EDUCATION FOR THE PEOPLE. 



GREEK. 



LONDON GREEK GEAMMAR, 



Is. 6d. cloth. 



This Grammar was constructed with the design of giving to the pupil, in the 

 English tongue, all that i& necessary to introduce him to the knowledge of the 

 inflexions and Syntax of the Greek Language. It is printed in the same manner 

 as the London Latin Grammar. 



FOUR GOSPELS IN GREEK. 



Fcap. 8vo. Is. 6d. cloth. 



Instructors have often expressed a desire to see an edition of the Four Gospels 

 printed separately, for the use of students beginning to learn the Greek Language. 

 Such a work is now presented to their notice. The text chosen is that of Griesbach, 

 as being the one most critically correct. The variations between it and Mill's are 

 particularly marked. References to parallel passages are placed at the side of 

 each page : the distinction between parallels of single passages or words, and 

 those which furnish a harmonious narration of the same events, is observed. 



ITALIAN. 



ITALIAN GRAMMAR. 



By DR. PANIZZI. 



12mo. 1*. 6d. cloth. 



The chief objects of this Grammar are simplicity of arrangement, and conciseness 

 of explanation. The pronunciation of the language is simplified by a comparison 

 of the various Italian sounds with their English equivalents. 



MATHEMATICS. 

 THE FIRST BOOK OF EUCLID. 



EXPLAINED TO BEGINNERS. 

 By C. P. MASON, B.A. 



Foolscap 8vo. Is. Qd. 



In the present treatise, I have endeavoured to put the various demonstrations 

 into such a form as I think would be given to them by an intelligent teacher, and 

 to supply those remarks and cautions which experience shows to be generally 

 necessary. By way of introduction to each proposition, the various axioms, 

 postulates, and propositions which are assumed in the course of the construction 

 or demonstration, are stated at length. By setting forth explicitly and at length 

 all that is assumed as known in the course of a demonstration, the mutual 

 dependence of the propositions is far more clearly perceived, and each proposition 

 becomes an independent whole, admitting of being comprehended and mastered 

 without a knowledge of the mode in which the subordinate propositions are to be 

 established. As they are drawn out in this treatise, it would be a perfectly logical 

 process to begin with the last in the book, and go back step by step to the first. 

 I do not hesitate to affirm, that if a boy of thirteen years of age, of average intel- 

 ligence, were to spend even a year in thoroughly mastering this book, he would 

 by the end of that time have a sounder and larger acquaintance with Geometry 

 than is possessed by most youths of seventeen or eighteen years of age when they 

 pass from school to the different univei'sities. From the Preface. 



