GEN'L S. F. CARY has assumed the entire supervision and direction of the Ohio Female College, the corps of teachers remaining unchanged. We learn that President ANDERSON has proved himself a most efficient man for the place, and that the institution is in complete working order.

W. R. WOOLMAN, for more than twelve years connected with the Public Schools of Cincinnati, has resigned to go into business.

BOOK NOTICES.

CHANDLER'S NEW GRAMMAR AND ANALYSIS. By Z. M. CHANDLER. Published by Beer & Hurd, Zanesville, O. Pp. 228.

This book, kindly sent me by the publishers, has been for months in my possession. I have occasionally used it in reference to some topics. I have shown it to some of my colleagues and to my more intelligent and reflecting pupils. All have approved of its execution: they thought it better than any other grammar of the same size and grade that they were acquainted with. With this opinion, my own entirely coincides. To be sure, if I had space enough to write a full review of it, as I did in my letter to the publishers, I could allude to several points of higher or lesser importance, on which I differ from it, and, indeed, from all other American grammars, which have not yet caught the spirit of logical analysis that has long characterized our grammars on the other side of the Atlantic. There grammarians no longer follow servilely in the footsteps of Lindley Murray, one of the honored pioneers in grammatical inquiry, and who did a noble work in his day, but whose labors ought now to be superseded by those of more philosophical inquirers into the laws and characteristics of the common language of England and America.

Mr. Chandler, like other American grammarians, clings to the old forms imported (forced I would be inclined to say) from the grammars of an entirely different class of languages-the inflected or terminational, such as Latin or Greek. Their common fault, as I have expressed it before in this journal, is, that they persist in viewing the etymological part of English grammar by light refracted through the false and distorting medium of the classical languages.

The merit of the American grammars consists in the analysis of the sentence. In that respect, our English grammars were greatly inferior to such works as Greene's Analysis. I do not know what progress in this direction may have been made since I left England. But it is in the classification of the various parts of speech, of the modes and tenses of verbs, in a clear and forcible representation of the genius or characteristics of the English tongue, that such works as Dr. Crombie's, Ch. Connon's, John Mulligan's, Latham's, etc., are far in advance of similar works in this country. But to return to Chandler's grammar. I prefer it to others of its class, because 1. It contains fewer of those false views that I have alluded to, though, here and there, the cloven foot shows itself, and the author speaks, for instance, of putting a noun in the objective case, in order to express some relation to a verb or a preposition, as if some special manipulation were needed for the purpose, some changes of form similar to what takes place in a Greek or Latin noun.

2. Each section begins with a synoptical table, exhibiting the whole subject in a clear, condensed form. I may find fault with some of the arrangements; I may think they could be made more logical, more consonant with the facts of the language, which are the true and only foundation of all grammatical knowledge; but the principle itself is excellent, and is one of the characteristic features of this grammar.

8. The syntactical analysis of sentences is represented by simple and clear diagrams. Here let due honor be ascribed to Clarke, to whom we are indebted, I believe, for the happy thought of making such analysis tangible, as it were, by diagrams. But Chandler's are superior. There is, however, a still simpler form, introduced, I think, into the school of Salem, Columbiana county, by my dear friend Reuben McMillen, once its beloved Superintendent, now of Youngstown.

4. It contains a judicious selection of model sentences and exercises.

5. With respect to specimens of false grammar for correction, I would respectfully suggest to the author, that in the next edition, which I hope the increasing popularity of his work will soon render necessary, he should substitute for made-up instances of bad grammar, quotations from popular American authors exhibiting similar aberra tions or eccentricities. I have pages of such instances, taken from the most popular English writers of this and the preceding generation. From the little I have done in collecting similar specimens from popular American authors, I think it would be an easy task to accumulate a sufficient number. These, I believe, would strike the young learner more forcibly than sentences which he knows or suspects were manufactured for his own special edification, in order to kindle a virtuous indignation in his youthful bosom. It would, besides, serve to impress upon his mind the useful warningnever to allow himself to write hastily and carelessly; for if gifted minds, through momentary inadvertence, have let such mistakes slip from their pens, marring the beauty of their thoughts and language, how much more does it behoove us, common mortals, who can not plead the lofty compensation of genius in extenuation of our offense, to pay scrupulous attention to the correction of whatever we venture to write for the perusal of others, lest our meaning be obscured or distorted, and the taste of our readers be offended by clumsy or ungrammatical forms of expression!

T. E. S.

EATON'S QUESTIONS ON THE PRINCIPLES OF ARITHMETIC. Taggard & Thompson, Publishers, 29 Cornhill, Boston.

This little work is something new. It contains an admirably selected and well classified series of questions on the principles of arithmetic. It will be found of great assistance to examiners and teachers in preparing questions for the examination of classes; to students in testing their familiarity with the principles of arithmetic; and to classes in reviewing what they have gone over. One great merit of the questions is, that they are adapted to any series of text-books, being designed to develop the subject rather than to afford a basis for reviewing some particular text-book. The price of the book (12 cts. per copy or $9 per hundred) places it within reach of all teachers.

AFFIXES IN THEIR ORIGIN AND APPLICATION, exhibiting the Etymologic Structure of English Words. By S. S. HALDEMAN, A.M. Philadelphia: E. H. Butler & Co. This work, the production of a ripe scholar,-an ethnologist as well as linguist,supplies a want long felt and acknowledged in our higher institutions of learning. Except this, there is no treatise on affixes, worthy to be called such, accessible to the American student. There may be some difference of opinion with regard to its adaptability as a class-book,—but those having a taste for etymological studies can not afford to be without it, and no teacher of the English or any other language can make it anything else than an indispensable vade mecum, when he knows and appreciates its value. It is not a reckless "catalogue of guesses," but the matured product of widelyextended, laborious research. It is thorough, exhaustive, well-classified, and, in wide contrast with some school-books we have seen, its typography is beautiful. We trust it will meet with a large sale in the Great West.

T. W. H.

[The following is from the forthcoming Report of the Commissioner of Common Schools: ]

I regret that I am unable to report the exact number of separate or special districts in the State in which the schools are organized on the graded plan. The number of separate districts is 335, only fifteen of which employ a single teacher. In all the rest graded schools should now be established; but the returns indicate that a few of the smaller districts have not yet adopted the graded system. Some of these are unfortunately in possession of school-houses built to accommodate but one teacher and located in different parts of the district, which fact is erroneously supposed to necessitate unclassified schools. But in most of the incorporated villages, and in all of the towns and cities, the schools are more or less thoroughly classified and graded.

The very great advantages of graded over ungraded schools, both in efficiency and economy, are also leading to the organization of graded schools in township sub-districts favored with a sufficiently dense population. The number of sub-district graded schools in townships, as reported, is 124. Whenever a sub-district is or may be made large enough to require two or more

teachers, the school should be divided into two or more grades or departments, and as thoroughly classified as possible. The true policy in the townships is to enlarge rather than divide sub-districts, and the principle of gradation should be introduced wherever it is practicable.

The superiority of graded over ungraded schools is no longer a mooted question among intelligent educators. It is one of those facts in education which both theory and experience have settled beyond reasonable doubt. What the very nature of the system shows must be true, its practical success uniformly confirms.

Last year the Superintendent of Common Schools of Pennsylvania addressed letters to different State Superintendents, propounding questions relative to the expensiveness, success, and popularity of graded schools in their respective States. He states in his report that the responses were, without exception, decidedly in favor of such schools. Hon. J. B. Chapin, of Rhode Island, wrote: "Their success has exceeded the highest expectations of their warmest friends." Hon. David N. Camp, of Connecticut, wrote: "Graded schools in Connecticut have been eminently successful, and I can not now recall a single instance of failure on account of the system." Hon. Henry Barnard, of the same State, wrote: "It has been now for nearly thirty years a cardinal feature of our educational plans and labors to establish a system of graded schools in every village and district where there were children enough to have two teachers, and I don't know, or can not recall, a single instance where parents or the public have gone back to the ungraded district schools or to the miscellaneous condition of public and private schools." Hon. J. D. Philbrick, of Massachusetts, remarked: "I have been well acquainted with the system of this State for upwards of twenty years, and I may say, without fear of contradiction, that if there is any part of the public school system which has been peculiarly successful, it is the plan of Graded Schools."

The testimony thus presented is fully corroborated by the experience of every State that has tried the graded system. In this State I am not aware that a single school district which has once organized graded schools, has ever gone back to miscellaneous schools; nor is such a result possible until the people become insane.

But while all our graded schools are more efficient than they would be if ungraded, and while a majority of these schools are making satisfactory progress, it is but the truth to say that in some localities they are crippled from injudicious management. I have only space to allude to three particulars from which some of the graded schools of the State are suffering, viz: 1. A want of efficient supervision. 2. Inferior and inadequate High Schools. 3. Party spirit in school elections.

1. A want of efficient supervision,

Practical wisdom places every business enterprise involving a division of labor and the employment of several workmen, under intelligent oversight and direction. Railroads, mines, iron-works, and manufactories of all kinds, are watched over by superintendents intrusted with the duty of so directing the details of the business that each particular process may be done in all respects as it should be.

Nor are business men indifferent respecting the qualifications of those whom they intrust with the supervisory care of important interests. On the contrary, special and eminent fitness for the trust to be exercised, is demanded. A blacksmith is not intrusted with the direction of a cotton-mill, nor a wheelwright with the care of a watch-factory. Such a course would be little better than financial suicide, since the skill and experience of the superintendent in the particular business placed under his direction, greatly determines the success of such business. Here is the explanation of the great care exercised in the selection of superintendents for establishments which by complicated processes manufacture valuable products from costly materials. The annual dividends of the company soon demonstrates the value of that oversight which brings to every detail of the business the highest skill and experience.

What universal experience proves necessary for the successful management of business enterprises, is equally important in th management of a system of education, and especially a syster graded schools. Such a system is more complicated and di ́ than any of our ordinary business enterprises. Nor has peculiar inherent and self-regulating power. Depriv guidance of a superintending eye and hand, it neces indifferent progress. Its processes extend. throu