t in turn generated, were very noticeable and important. They ought to be fully traced out in a history of ethics. So, too, the Kantian philosophy is surely worthy of a more thorough exposition and criticism than that of a half-dozen pages at the end of the volume. Again, the leading phases of Oriental ethical development are of the highest consequence in such a history. These defects could have been supplied, not, indeed, without enlarging the book; but we think the resultant advantage would have been ample justification for the addition.
Numbers Illustrated and Applied in Language, Drawing, and Reading-Lessons. By Andrew J. Rickoff and E. C. Davis. New York: D. Appleton & Co. Pp. 160. Price, 42 cents.
This is an arithmetic for primary schools, and is the first in the series of "Appletons' Standard Arithmetics." It is the fruit of many-years of careful preparation, combined with extended research as to the best methods now in use, and much experience in class-room work and school supervision. Its design is to familiarize the child with numbers and their combinations by some better and more lively method than the mechanical and rote repetition of the formulae of the addition and subtraction and other tables. Instead of this, it attempts to provoke observation of the things the numbers represent, and to lead the pupil to the utterance of the formula as a statement of his own experience. In the earlier lessons, in the first part of the book, the properties of numbers are illustrated by the aid of three series of pictures for each of the digital numbers. The pictures of the first series are designed for language-lessons, in which the particular number is brought in and visibly represented, and the immediate design of which is to excite thought and cultivate expression. The second series consists of slate exercises involving the numbers to be copied with changes; and these are afterward changed into diagrams, combining exercises in elementary drawing, into which the several numbers also enter. The third series of pictures, entitled "What can you tell?" presents combinations, with the numbers still the most prominent objects to be considered, which the child is invited to describe, or concerning which he may compose a story—exercises which call the imagination into play, and encourage independent and original expression. These lessons are followed by a series of reading lessons in number and dictation exercises, in combinations of from one to ten, with the pictorial element still employed. In the third part are given combinations in numbers from ten to twenty.
Geological Studies. By Alexander Winchell. Chicago: S. C. Griggs & Co. Pp. 513. Price, $3.
This book, representing a more advanced stage of the study of geology than is furnished in the author's "Geological Excursions," is intended to introduce the reader to the science by some natural and pleasant method; to help him to see things for himself, and draw his own conclusions from them. It is, therefore, designed to be a guide to the observation of Nature, and a synoptical record of the more important facts and doctrines of the science. It is divided into two parts: "Geology inductively presented," and "Geology treated systematically." Geology is the science which treats of the earth; the earth is under our feet; let us, therefore, the author says, "direct our attention to it, and see what facts may be observed. These will be geological facts. Every fact learned by observing the earth is part of the science; and the things observed near home are just as real science and just as important as those in distant lands, of which we may read in the books." The drift being nearly everywhere, the reader is invited to make that the special subject of his study. He will find in it representations of a great variety of geological phenomena and formations, minerals and fossils. He can make the facts he learns from it the basis of his more extended studies in excursions, or in books, after he has well traversed the field in which he is able to make excursions. The outcome of the first, 