g the "step
by step" rule. The book illustrates these two principles. It abounds in
examples which have not before appeared in print, and which are
calculated to interest the child from their close connection with his
varied experiences. It gives suggestions for versatility of drill, and
illustrates in detail the teaching of a hundred topics.

It is expected that the work to the number ten will be taken in one
year, the work to twenty in another year, and the remainder of the
course outlined in the book will be covered in two years more.

=A child's book accompanies this edition, which the child may use with
great advantage after he becomes acquainted with figures.=

It is hoped that this book will find a welcome among all persons
interested in leading children by easy and sure paths to a knowledge of
numbers.

* * * * *

GINN & COMPANY, PUBLISHERS,
BOSTON, NEW YORK, AND CHICAGO.

WENTWORTH'S

GRAMMAR SCHOOL ARITHMETIC,

350 Pages,

Is designed to give pupils of the grammar-school age an intelligent
knowledge of the subject and a moderate power of independent thought.

Whether Arithmetic is studied for mental discipline or for practical
mastery over the every-day problems of common life, mechanical processes
and routine methods are of no value.

Pupils can be trained to logical habits of mind and stimulated to a high
degree of intellectual energy by solving problems adapted to their
capacities. They become _practical_ arithmeticians, not by learning
special business forms, but by founding their knowledge on reasoning
which they fully comprehend, and by being so thoroughly exercised in
logical analysis that they are independent of arbitrary rules.

This Arithmetic contains a great number of well-graded and progressive
problems, made up for youths from ten to fourteen years of age.
Definitions and explanations are made as brief and simple as possible.
It is not intended that definitions should be committed to memory, but
that they should be simply discussed by teacher and pupils. Every
teacher, of course, will be at liberty to give better definitions, and
to make a better presentation of methods, than those exhibited in the
book.

In short, the chief object in view will be gained if pupils are trained
to solve the problems by neat and intelligent methods, and are kept free
from set rules and formulas.

A great many number-problems are given in the first pages