELL'S GENERAL GEOOaAPHT. I must sincerely congratulate you on the mechanical as well as the literary execution of the book. No existing work can be held to excel it.— Rev. jl. de Sola. By the prominence given to our own and the other Colo- nial possessions of Great Britain and the due proportion of space assigned to other countries, it is much more suitable for the use of our Canadian youths than Morse's and other similar Geographies, which give such undue proportions of space to the United States.— iJeu. Henry Patton. Until your book shall be in the hands of our youth, the only notice, so far as I am aware, that our growing country, one of the finest in the world, and likely soon to be one of the most important, has obtained in works on General Geography, is only what can be crowded into some half dozen pages of some small book.— i?ct>. C. P. Reid. This Geography— without controversy the best yet given to the British American public— will do much toward ex- alting the popular estimate of this branch of study, and fostering the patriotism and loyalty of our people.— /icr. A. Carman. And while it does credit to your enterprise, and to the skill and talent of the accomplished Author, I doubt not that it will be hailed by every intelligent teacher of youth, as well as by a grateful community, as a boon much needed and well timed,— calculated at once to save the minds of our youth from improper associations, and to lead theih to cherish national and patriotic feelings.— iJcv. Dr. Urquhart. The plan is most excellent, inasmuch as it contains mul- turn in parvo, and brings into one view an immense mass of useful information, abridging the labors both of teacher and taught in no ordinary degree.— i?cv. David Black. I am much pleased with the plan and style of the work. It cannot fail of being useful in the schools for which it is intended— jRcr, /. Goadby, OPIKIONS ON LOVELL'S GENERAL OE06BAFHT. It is certainly the best and most impartial Geography for the use of Schools which, to my knowledge, has issued from the press on the North American continent, and will, I trust, receive from the public all the encouragement it so eminently deserves.— i2ev. Dr. Mamson. The work is well planned and executed, comprising in remarkably moderate bounds a vast amount of information. It is an improvement on every other School Geography I am acquainted with, and is likely to take a chief place in Canadian Schools.— i?ei>. Dr. Willis. The General Geography will, no doubt, become a valuable national work, and take its place as a standard book in our schools.— iJfrs. Susanna Moodie. I have examined with some care the General Geography you were so kind as to send me, and am very much pleased •with it, especially with the portion relating to Canada. The want of a correct description of the British Provinces has long been felt in our schools, and I am sure you will find a hearty appreciation of your efforts to supply that need.- Miss Lyman. The plan is excellent and answers all the requirements of an intelligent work on the subject; the facts (so far as I am able to judge of them) are correct and well chosen ; and the pretty and truthful engravings, by which the book is illustrated, considerably enhance its value and usefulness I believe you have satisfied a want long felt in Canadian schools ; therefore, as soon as it is ready, I shaU gladly place the General Geography in the hands of my pupils, as a text-book.-JJfrs. Simpson, Principal of Ladies' jlcademy, 4 Inkermann Terrace, Montreal. I have long desired to see a Geography which would give Canada, and the other British Provinces, a proper share of attention ; and in issuing your new work you have supplied the schools with a valuable auxiliary for conducting the education of our youth.— iJfrs. E. H. Lay, Principal of Young Ladies^ Institute, Beaver Hall, Montreal.