In this case it does not qualify "leads" as an adverb, but the whole clause F does. The clause may be an adverb, but not the conjunction. When, however, we examine this clause F more closely, is it not seen to describe some noun rather than the verb "leads?" That noun cannot be reached unless we break up the idiom. "Leads where" is equivalent to "leads to the place in which," and F is only in appearance adverbial, while in fact it is adjectival.-ED.]

The Teacher's Hand-Book and Manual of Graduated Arithmetic. By G. C. Drew. Judd and Glass.-The title of this work fails to show distinctly its peculiar character. It is in no way an ordinary book of arithmetic, but rather a manual of method, which makes it unique as a hand-book of arithmetic. The earlier part, which reaches beyond the half of the work, contains valuable sections on number, first lessons in number, individual and collective teaching, home exercises, classification, &c. The latter contains a series of graduated exercises, as a first course in practice, divided into stages, each of which is supposed to furnish work enough for a week. These exercises are very elementary, and yet sufficient to take a child intelligently through the course as far as it goes. We cordially recommend Mr. Drew's Arithmetic to the attention of teachers.

Reading Lessons in Social Economy. By B. Templar. Jarrold and Sons.Another successful attempt to popularise an important subject. There may be some doubt about engrafting manual labour on ordinary school work, but there should be none on the necessity of giving to the children of the working classes

instruction on the qualities and advantages which good workmen have over others. Social Economy can never rank with subjects which take a place in the daily routine of a school; it may nevertheless fairly claim to rank with subjects of the second class, and to have an hour once or twice a week, either as a collective or a rea ling lesson.

Gradations in Euclid. By H. Green, A.M. Simpkin and Co.-Mr. Green's "Gradations" is a valuable work, though it takes in only the first two books of Euclid. Without endorsing all the detail, which we have not had time to examine, we may unhesitatingly speak in praise of the method, which we have examined with care. No introductory Euclid, which has fallen in our way, contains anything like the help in the shape of notes and arrangement that this does. The introduction contains:-A brief account of the gradual growth of geometry and of the elements of Euclid; the signs and contractions that may be employed; and remarks on the nature of geometrical reasoningon the application of arithmetic and algebra to geo netry-on incommensurable quantities and on written and oral examinations. The whole of the propositions are arranged after the manner recommended by Professor De Morgan in his "Treatise on the Study and Difficulties of Mathematics To many of the propositions is appended an account of the practical uses to which the proposition may be applied. An Appendix is added, which contains much that is useful in the way of notes and exercises. We feel sure that schoolmasters will largely patronise Mr. Green's "Gradations in Euclid," as a very complete apparatus for teaching the First and Second Books.

The History of France. By A. B. Edwards. Routledge and Co.-This history extends from the conquest of Gaul by the Romans to the peace of 1856. Considering the narrow limits, we think the writer has been very successful in giving prominence to the main points of French history, and maintaining at the same time a continuous narrative, full of interest.

The Village Museum; or How we Gathered Profit with Pleasure.-By the Rev. G. F. Hoare. Routledge and Co.-In this little work we have the exposition of a capital idea--that of a village muscum, to afford rational en crtainment for the people during their seasons of festive enjoyment, The experiment in the case before us resulted in great success; and the writer, full of faith and earnestness, volunteers to assist with information or advice any person willing to make the experiment amongst his own people.

An Address to the Surrey Schoolmasters' and Schoolmistresses' Association, on the Teaching the Elements of Physiology and the Laws of Health in School. By T. Martin, F.R.C.S. Simpkin and Co.-Physiology as a subject of instruction in common schools, has but rarely been attempted, and then not carried beyond its merest elements. No one can doubt of its importance, but no one of sufficient authority has sought its introduction. When the whole scheme of elementary instrnction receives revision at the hands of experience, physiology is very likely to find its proper place. Teachers will find Mr. Martin's Address good, and the long series of notes in the Appendix excellent.

EXTRACTS.

MORAL TONE OF A SCHOOL.

"The value of a school after all docs rct depend on the branches of learning that are studied in it-no, ner upon the amount of religious instruction given in it so much as upon the life that is lived in it. Unhappily for many of those who write and speak about education, this a truth of which the full force can be comprehended by none but those who are spending days and years of

their lives within the four walls of a school. Once in a report addressed to your lordships, I endeavoured to explain to them what I meant when I spoke to them of the moral tone of their schools. Six years have passed since the Report was written, and I cannot say that I find it easier now than I did then, to define exactly wherein this most subtle quality of this school resides. But this I know, that the longer one lives in a school, or rather the more one's life is spent in passing through a great variety of schools, the more sensitive one becomes to this their most important characteristic. Spend an hour or two in one school, and you feel all the while as a man feels who is confronted for some time by a bad countenance. Go into another and all is right and healthy again, and even before you inquire what branches of education are there taught, you are convinced that it cannot but be well for children to spend their days in so bright and wholesome an atmosphere. Whatever be the value or direction of the intellectual teaching, there is heart and love and healthy moral influence at work, and therein lies the real education on which the after-man or after-woman depends. It is surely this that Milton had in view, when he said that the end of education was 'to repair the ruins of our first parents, by regaining to know God aright, and out of that knowledge to love Him, to imitate Him, to be like Him."-Rev. J. P. Norris, H. M. Inspector of Schools.

INDUSTRIAL SCHOOLS.

These form another attractive feature in the educational work of England. Their object is defined to be-not to prepare boys for the pursuit of any special handicraft; but, like other parts of instruction, to fit them for doing their best in life. This class of schools is not contemplated by their lordships as mere places of labour, but as appendages to and parts of such schools as are already under inspection, and in receipt of aid from parliamentary grants.

These grants are given to boys' schools for field gardens and workshops for trades; and to girls' schools for kitchens, wash houses, and bake-houses. They meet half the rent, one-third of the cost of tools, allow 2s. 6d. for each child in training, and 5s. when the arrangements are unusually extensive and complete.

The main object is to train boys and girls in our public schools to habits of industry. In the Industrial Schools connected with Reformatories, in which the State and the managers stand in loco parentis, it may be right to begin earlier the teaching of handicrafts effectively, and with a view to pupils being fitted to make their way through the world. But does it not appear to be beyond the educational functions of the State to occupy its time with gardens and wash-houses? Admitting the duty, is it right to tax the young with habits of manual industry before ten years of age? Is it not enough to tax intellect, and mould will and feeling? When boys and girls leave their desks at that tender age, they need scope for exuberant and unfettered play of muscle. The average age at which children leave school in England is about ten. To force habits of manual industry in addition to habits of mental industry within that period is sham; and worse, it is cruelty. In maturer years, after sedentary employments, quiet work in a garden, or over some mechanical ingenuity, may be the most delightful amusement we seek. Our psychological condition prefers regularity of movement, though not the burden of restraint. What relish can children under ten, on leaving a close school-room, have for tailoring or shoemaking? After restraint in school is not the closeness and concentrativeness of look which even lighter forms of work, like weeding, demand, an unhealthful burden? Is not the whole system far more likely to destroy than foster a love of industry at that tender age? Would the rich man endure to see his son

bent down thus early to lessons of industry? Most assuredly the poor man's child will learn lessons of labour, and begin the battle of life early enough, without Government and the mistaken benevolence of fatherly committees pushing these struggles a few years earlier into the histories of too soon distressed labour life. What have children at that tender age to do with industry? Give their spirit life; give intellect culture; give depth and fervour to purpose; and their future life will naturally shape itself to circumstances, or resolutely bend them at will, and in either case make the most of all things.

The industry children need is the industry of frolic. Let the play-hours of their brief school-life be given to the boisterous activity of the playground, or to a scamper in the country; let them know the blessing of sunshine and fresh air; of the ice-field in winter and the greensward in summer. Nature, not art, is childhood's teacher; and freedom, not toil, is childhood's privilege. Sunbeams and snow-flakes, clouds, breezes, and tempests are the God-given ministers that children love It is at once most unphilosophical and heartless to tear them away from all that in nature they cling to, and which their God has given them as their peculiar heritage, and to pen them in field or workshop. It is impolitic. Let the burden and heat of toil be postponed till the spirit has greater strength, and the body a fuller pulse; and the State will ultimately be consolidated by more vigorous, more intelligent, and more cheerful men and women."-Fraser's Report.

INDUSTRIAL WORK IN SCHOOLS.

“Besides the advantage to the students from this mode of employing them there would probably arise a great collateral advantage to the whole progress of education. For I believe that a good supply of assistant-masters would do more than anything else for the establishment of evening schools, and the evening schools are the best form at present attainable of that half-time system which so many are demanding. Parents cannot leave their children at school so long as would be good for them, because they wish them to enter upon the apprenticeship of life, that is, upon some form of labour. The rival claims of school and apprenticeship are thus perpetually in conflict, and a perpetual effort is made to fuse them into one. No one, indeed, proposes, and no one will propose, to bring school into apprenticeship, and ask the employer not merely to teach the lad his business, which he does by merely overlooking his work, but, also to teach him arithmetic, or the like; this is obviously out of the question. But there is a constant demand upon those entrusted with education to bring apprenticeship into school, and to teach boys how to get their bread. What does this mean? Does it mean that the school is to teach boys special kinds of labour, or the general principles of all labour? If the latter, the parents would not be satisfied; for no lad, furnished only with general principles, could go forth into the world and get a living. In fact, the general principles of all labour is only another phrase for physical science; and we have but to give it the latter name to recognize how very far such teaching would be from meeting the demand of the parents. If, however, special kinds of labour be meant, we are obliged to ask, what? It is possible to name special kinds of labour suitable for the instruction of girls. For the sphere of female labour is the household, and the three forms of domestic work,--sewing, cooking, and cleaning—will, therefore, be certainly useful to every girl that passes through a National school. But it is quite impossible to find any three, or even any one, such employment for boys. And if the school makes a selection the result is that many more learn a trade than can possibly be employed in it afterwards. Nor is this all: it is quite impossible that, as a rule, the trade or handicraft shoull be taught well. I say,