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Pisa, on the right bank of the Arno, a few miles from its mouth, is an ancient but decayed city. It has, however, many splendid buildings, and can boast of one of the finest marble bridges in Europe. It has a remarkable leaning tower which diverges some feet from the perpendicular, and is the seat of a university. On a farm, near the city, camels have been reared, it is said, since the time of the crusades. They were brought over to Europe by the Knights Hospitallers.

The celebrated Galileo was a native of Pisa: he was born in 1564. Population, 22,000.

10. The RHONE has its source under an ice-field, near Mount St. Gothard, in the Helvetian Alps, and at an elevation of more than 5000 feet above the sea. It flows through the canton of Valais, enters the eastern extremity of Lake Geneva, which it traverses in its whole length, and emerges at the city of Geneva. After leaving the lake, it forms the boundary between France and Savoy; it then enters France, flowing westwards to Lyons; then turns S., and falls into the Mediterranean by two great branches, forming between them the fertile delta called Ile de Camargue. The whole length of the Rhone is 530 miles, and its basin has an area of 30,860 square miles. It is the most impetuous of all the rivers of Europe, and is therefore sometimes termed "the arrowy Rhone." On account of the rapidity of its current, it can only be navigated downwards, a distance of about 300 miles from its mouth. Steamers, however, ply between the Mediterranean and Lyons, but the navigation upwards is exceedingly slow. By means of canals the Rhone opens up communication to all parts of France it thus is an important highway for the transport of the corn, wine, silk, and oil produced in the eastern parts of the country.

Lyons is situated at the confluence of the Saone and the Rhone. It is the second city in France, and the chief seat of the manufacture of silks, velvets, satins, &c. It has also numerous dyeing establishments, and manufactories of jewellery, gold and silver lace, cotton, woollen, and leathern goods. Population, 159,000.

Lyons is a place of great antiquity, and, under the name of Lugdunum, was the capital of Celtic Gaul. It is the birthplace of Claudius and Caracalla, two of the Roman Emperors; of Jussieu, a celebrated botanist; and of Jacquard, the inventor of what is termed the Jacquard-loom—one of the most important machines in use for the manufacture of figured materials in cotton, wool, and silk. A statue has been erected to his honour by his native town. He died in 1834.

11. The EBRO flows from the eastern side of the Spanish table-land, takes a S.E. direction, and empties itself into the Mediterranean, after a course of 420 miles. It is the only important river in the Peninsula that enters the Great Sea. The current is rapid, and its bed is encumbered, in many parts, by rocks and shoals. Boats can, however, navigate it to Tudela. It derives its importance from its utility in floating down timber from the Pyrenees, and in transporting grain from Saragossa to Tortosa.

Saragossa had at one time a considerable manufacturing industry, but it has almost all gone to decay. Its manufactures at present consist of coarse woollen cloth, shoes, and leather.

It is noted for its heroic defence against the French in 1808-9.

The siege lasted for nearly seven months; when, after a loss of about 6000 men killed in battle, and of more than 30,000 men, women, and children by famine, pestilence, and other causes, it surrendered to the French. Population, 40,000.

Tortosa, on the left bank of the Ebro, has some fine buildings, and several Roman and Moorish remains. There are salt-pits and quarries of jasper in the neighbourhood. Population, 16,000.

Rivers falling into the Atlantic Ocean.

12. The GUADALQUIVER* has its source in the south side of the tableland of Central Spain, and waters the plain between the Sierra Morenat and the Sierra Nevada. Its general direction is S. W. by W. as far as Seville; it then turns nearly S., and, after forming several islands, flows through a marshy and unhealthy region into the Atlantic. It has a length of 290 miles, and is navigable as far as Seville.

The principal affluent on the left is the GENIL or XENIL, which rises in the centre of the Sierra Nevada, and in its course receives the DARRO.

Grenada is situated in a beautiful plain at the northern foot of the Sierra Navada, and at the junction of the rivers Darro and Xenil. It has an elevation of 2300 feet above the sea. This was the capital of the last Moorish kingdom in Spain, and contains the palace of the kings, called the Alhambra-one of the finest specimens of Moorish architecture in the world. It surrendered to Ferdinand, King of Spain, in 1492, after a siege of one year. The trade of Grenada has, of late years, greatly declined; formerly, it had considerable manufactures of velvets, silks, and ribands, with an extensive oil trade. It is the see of an archbishop, and has a population of 60,000.

Cordova, on the right bank of the Guadalquiver, once the splendid residence of Moorish caliphs, is noted for its Moorish remains, among which is a mosque of extraordinary splendour, now used as a cathedral. It has some trade in ribands, lace, and leather. Formerly it was noted for the preparation of goat-skins, called cordovan.§ Population, 20,000.

Seville, on the left bank of the Guadalquiver, is the capital of Andalusia. It contains some splendid buildings, among which may be mentioned the cathedral, on the site of the ancient mosque, and the Alcazar, or Moorish royal palace, which still preserves much of its original beauty. This city is the see of an archbishop, and has a university and several literary establishments. Its trade, which has greatly declined, consists chiefly in exporting lemons, oranges, oil, and wine. Population, 85,000.

San Lucar, the seaport of Seville, is at the mouth of the Guadalquiver. It has a considerable commerce; also tanneries, fisheries, and cotton manufactories. Population, 20,000.

* Guadalquiver, or Wady-el-Kebir, means "Great River."

† Sierra, a chain or ridge of mountains: hence Sierra Morena, "the brown or dark mountains."

Sierra Nevada, "the snowy mountains."

§ Hence the term cordwainer, "a shoemaker."

FORM OF QUESTIONS.

Rome.

Where does the Tiber fall into?

Where is Rome situated? Give its length. How far is Rome from its mouth? By what title is Rome often called? Why so? What is the circuit of the walls? How is the space taken up? For what is Rome celebrated? Mention the principal buildings. What is particular about St. Peter's Church and the Vatican? What is the Colosseum? What is meant by the Papal States?

What

9. Where does the Arno rise? What are the Appenines? part of Italy does the Arno water? Give the length of the Arno. What is it subject to? How do they endeavour to prevent these? What is remarkable about the bed of this river?

For

What is Florence? How is it sometimes styled? Why so? what is this city celebrated? Who was Dante? Leo X.? Amerigo Vespucci? What noted person is interred here? What was he? Can you mention any of his works? Where is Pisa built? What kind of a city is it? What can it especially boast of? What peculiar structure is found here? What animals are reared near Pisa? By whom were they brought to Europe? Who were these persons? What celebrated person was born in Pisa? What was he? Can you tell anything about him? When did he die? And so on with the other heads.

(To be continued.)

W. M'L.

NOTES OF A BIBLE LESSON.

[For remarks on the method of giving Bible Lessons, Teachers are referred to the volume for 1848, page 344.]

THE CITIES OF REFUGE. Numbers xxxv. 9-13.

HEADS OF THE LESSON.

1. The meanings of the principal words.

2. The chief points to be illustrated.

3. The application, or the practical lessons.

SPECIMENS OF NOTES ILLUSTRATIVE OF THESE HEADS.

1. Jordan-appoint-unawares-refuge-thither-avenger-manslayer congregation-judgment.

2. The number of cities of refuge-their localities,* and why so placed-roads to them kept in good repair-bridges thrown across streams-sign-posts erected at cross roads-no weapons to be made in these cities-reason of this-to be well supplied with food and water -reason of their appointment-difference between a manslayer and a murderer-the goelt or avenger of blood-manslayer tried by con

* Show these on a Map placed in front of the class.

+ Give instances of Goelism, either from sacred or profane history. See Gen. xxvii. 45; Exod, ii. 15; also, Burder's "Oriental Customs," page 332, (3rd Ed. Longman). Goel is the Hebrew word for avenger.

gregation-result of this: if guilty, put to death; if innocent, he must remain in the city-time he could leave it-consequences of breaking this rule.

3. (a) These cities Types of Christ: St. Paul refers to them in Hebrews vi. 18.

(b) Manslayer represents our state; we are sinners, transgressors against God's law. Christ is our refuge, to Him we are to flee.

(c) Manslayer not only to enter, but abide in, a city. So the sinner must not only apply to Christ for salvation, but must abide in Him; there is no safety but in Jesus.

(d) All offenders, even strangers and sojourners, might flee to these cities. So is it with the Christian salvation: all are invited; all may be saved: "Come unto me, all ye that labour," &c. (Matt. xi. 28; Rom. x. 12.)

(e) Manslayer safe, when in a city. So, "There is no condemnation to them which are in Christ Jesus." (Rom. viii. 1.)

(f) God teaches us to be careful of life, and to have a dread of the guilt of blood, by banishing the manslayer from his own city, and confining him to the City of Refuge.

(g) God often spoken of in Scripture as our refuge. See Deut. xxxiii. 27; Psa. ix. 9; lix. 16; lxii. 7; Isa. xxv. 4.

W. M'L.

SUGGESTIONS ON MAKING LATIN VERSES.

In all schools, whether great or small, where Latin is taught, great attention is paid to the making of Latin verses, and very much time is expended in the attempt to arrive at something like proficiency in this exercise. In larger schools it is almost incredible to what an extent this is carried, and with what little success as regards the majority of boys; and even in the smaller, so much of time and attention is bestowed upon this branch of education as to render it highly desirable that it should be as effective as possible.

A young boy has been reading Latin for some time, and is now supposed of an age to be initiated into Latin versification. He is set to make nonsense verses, it may be, as his elders have done before him; or Arnold's first verse book is put into his hands, and by its aid in a week or a fortnight he is able readily to put together an Hexameter or a Pentameter, the words being given. He is soon promoted to Bland or some similar work. He thrives: fervet opus; that is, provided his exercises are not like angels' visits, "few and far between." As time rolls on, our protégé can now in an hour write off twenty verses, where the English is set before him exactly fitted beforehand to make a

verse.

At this stage he is considered equal to original composition, and May, or the Exhibition, or Waterloo, is given him as a subject on which to mature his ripening powers; or, under other advisers, he will be told to transform "The curfew tolls the knell of parting day," or " Breathes there a man with soul so dead," into elegant elegiacs. This will generally happen to him on what has generally been considered a half-holiday; but which, if he be a conscientious youth and of average

ability, will be no half-holiday to him. He puzzles the whole afternoon and evening, and produces one line and a half, which even he cannot but distinguish from those of Ovid. Next morning in despair he patches up two or three more from a most mischievous book called the Gradus ad Parnassum, (a" step" which always leads in the opposite direction), and presents them to the master. The same process is gone through on every subsequent attempt, and disgust in the mind of the pupil is the only result. No further improvement is made, and all the time and patience expended in the matter is worse than wasted. This remark applies not of course to the boy who has great talent or taste, but to average boys who have but little of either-to ninety, that is, out of every hundred. For these it is we plead and it is our duty to do so.

We propose therefore to bridge over the gulf between Bland and Gray's Elegy for the average boy; and would suggest a simple plan, practised it may be by one or two, but certainly not by any means generally. It is to be hoped that it will be neither less useful nor less acceptable from being simple. At the period in question then, give the learner a Latin prose version of Esop's shorter fables. Matter, (which he generally wants) will then be before him, and after no long time (experto credite) he will produce a very fair copy of verses. The subjects too will interest him, and he will work with his adviser and like the task, instead of becoming disgusted with the name of verse. By far the most profitable way, after criticizing his attempt, is to show him the same fable treated in the simplest mode in the same kind of This encourages him much more than pointing to Virgil or Ovid, or even showing him a prize poem, and urging him to imitate them. He thinks such standards beyond his reach, and imitation hopeless. But different is the effect of a simple version with which he can sympathize. From it he derives real profit. Example being the best teacher, a specimen is offered of what is here meant. In an old copy of the fables, that which is numbered xxx. has been thus turned for this very purpose:

verse.

CAMELUS.

Cornibus insignes tauros errare Camelus,
Seque omni queritur succubuisse feræ ;

Nec placuit quòd inermis erat, Sibi cornua ut addat,
Constituit tandem sollicitare Jovem,

Jupiter averso questus audivit ocello;

Stultitiam ridens ferre negavit opem ;

Non modo ferre negat, verùm, ne digna petenti
Pœna absit, curto mittitur aure feras,

Hinc culpare, venit quod non mutabile, noli;

Quæ tibi fors confert, ista ferenda tibi.

The writer of this paper being very much interested in the education of the young, and not without experience, would gladly be allowed to make another suggestion. It is one which might be turned to account in every seminary in the kingdom, and is by no means unconnected with the preceding remarks. If it be so desirable that all persons who aim at a knowledge of Classical Literature should be practised in Latin or Greek versification, and should be taught to write verses in

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