word with which it was familiar in its root, has now assumed a new termination, and of course a different appearance.

This description will convey a general idea of the book; but it has other new and valuable qualities where with to aid the pupil in understanding his lessons, and to remove some of the unnecessary thorns in the pathway of the juvenile learner, but it is unnecessary for us to point them out.

We understand that the whole series of this author, has been adopted by the Primary-School Board of this city, and that the teachers find in the books, much to commend, and but little to censure. P.

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Spelling and Thinking Combined, is an exceedingly interesting book; and if a Spelling-Book of any sort were to be selected for a child of mine, I know not, at present, of a better than this in the English language."-Doct. W. A. Alcott.

From the Boston Recorder.

Bumstead's Second and Third Books-These books are a part of a progressive series of Primary-School books, by Mr. J. F. Bumstead, of this city. They follow My Little Primer, and My First SchoolBook, which commence the series. We have examined the Second and Third Books, with much satisfaction. They appear to be based upon the true principle of instruction-that of informing and cultivating the mind, and, at the same time, consulting and regulating the natural feelings of youth. While it is one of the most difficult things, in the process of education, to induce children to love study as they love play, it is still very desirable and important, and success may only be expected in proportion as this point is gained. Much of the machinery of some of our systems of instruction is mere machinery-having no soul-and overlooking entirely, the essential principle to which we have alluded, in the haste to drive the youthful mind over a sort of railroad to learning. In the preface to the book now before us, the compiler says, truly:-"The lessons should be those which can be made intelligible to the child, and in which he can take a lively interest. Their scenes and language should be so natural and vivid, so identified with his own knowledge, conceptions and feelings, that while reading from the book, he shall seem to himself, and to others also, to be giving utterance to that only which is fresh from his own mind and heart." We think Mr. Bumstead, in the selection and revision of the pieces which compose these volumes, has attained this most desirable end in an eminent degree.

From the Boston Evening Transcript.

Reading Books for Children -We have received "Bumstead's Second and Third Reading-Books," being two neat volumes of a series arranged expressly for Primary Schools, and adapted for all juvenile instruction. In examining these excellent publications, we have been particularly struck with the nice arrangement and order of the lessons, and their gradually increased adaptation to the progress of the learner. The selections for reading also, are of a character to interest the young mind, in a manner which shall prevent that ennui of instruction which assails the budding comprehension, as well as the more mature intellect. We hope to see this work adopted by our Primary Schools generally, and we are confident

that no publications designed for the same intent, are more capable of being thoroughly effectual. The style in which these little volumes are issued, is exceedingly attractive; and they are printed in a manner to save the eyes of the reader; a merit, which we think deserving of special mention.

From the Christian Watchman.

Bumstead's Second and Third Reading-Books in the Primary School. These books are made up of easy reading lessons-the language chaste and simple, and the mechanical execution of the first order for books of this class. We should not suppose that the author, who has had so much to do for a long series of years with the Boston schools, in the capacity of Committee man, could compile other than a good book for such a purpose, and in this instance, we are happy to find he has been decidedly successful. School committees who are contemplating a change in schools for which these books are adapted, will do well before making up their minds, to examine them.

From the Boston Evening Gazette.

Bumstead's Second and Third Reading- Books in the Primary School. The above are the titles of two of the most valuable little books that we have seen for a long while, so well calculated as they are, for the use of children. The selections have been made with the utmost care.

From the Portsmouth Journal.

Bumstead's Second and Third Reading-Books in the Primary School,-are what their titles indicate, and are very good books of their kind, deserving a name and a place in the "ladder of learning," near the bottom, to be sure, but yet very important steps. None more difficult than first steps,-but the effort here is joined with pleasure.

From the Reflector.

Of these books it may be enough, and it is certainly not too much, to say, that they have a neat external appearance and handsome page, and that their contents are new, choice and appropriate. The object of the author, to supply lessons which shall not only be intelligible to the child, but in which he can take a lively interest, appears to us to be most successfully gained. The scenes and language are eminently natural and vivid, and we are persuaded, the selections will be highly approved by School committees and Teachers generally.

From the Report of the Book Committee of the Boston Primary Schools. "But by far the best books which we have examined are the con cluding numbers of a series of Primary-School Books, prepared by a member of this Board, and whose experience, taste and good judgment, well qualify him for the task he has so happily accomplished. They are intended for the use of the first and second classes, and are a continuation of the books sometime since introduced into the third and fourth. The selections are of the most interesting and excellent character. There is a unity and simplicity in the gradations from simple to difficult which is admirable. And it should be especially noticed that the lessons are divided in a proper manner for every-day use. There are no long-drawn-out sentences, to be

cut up at discretion or at random for half a dozen mouths, either of which when once open, it is difficult to shut at just the proper time, to say nothing of the frequency in which the sense, by this process, is reduced to nonsense; the sentences are farmed out, if it may be so expressed, into little parcels, which for the time being are the freehold of the reader, and of which, each in his turn has undisputed and undisturbed possession. The mechanical execution is of the first order, and we believe for a school book entirely unequalled." From the Common School Journal.

We rejoice to see a complete series of books for the Primary Schools, made throughout upon the principles which we have for many years been advocating. These principles are, essentially, the following, viz:

1. Teaching children to read by means of words first, and letting them learn the names of the letters afterwards.

2. Avoiding all senseless fragments of words, and all nonsense columns.

3. Beginning with familiar, household words, the names of things, actions, processes and relations, with which children are familiar, and proceeding to the names of things less familiar.

4. Adapting instructions not only to the capacities but to the taste of children.

In learning to read by the old way, a child has nothing to think of for many months after he begins to use books, and is expected to keep still with nothing to do. The new method makes a child a thinker, and a busy one; the other teaches him not to think, and to sit idle. Every one who will take the trouble to think himself, must perceive how pernicious must be the effect upon the habits of a child, as a thinking being, to be condemned to occupy himself, for months, and even years together, with words, unmeaning fragments of words, and unmeaning columns of words, with which it is hardly posssible that he car connect any thoughts What a blighting effect upon his literary taste, upon his love for books and learning, to have for all this period, no association with books, but that they are ful of signs, signifying nothing! Every one who has had any experience with little children, must know that the most difficult thing is to find employment for them which shall make them happy or even easy. Is not he to be listened to, who promises to make the child's first associations with books pleasant, to introduce words as the representatives of thoughts and feelings, and, at the same time, to furnish an interesting employment for a portion of a child's time?

In My Little Primer, there is hardly a word which the child does not daily hear. He thus has only to learn the visible signs which represent words. One half the difficulty of the process is avoided. What he knows helps him constantly to that of which he is ignorant. What a vast advance upon that method of arrangement which presented such a set of words as these: bri, cri, dri, fri, gri, pri, tri, wri, not only completely useless combinations, but which, in most cases, where they seem to be useful, would mislead a child who should attempt to use them.

The connected reading lessons are admirable. It would be difficult to find anything better adapted to the purpose of interesting little children.

"The Black-board in the Primary School, is a book beautifully exe.
cuted, and will be found very valuable in the hands of teachers. If
read it will save many of them the disgrace of not knowing how to
use a black-board."- -Connecticut Com. Sch. Journal.
"An important part of the training of pupils in reading, is drilling
them in the elementary sounds, until the organs can readily strike
them with exactness in their various combinations. By practising
in concert on Bumstead's Chart, it can be made to children a pleasant
and exhilarating exercise. Ten or fifteen minutes drilling every
morning for six months would do the business completely for a
whole school. Every primary school should be furnished with a
chart of elementary sounds, to be hung up, not to catch the dust and
flies, as black-boards and charts often are, but to use.”—Lecture on
Reading, by Cyrus Peirce.

Extract from a letter of Rev. Samuel J. May, Principal of the Lexington
Normal School.

"Your Articulation Table we have used constantly since we received it; and have found it a great convenience. I cannot think of any vowel or consonant sound which may not be found represented upon this sheet. And these sounds are thus brought in view of a whole school at once; and the utterance of them is made a much more social, and therefore more agreeable and quickening exercise than it could be made if each pupil read from his own book. Moreover the sheet is rather a pleasant object to the eye, and the letters upon it are good models from which the school may be taught to print.

From Solomon Adams, Esq., Boston.

"Perfect articulation lies at the foundation of all good reading and speaking. As an aid in teaching it, I have found the Articulation Table of great value. Before I had a copy of it, I spent much time in writing on the black-board. Here I have the black-board stereotyped, with nearly all the combinations of sounds in our language represented by their signs to the eye. It is always before the school ready for use, whenever a few minutes can be found to use it. I wish this method of teaching articulation could be faithfully adopted in all our primary schools, while the organs of articulation are flexible, and good habits are easily formed and fixed. It would save more advanced schools months of time for other purposes, as well as the double and difficult labor of breaking up bad habits, and of forming correct ones, at an age when pupils do not so readily acquire a good articulation, as at an earlier period."

This series of books, whole or in part, is used in the primary schools of Boston, Lowell, Salem, Cambridge, New Bedford, Portsmouth, Providence and many other places.

Superintendents of Schools, Committees, and Teachers, who wish to examine these books, will be gratuitously supplied with copies on applying to the publishers.