EDUCATIONAL INTELLIGENCE.

Connecticut. The report of the Superintendent of Common Schools, David N. Camp, Esq., is an interesting and useful document. It treats of the wants of the schools, methods of teaching, classification, etc. In answer to the question, "What in your opinion is needed to make our Common Schools more efficient ?"—from sixty-three towns comes the reply, "better teachers," and from sixty, "greater parental interest." We are inclined to think these two combined would improve the schools of any State.

It appears from the report that the number of children between four and sixteen in the State is 109,042; number of pupils registered in winter 73,949; number in summer 67,982; number of male teachers in winter 970, in summer 171; of female teachers in winter 1,029, in summer 1,810; average wages of male teachers $32.02, of female teachers $16.14; school fund $2,050,460.49.

Secessia. The same week in which General Buel occupied Nashville, the Common Schools of the city were re-opened, having been closed for several months.

A few years ago, the Louisiana State Superintendent of Schools made an urgent recommendation in his report, that at least two out of the three school district directors should be required to be able to read and write, and he told of one parish where the twelve directors made their marks to a teacher's certificate!

Italy. A census of the kingdoms of Italy was taken on December 31, 1861. Some of its results have already been made public. The proportion of persons able to read is nearly as follows: in Lombardy between 30 and 40 per cent.; in Piedmont, from 20 to 30 per cent.; in Tuscany, from 10 to 20 per cent.; in the the region near Rome, not one per cent. Settembrini, the Inspector of Public Instruction, reports that in the province of Naples only one child in a thousand gets any instruction in school.

ERRATA.

"of

OUR printer is usually very correct. We often look over page after page proof" without finding a single error. But somehow his types failed to do justice to the article " HINTS," and as it was printed before being seen by the editorial "proof-reader," there was no opportunity to correct the mistakes. We beg pardon of the writer of the article, and if he will only write again, he shall be introduced to the public in better form.

On page 252, first line, please read IIS. instead of IS.; second and fifth lines, sestertius instead of sestertices; fourth line, half instead of halve; and sixth line, the quotation marks preceding The should follow half, the passage quoted ending with that word.

We have delayed this number of the Teacher to announce the arrangements for the State Meeting. The next number will be issued earlier than usual that it may reach our readers before the commencement of vacation.

THE INDEPENDENT.

WE are glad to have the privilege of placing this ably conducted journal upon our exchange list. In the number before us we find in the Editors' Book Table a list of the various educational journals, our own among the number, in regard to which the editor writes as follows.

"We have not space to examine separately the state educational monthlies whose titles we give. They constitute a distinct class of periodicals, and have attracted far less attention and patronage than their merits would justify. They have been established entirely for the benefit of the teachers' profession and the improvement of schools and education. They are mostly the organs of the teachers' associations of their respective states, and in some cases — as they should be always -the official organs of the state school superintendents. In this latter capacity they can be of great service in publishing the current school laws, decisions under them, and other information relating to the school departments of the state governments. The matter of these journals is almost exclusively contributed by teachers; and consists of theoretical or didactic essays, seldom of much value; educational addresses, often very well written; with sometimes detailed expositions of successful methods of discipline or instruction, which are very valuable indeed, and should be multiplied as much as possible.

"These monthlies, like the other educational literature of the day, very distinctly exhibit realist tendencies. Articles on 'object-lessons' or on practices similar in principal, such as modes of teaching geography, arithmetic, etc., by means of visible illustrations and demonstrations, are perhaps the most noticeable feature of their contents. In current information as to the progress of schools and education in their respective states, they are not by any means as full as is desirable. But such information is difficult to procure."

THE PENNSYLVANIA SCHOOL JOURNAL

COMPLETED with its June number the tenth volume. Its Editor and publisher, Tho. H. Burrows, furnishes a very interesting article at the completion of the decade. We cannot resist the temptation to copy from it a few sentences.

"This is probably the only educational periodical in the Union which has continued, under the charge of the same editor, without missing a number or taxing its friends for contribution, for an unbroken period of ten years."

After an interesting retrospect, the plan and the matter of the journal are made known, and followed by a statement of the means. The average yearly compensation to the editor for labor, postage, packing, use of office, etc., has been $413; exclusive of the first six months, when the Journal was published at a loss of about $150.

"This statement of the condition of the Journal is made, not in the spirit of grumbling, or even to elicit help. The former, in the Editor's life experience, has

never been found to do any good, and the latter should not be invoked except in extreme circumstances, which, thank God! neither the Journal nor its Editor has ever yet reached. But at length the time seemed to have arrived, for setting this whole matter before the educational public of the State, and of becoming relieved of the suspicion of fattening off the cause of common school education. Added to this, is the wish to prevent any more losses or mistakes being made, by adventurers in the same field. These will now see more clearly their chance of success, when they know how little this undertaking has achieved, even when backed up by the patronage of the State, and sustained, in extremis, by private

means.

"The truth is, that 'Schocl Journals' can never be made profitable to their proprietors. The Teacher's profession is so fluctuating, that a moderate support one year cannot be assumed as the basis of much increase the next; for not more than one-third of the old subscriptions are ever renewed. - Then again, the subscription price is so small as to preclude the hope of large profit, except on a list greater than the support of any one State can afford; and to swell the list by travelling agents is out of the question, owing to the expense.

"On its present basis, however, this Journal can be kept in existence, and will, so long as it is felt to be doing good, in its own, plain, practical manner."

BOOK NOTICES.

ELEMENTS OF ALGEBRA: containing Higher Arithmetic. Designed for Schools, Academies, and Colleges. By JOSEPH H. PALMER, A. M. New York: Charles Scribner, 124 Grand St.

The open page and neat typographical appearance of this book commend it at once to favor; nor will that favor be lost by an examination of its contents. The plan and methods of the work are excellent. Mr. Palmer has been the teacher of mathematics in the New York Free Academy twelve years, and gives us here the results of his experience. Teachers and committees will find the book worthy their attention.

ANALYSIS OF THE ENGLISH SENTENCE: designed for advanced classes in English Grammar. By A. S. WELCH, A. M., Principal of Michigan State Normal School. New York: A. S. Barnes & Burr, 51 & 53 John Street.

We are glad to welcome a new and revised edition of this valuable work. Such improvements as have been suggested by daily use in the schoolroom, have been made, and it now can hardly fail to meet the wants of teachers. It presents a good form of analysis with clear and concise explanations, and abundant examples. INFANTRY TACTICS FOR SCHOOLS. Explained and Illustrated for the use of Teachers and Scholars. By the Author of School Amusements. New York: A. S. Barnes & Burr.

We are glad we have had some experience in a "Home Guard." Otherwise, we could not have appreciated this book. We know now it is all right. We believe a little military drill in connection with gymnastic exercises in schools is beneficial. Teachers will find much in this little book they can put in practice, and young lads who desire to form companies will find it just the thing. For sale by Geo. L. Dix & Co., Washington Street, Boston.

PRIMARY ARITHMETIC. BY CHARLES DAVIES, LL. D. New York: A. S. Barnes & Burr.

This excellent little work is based upon right principles. We look upon the author's definition of counting,—"Counting is expressing consecutive numbers in words," — as rather tough for little beginners. However, they will find nothing else to trouble them, and if they study the book faithfully they cannot help laying a good foundation for their arithmetical knowledge.

GUYOT'S SLATED MAP DRAWING CARDS:

A good thing. These Cards have a silicious surface from which slate-pencil marks can be erased with the same ease as from a slate. The set consists of eight, the Hemispheres, the Grand Divisions, and the United States. We hope they are cheap enough to admit of extensive use, as there can be no question of their utility.

The same Cards are also published in another form for lead-pencil or ink drawing. They are the best thing of the kind we have seen. For sale by Lee & Shepherd, 153 Washington Street, Boston.

RULES AND REGULATIONS FOR THE EXAMINATION OF CANDIDATES FOR TEACHERS' CERTIFICATES OR DIPLOMAS, AND CATALOGUE DES DIFFERENTES COLLECTIONS DE L'ECOLE NORMALE JACQUES CARTIER. MINERALOGIE.

The above valuable documents come to us from Lower Canada, for which our thanks are due.

THE AMERICAN JOURNAL OF EDUCATION. New Series, No. 2. Edited by HENRY BARNARD, LL. D.

The June number of this excellent quarterly has been received. To those acquainted with it, it will be enough to say that it contains the usual amount of valuable reading. A fine portrait of Dr. S. G. Howe precedes the title page. Its articles are: The State and Education; Conversation on Objects; Specimen Lesson on Objects; M. Guizot's Ministry of Public Instruction in France; Memoir of Samuel Gridley Howe; The Study of German Language in German Schools; Physical Education; Thoughts on Education (by John Locke); Thoughts on Education (by Herbert Spencer); Military Exercises in Public Schools; New Gymnastics; School Architecture.

HARVARD UNIVERSITY.

LAWRENCE SCIENTIFIC SCHOOL.

The next Term in the Chemical Department begins August 28. The Regular Course includes Recitations in General Chemistry, Qualitative and Quantitative Analysis, Physics, and Technical Chemistry, and Instruction in the Laboratory in Analysis, Agricultural and Manufacturing Chemistry, Metallurgy and Pharmacy. Students may also attend Recitations in Anatomy and Physiology, Mineralogy, Physical Geography, and Political Economy, and courses of Lectures on Geology and Zoology, Prof. Agassiz; Philosophy, Prof. Bowen; Chemistry, Prof. Cooke; Botany, Prof. Gray; Technology, Prof. Horsford; Literature, Prof. Lowell; Physics, Prof. Lovering; Mathematics, Prof. Peirce; History, Prof. Torrey; Anatomy, Prof. Wyman. This Department receives general students, who seek a thorough scientific education, and also special students in Chemistry applied to Medicine, Metallurgy or Manufactures. For further information, address C. W. ELIOT, Prof. of Chemistry, CAMBRIDGE, MASS.

June, '62.-3m.

J. A. LOWELL,

Chairman of the President and Fellows of Harvard College.

EATON'S

Common School Arithmetic.

A FULL COURSE OF WRITTEN ARITHMETIC FOR COMMON AND GRAMMAR SCHOOLS, combining ANALYSIS and SYNTHESIS, and adapted to the best mode of instruction. By JAMES S. EATON, Instructor in Phillips Academy, Andover, Mass., and author of a Series of Arithmetics.

12mo. 300 pp. Half morocco. Price 50 cts.

The appearance of EATON'S NEW TREATISE ON WRITTEN ARITHMETIC, about four years since, was the cause of rousing the attention of many teachers to a more thorough, clear, full and satisfactory treatment of the principles of arithmetic as they are presented in the class-room. The tedious, wordy, inaccurate books in arithmetic, which, absolutely for want of better, had long been in use in our New England Schools, with their crooked and knotty methods and explanations, were creating a distaste for this important branch to study. EATON'S TREATISE was found to be a superior book, and specially adapted for use in High Schools and Academies, and in Grammar and Common Schools of the first class. In these it has achieved a permanent circulation, which only a book of high merit could reach. For the lower class of Grammar Schools, and many Common Schools, which for numerous reasons cannot maintain a high rank, where a less extended, but no less thorough and complete course of Written Arithmetic is needed, the author now presents THE COMMON SCHOOL ARITHMETIC. It is in no way a revision of the "TREATISE," but entirely distinct from that work. The definitions and rules are substantially the same, while some of the explanations are more simplified. THE EXAMPLES IT CONTAINS ARE WHOLLY DIFFERENT. Its general methods and character are of course similar.

Eaton's Common School Arithmetic

Will be found to be distinguished in these particulars:

1. The Definitions, Rules, Explanations, and Demonstrations, are clear, brief yet full, and accurate.

2. Its arrangement is strictly progressive, philosophical, and logical.

3. The LARGE VARIETY and PRACTICAL CHARACTER of its EXAMPLES, prepared equally to discipline the mind of the learner, and to fit him for the PRACTICAL OPERATIONS of business life.

4. The prominence given to ANALYSIS throughout the work, thus leading the pupil to discover the reason for every step taken.

5. The constant reference made by means of figures and letters back to first principles, thus showing the logical and dependent connection of each successive topic, and giving to the pupil the benefit of a continual review.

6. The character of the examples; they being so clearly stated that the pupil or teacher is never at a loss how to interpret their meaning.

7. Valuable methods of shortening business operations are introduced.

8. It is a COMPLETE SYSTEM of WRITTEN ARITHMETIC, sufficient for all practical business purposes.

9. The excellence of the mechanical style in which it is manufactured.

Copies of EATON'S COMMON SCHOOL ARITHMETIC furnished for examination with reference to introduction, on application to the publishers, or sent by mail on receipt of fifteen cents to prepay postage.

Address

F. A. BROWN & CO., Publishers.

July, '62.- tf.

29 CORNHILL, BOSTON.