The abundance and variety of problems for solution, and the conciseness and accuracy of definitions are commendable features; but we are unable to see the propriety of introducing decimal fractions before the fundamental operations of addition and subtraction. The introduction of decimal fractions at such an early stage can give the pupils little more than a mechanical notion of the subject. The tendency must be to lose sight of the fundamental ideas involved. The knowledge of fractions should precede the knowledge of decimal fractions.

Neighbors with Wings and Fins, and Some Others. For Young People. Neighbors with Claws and Hoofs, and their Kin. For Boys and Girls. By James Johonnot. New York: D. Appleton & Co.

These two books constitute the Third and Fourth of the author's “Natural History Series." They cannot fail to delight the boys and girls. Science, story and song are judiciously mingled. The series are admirably suited for supplementary reading.

First Lessons in Physiology and Hygiene; with Scientific Instruction concerning the Physiological Effects of Alcoholic Stimulants and Narcotics on the Human Body. A Text-book for Common Schools. By Thomas H. Dinsmore, Jr., Ph. D., Professor of Physics and Chemistry in the State Normal School, Emporia, Kansas. Published by Potter, Ainsworth & Co., New York, Boston, Chicago.

The entire book is in the form of question and answer.

A Primer; Embracing the Sentence and Phonic Methods for Teaching Sight Reading. By Miss J. H. Stickney. Boston: Ginn & Company.

Forty-Eighth Annual Report of the Superintendent of Public Instruction of the State of Michigan, with Accompanying Documents, for the year 1884. Theodore Nelson, Superintendent of Instruction.

Examples in Intermediate Arithmetic, for use in Intermediate Department of Public and Private Schools.

Problems in Arithmetic, for use in Grammar School Department of Public and Private Schools. By Julius L. Townsend, Principal Franklin Grammar School, Rochester, N. Y. Published by Scranton, Wetmore & Co., Rochester, N. Y.

MAGAZINES.

Magazine of Western History. Illustrated. $5.00 a year; 50 cents a num145 St. Clair St., Cleveland, O.

ber.

The North American Review. Edited by Allen Thorndike Rice. $5.00 a year; 50 cents a number. New York: No. 30 Lafayette Place.

The Century Illustrated Monthly Magazine. New volume begins with the November number. War articles continued. $4.00 a year; 35 cents a number. The Century Company, Union Square, New York.

The Popular Science Monthly. Conducted by E. L. and W. J. Youmans. $5.00 a year; 50 cents a number. Published by D. Appleton & Co., New York.

The Atlantic Monthly. Devoted to Literature, Science, Art, and Politics. $4.00 a year; 35 cents a number. Boston: Houghton, Mifflin & Co.

St. Nicholas. For Young Folks. Conducted by Mary Mapes Dodge. $3.00 a year; 25 cents a number. The Century Company, New York.

The Journal of Speculative Philosophy. Edited by Wm. T. Harris. New York: D. Appleton & Co.

The Chautauquan. Organ of the Chautauqua Literary and Scientific Circle. Theodore L. Flood, D. D., Editor. Meadville, Pa.

The Youths' Companion, published by Perry Mason & Co., Boston, is nearing the end of its fifty-eighth year, and is one of the very best papers for young people published. It should be in every house where there are young people.

Beacon Publishing Co., Printers, Akron, 0.

Entered as second class matter at the Post Office, Akron, Ohio.

AND

READERS SPELLER.

"Many series of Readers have appeared since the first publication of McGuffey's, but McGuffey's still more than hold their own in the affection and patronage of the public. The grading of McGuffey's Readers has never been surpassed, nor has the interesting character of the matter. In singleness of purpose, in the adaptation of means to ends, in catching and holding the attention of children, in filling the bill of 'reading made easy,' McGuffey's Readers stand unrivalled and alone."

Superior Features of McGuffey's Revised Series.

1. Adaptation to the modern methods of teaching.

2. Consistent use of the most familiar system of Diacritical Marks.

3. Introduction of Carefully engraved Script Lessons.

4. Unequalled gradation of the Series and of each book of the Series.

5. Greater variety of the best Reading Matter than is found in any other Series. More than two hundred of the best writers represented.

6. Nearly three hundred Illustrations by the best artists.

7. Typography, Printing, and Binding, of unrivalled excellence.

EXTENSIVE

USE.

McGuffey's Readers have at various times been officially adopted or recommended for use by State Superintendents and Boards of Education in nearly one half the States in the Union, and are now in general use; in several States they are practically in exclusive use in all the schools.

McGuffey's Revised Readers are now officially adopted or authorized for use in the public schools of

Virginia, West Virginia, Kentucky, Arkansas, South Carolina, Louisiana.

Also Adopted, and now used in the Public Schools of

City of New York,
City of Brooklyn,

Hoboken, N. J.
Patterson, N. J.
Calais, Me.
Lewiston, Me.
Dubuque, Iowa.

Burlington, Iowa.
Iowa City.
Sedalia, Mo.

St. Joseph, Mo.

Silver City, N. M.

And

Three Thousand Other Cities and Towns.

Adopted for more than One Thousand Counties and Ten Thousand Townships and Specia Districts.

Complete Descriptive Catalogue and Price List of the Eclectic Educational Series sent on application.

VAN ANTWERP, BRAGG & CO., Publishers.

CINCINNATI AND NEW YORK.

BY PRESIDENT J. H. FAIRCHILD, OBERLIN COLLEGE.

Read before the North-Eastern Ohio Teachers' Association, at Warren, O. In the circumstances under which this paper is prepared, it seems to me the wiser plan to present a few simple propositions embodying obvious truths, inferences and suggestions on the subject, rather than to attempt an elaborate and extended argument. Thus, at least, inquiry may be stimulated, or the way opened to profitable discussion. The aim of all legitimate education is to prepare the pupils for the duties and the enjoyments of life-for what may be called success in life.

The aim of all training in the public school is to qualify the youth for usefulness in his sphere in life, and for the satisfaction which life brings to those who honorably meet its claims, for the only life which is worth living.

Among all the qualifications essential to this success, a well established moral character must be regarded as pre-eminent. With such a character, whatever else may be present or absent, essential success is assured,-without it, failure is inevitable. If such moral character can be secured, or any essential contribution can be made

in the work, by the training of the school, then this is the legitimate work of the school; and the success of the school must be tested by the result in moral character.

That school life affords a most desirable opportunity for moral culture, is clear, from the fact that it covers the most impressive years of life-from six to sixteen or eighteen-the period when character, in general, takes its form and bent-that during these impressible years school life is the most important feature in the experience of the child and the youth, occupying his thought by day and by night, at home and at school, governing all his arrangements and plans,-that during this period his convictions and habits and principles are formed and become permanent, or receive a direction which tends to permanency, and that during this period he is a pupil, intrusted to the influence and control of teachers to whom he looks for guidance, and from whom he is disposed to receive his opinions and his rules of conduct.

It is clear that if the school is not favorable to the moral culture of the youth, and does not strongly tend to promote it, the family, which is primarily charged with the responsibility of furnishing the child with his outfit for life, cannot afford to commit the child to the guardianship of the school during this period of impressibility. If it involves a loss of opportunity for moral culture, the loss is too grave to admit of compensation in any supposed advantage of intellectual culture; and if the school does not furnish the requisite moral culture, then such loss is involved. The idea that the school can take possession of the child and guide his thought and shape his opinions, and stimulate his ambitions and determine his aims, during a period of twelve years, and still leave no moral impression and have no responsibility in regard to his character, must be utterly without foundation.

The theory that the sole object of the school is to secure in the pupil a familiarity with certain branches of study-a degree of definite knowledge and of mental discipline, has only a plausible foundation. The analogies are superficial. The business of the tailor is to fit the boy with a coat-of the physician to furnish him the needful medicine -of the teacher to help him in the way of reading, writing, and arithmetic. His moral welfare will be provided for at home, in the Sunday school and in the church. But the school constitutes an essential part of his life for a period of years. In acquiring the knowledge and discipline of the school he takes on at the same time the purposes and the principles of his life. The school cannot, if it would, send him out furnished merely with knowledge and mental discipline. He must carry with him a moral character and moral habits, the growth and product of these years of development, generated by his