should be getting its ideas of forms, colors, and other qualities, in the concrete, yet it remains far from true that we should ’pay our earliest attention to the development of the child’s power to grasp the truths of space and time.’  Dr. Hill has, however, taken in these papers a step in a needful direction; and perhaps the best we could at first expect, are hints and an approximation toward a much desired result.

We may fairly assume that Mr. Willson’s answer to the question, What to teach? is in some good degree embodied in his elaborate series of ‘School and Family Readers,’ of which the first six of the eight contemplated volumes have already appeared.  These Readers aim to replace in a good degree the more purely literary materials of most of their predecessors, with a somewhat systematic and complete view of the more generally useful branches of human knowledge.  They begin, where the child is sure to be interested, with studies of animals, illustrated with good and often spirited drawings, and proceed through Physiology, Botany, Architecture, Physical Geography, Chemistry, etc., up at last, as is promised, to Mental and Moral Philosophy, Natural Theology, Rhetoric, Criticism, Logic, the Fine Arts, including that one of those arts, as we presume we may class it, with which pupils of the rural schools will have best cause to become acquainted, namely, Gardening!  Readers on this plan have long been known in the schools of Prussia and Holland, and are even lately well received in England, in the form of Mr. Constable’s popular series; though apparently, when finished, the American series will be more full and complete in topics and treatment of them than any preceding one.  Of course, restricted space, and the range of maturity of talents addressed, compel the presentation in simplified form of scarcely more than ‘a little learning’ under the several heads; and the compiler sensibly tells us his aim is not to give a full exposition of any theme, but rather, ’to present a pleasing introduction to science.’  We may grant, in the outset, that most pupils will really comprehend, in and through the reading of it, but a modicum of all the high and large fields of knowledge here intimated to them; but who that can now look on his school-days as in the past, does not remember how many grandiose sentences he was then called on to utter in cadence duly swelling or pathetic, but of the meaning of which he had not the most distant approach to a true comprehension?  It was ours once to be of a class whose enunciative powers were disciplined by repeated goings ‘through’ of the ‘Old English Reader,’ and well do we remember how the accidental omission of the full pause after ‘shows’ in the quotation ending the piece entitled ’Excellency of the Holy Scriptures,’ caused a certain teacher to understand(!) and direct us to read the whole sentence thus:  ’Compared, indeed, with this, all other moral and theological wisdom