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illustrated," (how lavishly, if not chastely, we have already seen), "and just what the intelligent teacher wants." Ergo, if a teacher does not think them the best in the world, so much the worse for his intelligence. It is also claimed:

"First. That they will impart to the pupil a thorough and permanent knowledge of geography in at least half the time heretofore required for the purpose." "Second. That its system is mentally refreshing, capable of retaining the interest of the learner, and of putting the teacher in possession of a gauge to test, as accurately as in mathematics, what the pupil knows of the science," etc.,— (preface.)

These are mere claims," but we must pause. The modesty of the author is "refreshing" at all events. The system of this "systematic series" for which so much is claimed is simply this. The pupil, young or old, has placed before him a map which he is to “memorize," that is, he is to commit to memory all the questions upon that map. How "mentally refreshing" and "capable of retaining the interest of the learner," this system is, may be judged from the fact that on the map of South America alone, exclusive of the boundaries of the countries and their capitals, there are two hundred and ten questions, followed by three pages of "descriptive geography" also to be "memorized."(!) In addition to this we have the review and "map questions promiscuously arranged." We read in the preface that much time is wasted by the pupil's searching the maps for the answers to questions; in what other manner these two hundred questions are to be answered we are totally unable to discover. But we strike upon a "Memory's aid," and are relieved at the thought that the memory is to have assistance in its "refreshing" task. There is only disappointment again. The "Memory's aid" is a bare collection of names. of countries, views, etc., stripped of every association by which the over-burdened mind can be aided in its efforts. When we reflect that in this system, the pupil is expected to remember not only the exercises on one map, but all in the book and throughout the whole "systematic series," it is easy to judge of their adaptation to the capacities of pupils of the ages for which the "Elementary" and "Intermediate" geographies from which we take the examples are designed.

We are also informed in the preface that one of the defects, in other works of the kind, which is entirely remedied in this series, is the "premature employment of unexplained terms." Not long since we were in one of our schools and noticed a boy poring in despair over one of the lessons in the "Intermediate Geography." We approached him and found

him trying to "memorize" an article on the climate of a coun try. We ventured to inquire if he knew what climate is, and found him entirely ignorant of the meaning of the term. Upon examination of the book we find this statement upon the eighty-sixth page in a sort of appendix upon physical geography: "The term climate signifies the prevailing character of the weather at any place." This is the system which is so "mentally refreshing" and excites such an "interest in the learner." In the "Primary," the pupi! is conducted all over the world before he knows that there is a United States. Then, if his burdened mind escapes from the icebergs of Greenland, the jungles of Asia, and the deserts of Africa, until he reaches the seventyfifth page, he is allowed to learn something of his own country.

The illustrations, we read in the preface, are designed to "elevate and refine the taste of the pupil." One of these "refined and chaste" illustrations in the " Primary" (p. 62), represents the interior of a Turkish harem, and the "Light of the Harem," in all her sensual beauty, which it seems is necessary in order to "refine and elevate the taste" of young pupils. Another, in the "Intermediate" (p. 17), represents "Mexicans dancing the Fandango," which, we are assured, is taken from a "truthful and spirited design." No one can question, in this case, the truth and spirit with which that lascivious dance is represented.

The important subject of map-drawing-the advantage of which cannot be questioned in giving the pupil, in an agreeable manner, an accurate and permanent idea of a state or country, and thus relieving his mind from these endless and confusing details-the pupil has no hint of, until he has toiled through these thousands of questions to the end of the second volume, where three pages are devoted to it.

That it may be seen what these questions are which, in this wonderful system, the pupil is required to "memorize," we notice that among the "important places in New York," are Bath, Olean, and Oyster Bay, (p. 26). On the the same page more information is given in the following grammatical language: "The Oswego is formed by the junction of the Seneca and the Oneida river." This may be compared with the idea which is given of the City of London. The pupil, after being informed that Paris was formerly situated on an island in the Seine, is told: "I would like to have you remember that London is situated on an island off the coast of Continental Europe," (p. 51). It is plain that an entirely incorrect idea of the size and situation of that island is thus conveyed to the child. We might fill pages with extracts of this kind, but we have no more space to devote to this work. We refer, in conclu

sion, to another of its unequalled merits, by which "the teacher is put in possession of a gauge to test as accurately as in mathematics what the pupil knows of the science." We opine that when the pupil has struggled through the confused mass of so-called instruction given. in this "Systematic Series of Geographies," no very extensive gauge" will be required to fathom his knowledge of the subject.

The Etymological Reader. By EPES SARGENT and AMASA MAY. 12mo, pp. 480. Philadelphia: E. H. Butler and Co. 1872.

So many arts are employed at the present day for the introduction of text-books into schools, that a really valuable one has little advantage over the worthless. School Boards often have so little time or talent for the examination of such that it becomes comparatively easy to foist upon them books that are worse than useless. Of the course of certain publishers who issue the like we cannot speak in terms of too severe condemnation. It equally becomes our duty, in view of the amount of spurious material in the market, for the instruction of the rising generation, to point out books that are really of a high order. Of this character, certainly, is the one now before us. "The Etymological Reader" may, at first view, appear unprepossessing to the pupil on account of its name, but, having gained an insight into the subject, he will find his first and most interesting lesson in the word itself. We take it for granted that the pupil has no previous knowledge of etymology, for we have no fear of contradiction in saying that in not one school in fifty, throughout the country, is the slightest attention paid to the subject; and this in general for the reason that the teachers themselves have very little acquaintance with it. Unless they have a classical education they cannot be expected to have this knowledge, and even then they have not the means of carrying on the instruction to classes.

Valuable works on etymology have appeared from time to time, such as "The Scholar's Companion," also issued by the publishers of the present work; but being unconnected with other exercises, they have not succeeded in exciting that interest in hunting up words, or, as our authors express it, in hunting them down, which is desirable. Yet, that so important and so interesting a study as that of the etymology of words in the English language should so long have been comparatively neglected, is almost unaccountable, Pupils read, day after day, some of the noblest passages in our language, entirely igno

rant of the wonderful meaning hidden in the words themselves, of which etymology is the key. This work seems to supply the long-felt need. The reading exercise derives much additional interest and value from the fact that the etymology of the words is given in connection with it. And the tracing of derivations, relations, etc., of words, which may afford pleasure in itself to those already possessing some knowledge of the subject, is made interesting to the pupil of all ages by taking the words from the reading-lesson of the day. This is clearly an advantage over the method of placing in columns those words derived from the same root. Thus the two exercises mutually explain and illustrate each other. Indeed the utility of com. bining reading and etymology is so evident that the wonder is that it had not been done before in this country.

First we have the principles of elocution, which do not vary much from those given in the best other works on the subject. Under the head of pronunciation, many common errors are noted and corrected. We have the charity, however, to believe that "caow" and "caounty" are not very common errors. Next we have the Etymological Introduction. It is evident here that the work is condensed and pithy, the definitions being concise and, at the same time, sufficiently clear. This portion of the work is divided into parts which are considered sufficient for one lesson, to each of which is appended a list of test questions upon the section, to answer which requires very careful study of the lesson. The section upon the character of the words derived from different sources is interesting as well as instructive. We quote a paragraph as an illustration, although some of the words are not traced to their original sources:

"To the Arabic we are indebted for admiral, alchemy, algebra, almanac, elixir, zero, zenith, etc. From the Persian we have caravan, paradise, azure, and lilac. From the Turkish we have scimitar, divan, dragoman, and chouse, from Chiaɔus, the title of an officer in the Turkish embassy who cheated the London merchants in the time of James L. From the Chinese we get gong, Nankin, Bohea, and Hyson. From the Malay we get bantam, sago, and gamboge. From India, calico, chintz, muslin, toddy and lac. From Polynesia, taboo and tattoo. From the West Indies, tobacco, potato, hurricane. From South America, hammock and jerked beef. From Italy, banditti, pantaloons, gazettes. From the Spanish, mosquitoes, negroes, alligators. From the Portuguese, palaver, caste, and marmalade. Ammonia is Egyptian; cider, Syrian; meander, Lydian," etc.

Next we have the list of prefixes and suffixes, with their meanings. Then a list of Saxon, Latin and Greek roots, with their English derivatives. The hints to the teacher are judicious and practical, showing that the work is prepared by those familiar with the wants of

the school room. The "select etymologies" at the end of each reading exercise are so chosen as to give the teacher a guide as well as instruction to the pupil in those words richest in etymological connection. By this means also the work can be used to advantage by those unacquainted with the classic languages. Many of the readingexercises are preceded by the pronunciation of new words and explanatory notes, historical, biographical, etc. The selections for reading are notably judicious. Although not entirely free from extracts from authors that are such only by courtesy, ex more vulgare, it is superior to all other American Readers we have seen in this respect. The selections, in general, are valuable for the information they contain, as well as for the sentiments they express. They embrace a very wide range of topics, each being the best of its class. As specimens we mention Carlyle's Characteristics of Shakespeare, Emerson on the choice of books, selections on language, by Trench and Mill; thoughts on books, . by Hood, Channing, and Herschel. The poetical selections are not numerous, but excellent. In the dramatic pieces, instead of a large space to authors who cannot elsewhere find a public, we have three from Shakespeare. A characteristic feature of the work is the artificial sentences, so constructed as to bring words of the same etymological family into the same connection where they may be analyzed and compared. In short, "The Etymological Reader" is a book which we should like to see in the hands of every pupil in the land.

An Introduction to the Study of English Grammar. By SAMUEL S. GREEN, A.M., Professor in Brown University, and author of "Analysis" and "English Grammar." Philadelphia: Cowperthwait & Co. 1872.

"Res ante Verba" is the cheering greeting with which the venerable author offers to introduce expectant youth to the mysteries of the English grammar. Thus impressed with the importance of the subject, they will doubtless be eager to penetrate its labyrinths. This "Introduction" proposes to teach the correct use of language, not its principles. "Language is to the youth an instrument for immediate and practical use, not an object to be dissected and examined for other purposes,"-(preface.)

Here, then, at last, is the desideratum in grammars. The grammar-makers, like the world in general, having perseveringly exhausted

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