Ensign Rockwell, No. 3, 1885. A review of the reports of the British 

 Royal Commissioners on technical instructions, with notes, by the late 

 Chas. 0. Thompson. No. 4, 1885, Education in Japan. No." 5, 1884, 

 suggestions respecting the Educational exhibit at the World's In- 

 dustrial and Cotton Centennial Exposition. No. 7, 1884, aims and 

 methods of the teaching of Physics by Prof. Chas. K. Wead. Build- 

 ing for the Children in the south. Report of the Director of the 

 American School of Classical Studies at Athens for the year 

 1882-3,— From the Department, Washington. 



Descript ve Notes on Papuan Plants, VIII., by Baron F. Yon 

 Mueller, K.C.M.G.— From the author. 



Geological Magazine, April. Imperial Federation, Vol. I., No. 4, 

 April — From the Editor. 



Journal of the Society of Arts, Mar. 5, 12, 19, 22 ; Journal of the 

 Bombay Natural History Society, No. 2, Vol. I., April, 1886— From the 

 Society. 



Mon'hly Notices of the Royal Astronomical Society, Vol. XLVL, 

 No. 5 — From the Society. 



Mythical Monsters (Illustrated), 1886, by Chas. Gould, F.G.S.— From 

 the Author. 



Nature, Vol. XXXIII., March. 



Proceedings of the Yorkshire Geological and Polytechnic Society, 

 new series, Vol. IX., pfc. 1, pp. 1-44, plates — From the Society. 



Report of the Commission of Education for the year 1883-4 — From 

 the Dept. 



Romaji Zasshi, a short statement of the aim and method of the Romaji 

 Kai (Roman Alphabet Association of Japan) — From the Romanization 

 Society Tokio, Japan. 



Verhandlungen der Gesellschaft Fiir Erdkunde Zu Berlin, Band. 

 XIII., No. 3— From the Society. 



A short paper, entitled " The Occupation of Jupiter, 16th April 1886," 

 by Mr. A. Biggs, was read, in the absence of the author, by the 

 Secretary, Mr. A. Morton. 



A paper, entitled " Natural Geometry," illustrated by diagrams, by 

 Mr. A. Mault, was read. The author stated that his paper was in- 

 tended to make the study of mathematical reasoning, and 

 through it all other reasoning, more easy of apprehension, using visible, 

 concrete demonstrations, instead of abstract ones. The system he (Mr. 

 Mault) proposed is especially adapted to technical teaching, and for 

 the use of elementary schools. It will be reasoning by sight, and 

 reasoning helped by sight. 



Mr, Kingsmill asked leave, as a teacher of mathematics, to be 

 allowed to make some observations in reference to the subject. He had 

 heard the paper read with great interest, because he thought it 

 indicated the true method of teaching mathematics to the young. 

 Locke said, in his essay upon "The Human Understanding," that "a 

 clear idea was the first part of reasoning," and the great advantage 

 of the system illustrated by Mr. Mault was that it put the clear 

 idea before the minds of the pupils. It showed in a very interesting 

 way how experiments might be made in the geome ry of 

 areas, and the volumes of solids. He might say that he had tried the 

 same system himself, and many teachers of mathematics in England 

 and on the continent were doing the same. He had been at some 

 disadvantage in not being able to get the newest books on the 

 subject, but he had made up a number of examples with a view to 

 teaching in this way. Two examples made use of by Mr. Mault he 

 considered to be of the greatest value, namely, obtaining the area of 



