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On the tS_),drome/er. ~5~ portion of inflammable ai~ take fire at the e]c(~rle flmek, and produce thole luminou~ and fiery meteors ib al]:onif}fing to mankind ; while thole whi.ch contain lefs inflammable matter, but a greater quzmtity of the fb, rriferous principles, are formed into fire-balls ,)r ferruginot~.s Roues of difl'erent magnitudes, which defccnd on the earth i whili~c the more light, or thole which are compofed only~of inflammable gales, mount into the upper regions (~f the atmoli~hcre , where, taking fire, they tly off in luminous vapours. The height to which fome of there vapours are carried before they are decompofed is amazing ; reachimr into reaions where we [hould imaFinc the atmofphere would not he of fut'ficient denfity to fuft:~(n them. But the natural hittory o[ the terreih'ial atmofphere has not yet been fi'!l,y invet~i.gated.; nor the. power, and effe&s, of ele&r city in the formatmn of litho!ogmal, mmeralogmal, vegetable, and animal fubfiances;-fub~e&s that demand the attention of the molt able chemiRs and fagaeious ptfiloibphers. Duolin, S~'l~t, 16, ~8oz. XXV. On the Hydrometer. By WILI, IAM SPEEII, Efg.

This department recognizes the importance of children's exploring hands-on and minds-on mathematics and presents teachers with open-ended explorations to enhance mathematical instruction. These tasks invoke problem solving and reasoning, require communication skills, and connect various mathematical concepts and principles. The ideas presented here have been tested in various classroom settings.

The notion that students learn in uniquely individual ways has long been recognized by classroom teachers. Each child brings to each learning situation certain content and attitudinal predilections which, when mixed with individual “information processing tilasters,” paint a picture of the child's individual learning style. This style, in deturn, is reflected in stated preferences and observed behaviors. The results of observing and analyzing individual learning styles can be of considerable help in planning for and implementing instruction.

The value of manipulative aids for the development of computational skills has long been recognized by mathematics educators. When these concrete materials also reflect the meaning of the processes involved, additional benefits will be gained. A balance is one such aid which meets both requirements, that is, not only is the child given the visual and tactile experiences associated with concrete aids, but he is also given the opportunity to attach meaning to the computational processes.Mathematical balances come in a variety of forms but the type illustrated in the figure below is perhaps the most common.