have not seen this work, we could not perhaps describe it more accurately, than by saying that it is nearly the same thing among books on grammar, that Colburn's works are among books on arithmetic. We hope the resemblance will hold in other respects also, and that this work on grammar will effect as great and as extensive a revolution in the mode of teaching in the branch of which it treats, as has been effected by the labors of Mr Colburn in his department.

A Book for Massachusetts Children, in familiar Letters from a Father. For the use of Families and Schools. Boston. Hilliard, Gray, Little, and Wilkins. 1829. 12mo. pp. 132.

This volume is intended to convey instruction in the form of practical and local information. It is a favorable specimen of the adaptation of useful knowledge to the minds of the young; it embraces a wide variety of particulars relating to geography, statistics, history, and zoology, as applicable to the State of Massachusetts; and it will be found an excellent introduction, we think, to the study of the geography and history of the United States.

The book consists of fainilliar letters, as mentioned in its titlepage. The following are some of the subjects; The Commonwealth, its extent and boundaries; counties; seaports; commerce and navigation; fisheries; country towns; farming and other employments; capes; bays; islands; rivers; face of the country; mountains; soil; productions.

In some respects, however, the work needs revision. The map is too small; some portions of the political information seem unnecessary, and others improper for children. The moral instruction is too grave and formal, and sometimes associated with ideas of gloom and fear. Retrenchment and alteration, however, would certainly make this an invaluable book.

The questions appended to each letter form useful exercises; and if children were required to write the answers to most of them, in their own words, the whole subject would be more deeply impressed on the mind; and the application of grammar would be secured in conjunction with practice in penmanship and composition.

These exercises might be rendered still more interesting and useful, if thrown into the form of letters addressed to parents or friends, or, perhaps, even to the teacher.

L'Introducteur Français, or First Principles of the French Language; to which is prefixed a sketch of Pronunciation and Reading Exercises. The whole selected from the best French authorities. By C. A. Coulomb, Instructer of the French Language in the New-Haven Gymnasium, and Yale College. New-Haven. R. H. Maltby. 1829. 12mo. pp. 210.

What is required in books of this description is, in the first

place, perfect accuracy in statement, rather than comprehensive or philosophical views of language. In this respect, the book before us seems well adapted to facilitate the business of instruction. Nor has the author been less successful in giving to his work that simple and practical character indispensable in an elementary treatise; his whole plan and arrangement evince much skill in teaching, particularly with reference to the minds of the young.

The chief characteristics of this manual are the judicious selection of principles, and the appropriateness of the practical illustrations.

An Introduction to the French Language, with a Key to facilitate the literal and free Translation of the text, to point out the Grammatical Construction of the sentences, to show the Inversions of style, to supply Ellipses, and to explain idiomatical Expressions. By W. R. Johnson, Principal of the High School. Boston; Hilliard, Gray, Little, and Wilkins. Philadelphia; Towar and Hogan. 1829. 12mo.

and 93.

pp. 27

The method of Du Marsais is here applied to the Greek language, and apparently with great success. The study of Greek, by the use of this volume, and of the elementary grammar of Professor Goodrich (mentioned in this number of the Journal,) will not only be rendered much easier and more practical than hitherto, but must prove a much better discipline of the mental powers of the learner; as the mode of application is rendered more natural and progressive, cultivates the intellect in conjunction with the memory, and incites the student to greater effort and closer investigation.

To enter into detail on the advantages of the method adopted by Mr Johnson, would be perhaps unnecessary, after the full expression of our opinions on this subject, which our readers will recollect as given in speaking of the excellent works of Mr Bolmar and of Mr Walker in the French and Latin languages, on the same plan. The method itself is briefly defined in the title page of the book as intended to facilitate translation, to point out construction and inversion, to supply ellipsis, and to explain idiomatic expressions. The aid in translation is so offered as not to authorise the pupil to dispense with his own diligence; and the instruction imparted on the other points mentioned, is full and satisfactory.

In the directions given for pronunciation, the author has adopted the standard of usage in modern Greek. To this some instructers may be disposed to object, as a source of irregularity and confusion; but an attentive investigation will, we believe, eventuate

in a conviction of the advantage of the existing standard of custom in Greece.

Sequel to Easy Lessons. A Selection of Reading Lessons for Common Schools, designed to be used after Easy Lessons in Reading, American Popular Lessons, Boston Reading Lessons, and other works of a similar rank. By the Author of the Literary and Scientific Class Book. Keene, N. H. 1829. pp. 214.

12mo.

In many schools a book of this description was wanted; and this volume seems on the whole well adapted to its objects. It is characterized generally by judicious selection, both as to matter and style, and possesses more than an ordinary share of novelty. Most of the pieces contain examples of conduct which would seem likely to exert a natural and favorable influence on the minds of children.

The Improved Guide to English Spelling, in which, by the aid of a simple yet particular Classification, the use of all figures and marks to indicate the pronunciation is rendered unnecessary, and the progress of the pupil greatly aided by Association. By William B. Fowle, Teacher of the Monitorial School, Boston. Boston. Hilliard, Gray, Little, and Wilkins. 1829. 18mo. Pp. 160.

This little volume contains the substance of the Rational Guide in an abridged form, and with other modifications, by which it is better adapted to the purposes of elementary instruction. The chief recommendations of this spelling book are its accuracy in orthoepy, the aid which it affords in difficult words, and, especially, the simplicity of the plan by which the sounds of the vowels are indicated. But to this, as to all spelling books, we must object that so many words are inserted which are useless in any book for children, and which they have no occasion to read or spell, in lessons adapted to their capacity. We have opened the book at random for an example of this defect, and the eightyfourth page presents itself, in which the following are the first five words; Intolerance, metropolis, monopolize, personify, preponderate.'

Sketch of a Plan for a System of National Education for Ireland; including Hints for the Improvement of Education in Scotland. By R. J. Bryce, A. M. Principal of the Belfast Academy. London. 1828.

Our present limits will not admit of an adequate statement of the views embodied in this interesting pamphlet. At a future opportunity we shall endeavour to make our readers more fully acquainted with its contents. The following paragraph from the

Preface will, in the meantime, serve to give an idea of the main objects of the writer.

In all schemes of popular education that have been recently presented to the British public, either on paper or in practice, there is one radical error, namely, that they are calculated only for the poor, and one fatal defect, namely, the omission of all provision for the regular professional education of teachers. In the following pages an attempt is made to prove two propositions, on which the justice of the foregoing observation depends. These positions are, That a good system of education for the lower classes, distinct from the rest of the people, cannot exist, and That all endeavours to improve education, however zealous and generous they may be, must utterly fail, as to every purpose of real value, unless means be provided for enabling teachers to study education as a liberal art, founded upon the philosophy of the human mind. It is therefore proposed to erect teaching into a fourth learned profession, by establishing a professer of the art in every university,-by requiring from those who study under him a good previous education, and, in particular, an acquaintance with the science of mind,—and making a certificate of attendance on his instructions an indispensable qualification for every public charge connected with the education of youth,— from the presidencies of our richest and most illustrious colleges, to the masterships of our humblest village schools.'

The French Accidence, or Elements of French Grammar, By William B. Fowle, Instructer of the Monitorial School, Boston. Boston. Hilliard, Gray, Little, and Wilkins. 1828. 24mo. pp. 88.

This little manual is designed for very young learners, and seems to be carefully adapted to their use. It supplies a suitable book for a class of pupils which it has been difficult hitherto to teach, from the want of such a volume; and the accuracy and uncommon neatness of its execution cannot fail of rendering it acceptable as well as useful among juvenile students.

Exercises in Writing French, adapted to the French Accidence or Elements of French Grammar. By William B. Fowle, Instructer of the Monitorial School, Boston. Boston. Hilliard, Gray, Little, and Wilkins. 1829. 24mo. pp. 128.

This volume consists of exercises adapted to the above Accidence, and differing from those in common use, chiefly in their simplicity and brevity, and strict adaptation to their respective rules and principles. In all these particulars the book seems peculiarly well fitted for the purposes of practical instruction, and especially for young pupils.