THE SCHOLAR'S DIARY: Designed for the use of the higher classes in schools. By Emory F. Strong, Principal of the Public High School, Bridgeport, Ct. This little book contains 16 pages of printed matter, followed by 64 pages of blank paper. The printed pages contain a form of a diary, giving a specimen entry for each day in a week; Rules and Maxims for pupils; a list of subjects for Composition; Rules for use of Capitals and Punctuation. Though a small book, if it should be used according to the suggestions of the author, it would prove an exccedingly useful work, and would be instrumental in forming habits of thought and observation which would exert a favorable influence on the subsequent life of the pupil. Try it.

NEW UNIVERSITY ALGEBRA: A theoretical and practical treatise containing many new and original methods and applications. For Colleges and High Schools. By Horatio Robinson, LL. D. New York: Ivison, Phinney & Co. The reputation of Robinson's Mathematical works is too well established to need any word of commendation from us. This book is one of the best of his series, and we confidently commend it to any in want of a higher Algebra. We believe it will prove satisfactory.

ELEMENTS OF ALGEBRA, containing Higher Arithmetic. By Jos. H. Palmer, A. M., Teacher of Mathematics in the New York Free Academy. 8vo. 272 pp. New York: Charles Scribner.

This work is in two parts, one containing only the elementary course, and the other both the elementary and more advanced, together with a "Table containing the Logarithms of numbers from 1 to 10,000.' These works are well printed and present an attractive appearance. From the examination we have been able to give them we feel that they are worthy of patronage. (See advt.) FIRST PRINCIPLES OF ETHICS; Designed as a basis for instruction in Ethical Science in Schools and Colleges. By J. T. Champlin, of Waterville College. 12mo. 204 pp. Boston: Crosby & Nichols.

President Champlin has done a good service in the preparation of this volume. It should be in the library of every student.

THE GRADED SCHOOL. A graded course of instruction for public schools; with copious practical directions to teachers, and observations on Primary Schools, School Discipline, School Records, &c. By W. H. Wells, A. M., Superintendent of Public Schools in Chicago. 12mo. 200 pp. New York: A. S. Barnes & Burr.

We thank friend Wells for preparing this volume, and thousands will thank him if they will procure the work and read it. It contains a vast amount of information which teachers and friends of education need. We give two extracts in our present number. We hope the length of the article on Self-reliance will not deter any from its perusal. It contains words of wisdom.

A notice of Camp's Geography, the new University Algebra and other books is necessarily deferred till our next issue.

The Primer, and the First, Second, Third, Fourth, and Fifth Readers are now ready. Prices, 15, 20, 30, 50, 66 cents, and $1.

THEIR PLAN, OBJECTS, AIMS, AND TENDENCIES.

I. 1st, In the early numbers, a more general use is made of the conversational style than in other Readers, in order to give variety, and to secure naturalness in reading. 2d, The proper inflections are supplied from the beginning, and for the same purpose. 3d, A great number of the very finest engravings is given; and these are designed not only to illustrate and give interest to the subjects, but also to cultivate the taste of the pupils. The principles of the Object system are carried throughout the whole; the object being the gradual and systematic development of the perceptive faculties.

II. Throughout the higher numbers, beginning with the Third Reader, the leading idea has been to combine instruction in useful knowledge with instruction in the art of reading. With this object in view, and to carry out more fully the principles of "Object Lesson" instruction, the various branches in Natural History and Physical Science-Zoology in its several departments of Beasts (Mammals), Birds, Reptiles, Fishes, Insects, &c.; Physiology and the Laws of Health; the Vegetable Kingdom; Geology; Physical Geography; Natural Philosophy; Chemistry; Astronomy, &c., &c., are introduced, and made to alternate with Miscellaneous Divisions. These subjects are illustrated by the finest engravings-popularized to the capacities of children-and made to abound in interest and variety by descriptive incidents, anecdotes, and by many of the finest poetic gems in the language. A greater variety of reading matter is thus given than can be found in any other series.

For numerous testimonials from our leading Educators, notices from the Press, notices of introduction, &c., send for our Educational Bulletins.

A Series of School and Family Charts, Accompanied by a Manual of Object Lessons and Elementary Instruction. By MARCUS WILLSON and N. A. CALKINS.

This series embraces twenty-two Charts, each about 22 by 30 inches, abounding in elegant colored illustrations. They are designed, in connection with the "Manual" and Calkins' "Primary Object Lessons," to furnish the teacher with the requisite aids for the practical application of a true system of elementary instruction. The charts are to be mounted on eleven pasteboard cards, for use in the school-room, and put up in port-folio form for family instruction. They will also be furnished in sheets, in which form they may be sent by mail.

1. ELEMENTARY CHARTS. The first six are designed for the early Reading Lessons, in connection with exercises in Spelling, Counting, Printing, Composition, &c. No. 7 is a Chart of Elementary Sounds; 8, Phonetic Spelling; 9, Writing; 10, Drawing and Perspective; 11, Lines and Measures; 12, Forms and Solids.

II. COLOR CHARTS. No. 11 is a Chart of thirty-five familiar colors; No. 12, a Chromatic Scale of Colors,-a scientific presentation of Colors.

III. NATURAL HISTORY CHARTS. No. 15, Economical Uses of Animals; No. 16, the Classification of Animals-the Mammalia; No. 17, Birds; No. 18, Reptiles and Fishes; No. 19, Forms of Leaves, Stems, Roots and Flowers; No. 20, Classification of Plants; Nos. 21 and 22, Economical Uses of Plants.

Prices Whole Set, Mounted, $9.00; in Sheets, by Mail, prepaid, $7.30. CALKINS' PRIMARY OBJECT LESSONS; for a Graduated Course of Development. A Manual for Teachers and Parents, with Lessons for the proper Training of the Faculties of Children. By N. A. Calkins. Illustrations. 12mo, Cloth, $1.00. The fundamental idea of this work is that primary education should aim to develop the observing powers, rather than, as is the usual plan, to exercise the memory. For this purpose, a series of interesting exercises has been framed to develop the ideas of form, color, number, size, weight, sound, and place, &c.

CALKINS' MANUAL OF OBJECT LESSONS, and Elementary Instruction. By N. A. Calkins, author of "Primary Object Lessons." Illustrations. 12mo, Cloth. (In Press.) This volume contains a series of graded lessons in Natural History, Language, Harmony of Colors, Objects, and Drawing, and, in connection with the "Primary Object Lessons," furnishes a complete course, illustrating the system of Object Teaching, the methods of applying it, and the relation of the exercises to the human mind in its several stages of early development. This volume also contains a well-digested programme for an entire course of Object Lessons in Primary Schools; hence it is an indispensable Manual in this department of Education.

WILLSON'S MANUAL OF INFORMATION, and Suggestions for Object Lessons. In a Course of Elementary Instruction. Adapted to the use of School and Family Charts, and other aids in teaching. 12mo, Cloth. $1.00. (Now Ready.)

Published by HARPER & BROTHERS, Franklin Square, N. Y. Oct., 1862.

3 ins.

Revised, and greatly Improved, September, 1862.

PAYSON, DUNTON & SCRIBNER'S Combined System of Rapid Penmanship,

The most Complete, Systematic, and Best System ever Published.

The history of this series of COPY-BOOKS is unprecedented in the annals of chirography, and its wonderful success is only to be accounted for by its unequaled merit and its peculiar adaptation to the wants of our Schools.

Its publication has done more than all others for the advancement of this important branch of education, having been the means of awakening an interest in the subject never before felt. The novel features of the system at once attracted the attention of teachers, and commended it to the use of those desirous of advancing their pupils in this elegant art. The authors of this system, being all practical teachers devoted to their profession, have, from time to time, improved the series by incorporating into it the results acquired by many years' experience; and have thus, with the assistance of the publishers, who have spared neither labor nor expense, been enabled to present the public with the most valuable and popular series of Copy-Books ever published.

The statistics of Schools show that no series of Copy Books, in this or any other country, is so largely in use as PAYSON, DUNTON & SCRIBNER'S Penmanship, it having been extensively introduced in all the States, from Maine to California, and in the British Provinces.

From its universal introduction into our best Schools, and from its use and recommendation by the most competent teachers throughout our country, the Publishers feel justified in claiming it to be the NATIONAL SYSTEM.

IMPORTANT CHARACTERISTICS OF THIS SERIES.

The revision of several of the numbers every year.

The beautiful finish and easy appearance of the copies, being most perfect fac-similes of the authors' writing, representing a practical style of Penmanship.

Simplicity, as it gives the most natural and the most practical forms of letters. The rapidity with which it can be written.

The great beauty, rendering the study of letters interesting to all.

The scientific arrangement of the copies, the PRINCIPLES being developed in logical order, and the LETTERS explained by such gradual steps, that the learner can not fail to master them as they are taken up.

The uniform and superior quality of paper, which is made expressly for these books, by the best manufacturers, of uniform weight, and of the best stock, equal in all respects to that used in the manufacture of the best Congress Letter.

Its completeness,-being the most full, complete, systematic and comprehensive series ever issued,-comprising:

1. TWELVE COPY-BOOKS, which include a regularly-graded system of instruction, commencing with the simplest principles and closing with a most beautifully finished hand. The various books contain a handwriting for gentlemen, one for ladies, with an ornamental book adapted to both, and also a book of Mercantile Forms.

This series is complete in the first seven books. Nos. 8 and 9 are designed as finishing books for young ladies, when well drilled in the system. No. 10 is a "relief" book. It may be used with great advantage between Nos. 3 and 5, for variety, and to give boldness of style. It is very extensively adopted, especially in large cities, both for boys and girls. Experience proves that the true order is from a larger to a smaller hand. No. 12 is also a "relief" book,—it may be introduced, in practice, any where between No. 3 and No. 7.

2. A SYSTEM OF OBLIQUE LINES, for teaching the pupil the proper slope in writing.

DO OUR PUBLIC SCHOOLS PAY?

THIS question is often propounded of late, especially by that numerous and proverbially patient class, tax payers.

Were the question asked by a foreigner, unaccustomed to see noble buildings erected, and large sums expended for the gratuitous education of the young, it would seem natural and pertinent. But when the querist is a New Englander, or still worse, a citizen of Connecticut, one can not but wonder whether ignorance or avarice prompts the inquiry.

Without enlarging upon the axiom that knowledge is power; or attempting to establish the principle that a people to be great and prosperous, must be educated, it will be the purpose of the writer, looking at the question from the lowest stand-point of the most miserly curmudgeon that ever growled over a school-tax, because he had "no children to send," (as if, forsooth, he had no pecuniary interest in having his neighbor's children educated!) it will be our purpose to show that even in an economical point of view, our public schools do pay.

And first; let it be granted, that it is the duty, as well as the interest of the public, to educate the rising generation. If any one is so ignorant as not to see the truth of the above proposition at a glance, this article is not for him, nor is this the time or place to enlighten him upon the first principles of political economy.

It being granted, then, that children must be educated, the propounders of the question at the head of this article will agree with the writer, that they should be educated in the way which entails the least expense upon those who pay.

The objection is often urged, and too often with justice, that large sums are embezzled by collectors and treasurers, and squandered by the disbursing officers of our districts. Grant all this, and much more that is urged by the opponents of property taxation for school purposes, and if it can be shown, by statistics, that the cost per pupil is less under the public system than any other, the question is decided beyond doubt or gainsaying.

The lowest rate in respectable private schools, is $5 per term of eleven weeks. Twenty dollars ($20) per annum, then, is the lowest figure in the private school system. In many of the best private schools, the rates of tuition are forty and fifty dollars per annum.

Below is a table of the cost per pupil, in twenty cities and towns in various parts of the United States. It is compiled from the official reports of the school officers in those places. Boston, cost per pupil for one year,

$15.75