Cambridge, Oct. 31, 1834.
To the Publishers of Emerson's Arithmetic.
Gentlemen,

[figure description] Advertisement.[end figure description]

—I have examined the Third Part of Mr. Emerson's
Arithmetic with great pleasure. The perspicuity of its arrangement, and
the clearness and brevity of its explanations, combined with its happy adaptation
to the purposes of practical business, are its great recommendations.
I hope it will soon be introduced into all our schools, and take the place of
ill-digested treatises, to which our instructors have hitherto been compelled
to resort.

Burlington, 15th Feb. 1833.

[Conclusion of a letter to the Author.] I should think it hardly possible
that a child could be faithfully conducted through these two works [First and
Second Parts] without being vastly better acquainted with the subject than
children formerly were. Being judiciously compelled in some measure to
invent their own rules, they can scarcely fail of being able to assign a proper
reason for the process, as well as to recollect it for future use. Indeed, I do
not know any one particular in which, for the use of very young pupils, they
could be improved.

Boston, Nov. 10, 1834.
To the Publishers.

I have carefully examined the Third Part of the North American
Arithmetic, by Mr. Emerson; and am so well satisfied that it is the best
treatise on the subject with which I am acquainted, that I have determined
to introduce it as a text-book into my school.

Friends' Boarding School, Providence, 5 mo. 15, 1835.

Notwithstanding the obvious improvements of the study, both in a practical
point of view and as an intellectual exercise, arithmetic is perhaps
the science which is most negligently taught in common schools, and the
true principles of which are left in the greatest obscurity in the minds of
scholars. One reason of this is the imperfection of the common treatises used
in our schools. The Arithmetic of Dr. Adams was a decided improvement
upon its predecessors in the way of lucid explanations, and, as might be expected,
others followed which went still farther in the track of inductive
illustration. The North American Arithmetic, by Frederick Emerson, appears
to me to exhibit the science in a manner more clear, simple and practical,
better adapted to the use of schools and the benefit of teachers, who
may not themselves be thoroughly conversant with arithmetic, than any book
I have seen. The doctrine of Ratio and Proportion is treated in the way in
which it can alone be rendered perfectly intelligible to the pupil, and far
more satisfactory than in any English or American Arithmetic that has fallen
under my notice.

New York, June 20, 1835.
Mr. Emerson,
Dear Sir,

—Having examined your North American Arithmetic
with much care, and made some use of it as a text-book in my classes, I do
not hesitate to regard it as better adapted than any other, to the schools of
the United States. It has long been objected to the books on this subject in
common use, that they are deficient in explanation, and unscientific in arrangement;
more apt to check than develop the powers of reasoning and calculation.
To your work, certainly, these objections are inapplicable. No
pupil, it seems to me, can go through Parts First, Second, and Third, with

[figure description] Advertisement.[end figure description]

ordinary attention, without acquiring a facility of analysis, a readiness both
of rule and reason, and a dexterity of practice, not easily to be derived from
any other books yet published.

The Masters of the Boston Public Schools, Department of
Arithmetic, make the following statement:—

&hand; At a meeting of the School Committee of Boston, held Nov.
18, 1834, it was voted, unanimously, “That Emerson's North
American Arithmetic be substituted for Colburn's First Lessons
and Sequel.”

Among others, who have recommended Emerson's Arithmetic,
are—

WALTER R. JOHNSON,
Principal of the Philadelphia High School.

EDWARD TURNER,
Professor of Math. and Phil. in Middlebury College.

JOHN ADAMS,
Principal of the Phillips Academy, Andover.

GEORGE W. KEELY,
Professor of Mathematics in Waterville College.

A. CASWELL,
Professor of Mathematics in Brown University.

AMOS EATON,
Senior Professor in the Rensselaer School.

JAMES HAMILTON,
Prof. Math., Nat. Phil. and Astronomy in Nashville Univ.

S. W. SETON,
Visitor for the Public School Society, New York.

B. F. JOSLIN,
Professor of Natural Philosophy, Union College.

WILLIAM WALL,
Professor of Mathematics in Ohio University.

B. M'GOWAN,
Professor of Math. and Nat. Phil. St. Louis University.

MERRITT CALDWELL,
Principal of the Maine Wesleyan Seminary.

E. A. ANDREWS,
Principal of the New Haven Young Ladies' Institute.

J. F. JENKINS,
Principal of Mechanics' Society School, New York.

[figure description] Advertisement.[end figure description]

1. THE FIRST-CLASS READER; a Selection for Exercises
in Reading, from standard British and American Authors,
designed for the Use of Schools in the United States.

2. THE SECOND-CLASS READER; designed for the
Use of the Middle Class of Schools.

3. THIRD CLASS READER; designed for the Younger
Classes in Schools.

4. THE PROGRESSIVE PRIMER AND FOURTH
CLASS READER; a First Book for Children, introductory to
the National Spelling Book, and Third Class Reader.

These four works, prepared by Mr. B. D. Emerson, author of
the “National Spelling Book,” and other highly-approved school
books, form a series of Readers, which have been compiled
chiefly in reference to the condition and present wants of the
common schools of our country; the pupils of which generally
are, or advantageously might be, organized into three reading
classes. The matter contained in each of these Readers is happily
adapted to the intellectual advancement of those pupils who
may be supposed to hold a place in that class for which it is designed;
the style and sentiment contained in each Class Book
rising in proper gradation from the most juvenile of the series,
to that of the most maturity.

These Readers are confidently recommended to all who have
the superintendence of education. They contain nothing sectarian,
nothing which is not calculated to promote unaffected
devotion, pure morality, diffusive benevolence, sound patriotism,
and general intelligence. In addition to these general traits of
character, it is believed that the Introductory part of this series,
embraced under the head of “Suggestions to Teachers,” cannot
fail to be duly appreciated by every intelligent schoolmaster.

Gentlemen,

—I have examined the First Class Reader, by B. D. Emerson;
and, in my view, the selections are judiciously made, and characterized
by great purity and elegance of style, and yet are not so elevated
as to be unintelligible by those for whose use it is designed. The work is
throughout, so far as I have discovered, unexceptionable in the sentiment
with which it is fraught. It is introduced by some very useful “Suggestions
to Teachers,” with regard to the examination of their pupils on the lessons
read. On the whole, I know not of a reading book of higher merit, for the
more advanced classes in our schools.

Gentlemen,

—Allow me to express my cordial approbation of the selection
of pieces introduced into the First Class Reader. In correctness of sentiment,
manliness of style, and elegance of diction, this approaches more
nearly than any of the previous compilations with which I am acquainted, to
what a book should be, which is designed to be a reading manual for youth.

To the Publishers.

[figure description] Advertisement.[end figure description]

I have carefully examined the Reading Books prepared by Mr.
B. D. Emerson, and cordially bear testimony to the merits of the work. I
am much pleased with the character of the selections, and highly approve of
the system of instruction recommended by Mr. E. in his “Suggestions to
Teachers.” I hope these books will gain the extensive circulation to which
they are justly entitled.

Philadelphia, April 5, 1834.

Having examined the series of School Reading Books, entitled the “First
Class Reader,” the “Second Class Reader,” and the “Third Class Reader,”
by B. D. Emerson, the undersigned regard them as having very high claims
to the notice and approbation of the public. The books form a regular series,
carefully graduated according to the advancement of classes in good
English Schools. The selections are very judiciously made, both in matter
and style. Each piece is adapted to the comprehension of the scholar, and
conveys some useful truth, either moral or scientific. Specimens are presented
of the best writers in the English language, and throughout the series
is given a very great deal of historical and general information.

These considerations, together with the accuracy, plainness and beauty of
the printing and paper, and the unusually moderate price at which they are
sold, are deemed by us sufficient to authorize this public testimonial of our
approbation, and in doing so we cordially recommend Mr. Emerson's Readers
to the teachers throughout the United States.

To the Publishers.

Having examined the First and Second Class Readers, compiled by
Mr. B. D. Emerson, I take great pleasure in recommending them to the public,
as highly deserving their patronage. I consider these works a decided improvement
upon those of a similar character now in use. The selections are
made with much taste and judgment, and are peculiarly adapted to the capacities
and wants of those for whose use they are intended. I shall introduce
them into the series of reading books used by my pupils.

Bradford Academy, Nov. 25, 1834.
Dear Sir,

—I have attentively examined your series of Readers. The lessons
are selected with much taste, and are well calculated to produce a good
moral influence. It is desirable that these works should be extensively used
in our High Schools and Academies. Your Third Class Reader is used in
all our District Schools and highly approved.

Emerson's Class Readers. * * * * The selections are made with
reference to purity of sentiment, and to moral impression; and are, on that

[figure description] Advertisement.[end figure description]

account, worthy of all commendation. * * * * In short, we can say of
these Readers, that we know of no books, which, for beauty of selection,
purity of sentiment, and for variety of expression, will compare with them.
The sooner they are introduced into our schools the better.

The First Class Reader and The Second Class Reader.—
* * We are pleased with these selections, for we think they are executed on
the plan proposed; that “each extract should contain some useful truth—
something of more importance than the mere amusement of a passing hour.”

To the Publishers.
Gentlemen,

—Having given Mr. Emerson's Reading Books a
careful examination, I feel confident that they possess merits equal to those
of any other Readers now in use. The experience of many years in school-keeping
has convinced me that a change of books is of primary importance
in acquiring an art so much neglected, yet so ornamental and useful as good
reading. It is not to be supposed that children can profit much by reading
again and again what has, from their earliest recollections, been sounded
over and over in their ears, till every section and almost every word are as
familiar to them as the walls of their school-room. To make ready readers
there is need of some novelty. We not unfrequently meet with those who
can read fluently and well the worn pages of a school book, but yet who
hesitate and blunder over the columns of a newspaper, or the pages of a
strange book. I am, therefore, glad to see your Readers, and it will give
me pleasure to encourage their introduction into our schools.

AN INTRODUCTION TO ENGLISH GRAMMAR, on
an Analytical Plan, adapted to the Use of Students in Colleges,
and the Higher Classes in Academies and Common Schools.
By Samuel Webber, A. M.

The great fault of Murray is a want of perspicuity. The definitions are
often vague, and in some instances a definition of one term contains another,
that is not explained till some time after, in a more advanced part of the work;
nor do the definitions seem always to be correct. There are, besides, often
omissions of circumstances of importance; and the Syntax presents little but
a chaos of rules and remarks, without any guiding principles in the use of
language and the construction of sentences.

It seemed to the author that the way to correct these defects was to arrange
the whole system anew; to take up the subject from the very beginning,
and pursue it more analytically, tracing out and explaining the various
natures, properties and uses of words, instead of defining them, and drawing
out and exhibiting their forms and modifications from the different purposes to
which they are applied, and as expressive of their corresponding changes in
signification; going on gradually from step to step, and as far as possible
making each step clear itself, without anticipating any thing not sufficiently
obvious to persons having such a general comprehension of the meaning of
language, as to fit them for pursuing a subject that must be taught by language
solely.

The American Monthly Review says of Doct. Webber's Grammar, “The
author has treated the subject with great acuteness: he has resorted to explanations
which reward examination, by imparting a well-defined meaning,
resulting from through induction. The Syntax surpasses that of any of the
Grammars in common use; the rules are expressed with great care, and
generally with all the clearness which the subject admits. We think the
plan of the Syntax very judicious and successful.”

[figure description] Advertisement.[end figure description]

A COMPEND OF HISTORY from the Earliest Times;
comprehending a General View of the Present State of the World.
By Samuel Whelpley. Seventh Edition, with Corrections and
Improvements, by Rev. Joseph Emerson, Principal of the
Female Seminary at Wethersfield.

Of Whelpley's Compend, the Rev. Mr. Emerson says, in the Prospectus
of his Female Seminary, “For many years I have been solicitously inquiring
for the best Compend of General History for the use of Schools. That which
I consider by far the best which I have yet examined, is the Compend of Mr.
Whelpley. My estimation of this work has been rising for more than ten
years, while I have been engaged in reading and teaching it more than ten
times through. It is not a mere compilation or abridgment in the words of
others: his style is his own—a style, perhaps, not less distinctly marked than
that of any other prose writer in the language.”

CONVERSATIONS ON THE ANIMAL ECONOMY;
designed for the Instruction of Youth. By Isaac Ray, M. D.
Illustrated by numerous Engravings.

This book can need no other recommendation than that it was made by
Doct. Ray, has received the sanction of Professor Cleaveland, and is used in
many of our most respectable seminaries.

A CATECHISM OF NATURAL THEOLOGY. By
I. Nichols, D. D. “Every house is builded by some man.
He that built all things is God.”

This valuable work, which is wholly free from any thing of a sectarian
character, is rapidly coming into use in various Academies, and the higher
classes of Sunday Schools.

[figure description] Advertisement.[end figure description]

WANOSTROCHT'S FRENCH GRAMMAR.—This
highly-esteemed and well-known French Grammar needs no
commendation at the present day. It is used throughout the
country, and has passed through a great many editions in London,
and been several times printed in Paris. Its extensive use
may be considered a sufficient test of its worth.

FRENCH WORD-BOOK The Explanatory and Pronouncing
French Word-Book; or First Step to the French
Language. Being an easy Spelling-Book, and Vocabulary of
Three Thousand Words. To which is annexed, the French
Phrase-Book. By M.L'Abbé Bossut.

The original plan of this little manual has been highly appreciated, and
the work used with much success; but with the view of rendering it still
more useful to those pupils who cannot always call to their aid the services of
a native teacher, and also to assist such instructors in the French language
as may not be perfectly conversant with its pronunciation, the editor has in
this edition annexed the sound and articulation of each word, according to
the approved Dictionary of the Abbé Tardy.

The teacher will find it a great help; and as far as a knowledge of three
thousand words, and a great many familiar and idiomatic phrases will go, so
far, at least, the young English scholar may, by this work, acquire the French
language and idiom without the aid of a professional in tructor.

LA BAGATELLE; intended to introduce young Children to
some Knowledge of the French Language.—This little work will
be found interesting to very young children. It is reprinted with
additions and improvements from the English edition, which has
been found a very useful and popular book to be used as the First
Lessons in French.

CHARLES XII. in French, by Voltaire; with English
Notes, for Schools and Academies. Stereotype Edition.—This
celebrated Classic is now too extensively used in Schools and
Academies throughout England and America to require any
comment.

HENTZ'S FRENCH READER. A Classical French
Reader; selected from the best Writers in that Language, in Prose
and Poetry; attended with Notes explanatory of Idioms, &c.,
throughout the Work. By N. M. Hentz, A. M., Professor of
Modern Languages in the University of North Carolina.

It has been heretofore a great disadvantage in teaching French in this
country, that a good selection from authors could not easily be obtained.
The compiler of this work has availed himself of the experience acquired in
several years' teaching, and hopes he has produced a work which will prove
useful and satisfactory.

BOYER'S FRENCH AND ENGLISH DICTIONARY.—
This is far superior to any other Dictionary ever published, and
the demand for it is constantly increasing.

[figure description] Advertisement.[end figure description]

FIRST LESSONS IN LATIN, UPON A NEW PLAN,
combining Abstract Rules with a Progressive Series of Practical
Exeroises. By Charles Dexter Cleveland. Stereotype
Edition; used in the Boston Public Latin School.

WALKER'S LATIN READER. The New Latin Reader,
containing the Latin Text for the Purpose of Recitation, accompanied
with a Key, containing the Text, with a Literal and
Free Translation, arranged in such a Manner as to point out the
Difference between the Latin and English Idioms. For the Use
of Beginners in the Study of the Latin Language. By S. C.
Walker. Philadelphia. Fourth Edition, Stereotype.

The translations consist of, Part 1, Familiar Latin Phrases; Part 2, Histori
æ Sacræ; Part 3, Narrationes Selectæ.

GILES'S FIRST BOOK IN LATIN, on a New Plan.

LEMPRIERE'S CLASSICAL DICTIONARY, for Schools
and Academies, in which all the indelicate passages are omitted.
(Boston Edition.)

A LIFE OF GEORGE WASHINGTON, in Latin Prose.
By Francis Glass, A. M. Edited by J. N. Reynolds. Highly
recommended by Professors Anthon and Kingsley.

[figure description] Advertisement.[end figure description]

NEW AMERICAN UNIVERSAL GEOGRAPHY, for
Schools and Academies, on the Principles of Analysis and Comparison;
illustrated with thirty-two Copperplate and Stereotype
Maps, besides numerous Engravings, Tables, and Diagrams.
By Rev. J. L. Blake, A. M.

The plan of this work contains some very important peculiarities,
which meet the eye at the first glance—so apparent that
they need only be seen in order to be appreciated. From an
examination of the sheets before the book was bound, orders
were received for about 4000 copies.

The form is imperial octavo, having twelve copperplate colored
Maps done up with the text. It is also illustrated and enriched
by Diagrams, Statistical Tables, and a large number of stereotype
Maps for the more important parts of Geography.

It will be seen, from an examination of Blake's New Geography,
that it contains three or four times as much matter as several
of the School Geographies designed to hold a corresponding
rank, now extensively in use, while at the same time the price is
one third less. The pages are not only large, but are filled with
closely-printed columns, instead of being nearly half blank.
Should the New American Universal Geography be introduced
into schools, where scholars will be unable to go through the
whole of it, the extra portions contained in it, as will be readily
perceived, can be passed over. without any interruption in studying
what is common to all School Geographies. The Historical
Sketches, and the description of cities and towns, make these
extra portions of the volume, which are so arranged in separate
divisions as to have no perplexing connection with the other
parts of it.

Among the recommendations which have been given are the
following:—

To the Rev. J. L. Blake.
Sir,

—Having received and examined, with some attention, a
copy of your “American Universal Geography.” I have no hesitation in giving
it the preference to other works intended for School Geographies, and
for the following reason, viz.: Your Geography contains the copperplate
Maps in the same volume with the text; it embraces matter far greater in
quantity, and in my opinion superior in quality; it unites History with Geography
as History and Geography should be united; and, finally, its value
is much enhanced by the stereotype Maps.

From a cursory examination, we feel no hesitation in expressing our decided
approbation of Blake's New American School Geography. The form
of the volume being such as to admit the insertion of the Maps, together
with the minuteness of detail presented by the author, we think, gives the
work a decided superiority over those of the kind now in use.

The general plan and execution of the work we cheerfully approve.

In behalf of the Prudential Committee of the Literary Fraternity of
Waterville College,

[figure description] Advertisement.[end figure description]

1. THE NATIONAL SPELLING BOOK. This work, prepared by
B. D. Emerson, late Principal of the Adams Grammar School, Boston, is
used exclusively in the Boston and Philadelphia Public Schools, and is
extensively used in New England, New York, and the Southern and Western
States.

[figure description] Advertisement.[end figure description]

It has likewise received the approbation of BENJA. A. GOULD, late Principal
of the Public Latin Grammar School, Boston—Capt. PARTRIDGE, Scientific and
Military Academy, Middletown—JOHN RICHARDSON, Leicester Academy—R. G.
PARKER, Roxbury.

2. THE INTRODUCTION TO THE NATIONAL SPELLING
BOOK; for the use of Primary Schools.

3. THE NEW NATIONAL SPELLING BOOK. This work may
properly be called a revised and improved version of the old National Spelling
Book (meaning that now in general use). The principal improvements
are as follows:—The k in such words as publick, frolick, and the u in such
words as honour, favour, &c., are omitted; the Key is rendered more simple;
and additional progressive reading lessons, illustrated by cuts, are introduced.
In its present popular form, it is believed to be better adapted to the wants of
the common schools of our country, than any other spelling book ever presented
to the public.

1. THE AMERICAN COMMON-PLACE BOOK OF POETRY,
with Occasional Notes. By G. B. Cheever.

2. THE AMERICAN COMMON-PLACE BOOK OF PROSE; a
Collection of Eloquent and Interesting Extracts from the Writings of American
Authors. By G. B. Cheever.

&hand; These volumes are selected entirely from American authors, and contain specimens
of American literature from its earliest period to the present day. All the
pieces are of the purest moral character. They are intended as reading books for
the higher classes in seminaries for both sexes, and will be found, it is thought, well
adapted to a department of education in which it is difficult to find a volume of suitable
character. They will also serve as a pleasant mental recreation for the fireside.
They are used in all the leading High Schools in this country, and also in many of
the most distinguished in Great Britain.

“The Common-Place Book of American Poetry.—The Americans complain
bitterly, and with some appearance of justice, that their poets have been undeservedly
neglected by the people of England. This they ascribe to envy, to jealousy, to the
affected contempt for every thing American, once so fashionable among our literary
coxcombs; forgetting that Irving, and Bryant, and Channing, furnish indisputable
proof of the respect shown to transatlantic talent.

[figure description] Advertisement.[end figure description]

AN ABRIDGMENT OF UNIVERSAL GEOGRAPHY,
MODERN AND ANCIENT, chiefly compiled from the
Abrège de Geographie of Adrian Balbi. By T. G. Bradford;
accompanied by a valuable Atlas, and illustrated by
Engravings.

The above work contains 520 pages, 12mo., and is the most copious School
Geography yet offered to the public, and it is believed to be an important
improvement, especially for the use of the higher schools and seminaries. It
has received the sanction of all teachers who have examined it, and has been
favorably noticed in many of our public journals. The Atlas accompanying
this work contains thirty-six maps and charts, and is confidently recommended
as superior, in every respect, to any thing of the kind now in use. From
the numerous notices of the work, the publishers present the following:—

From the Rev. J. M. Matthews, D. D., Chancellor of New York University.

I have looked over Balbi's Geography, and the Atlas accompanying it.
The arrangement and execution of both the works are such as to render
them a valuable acquisition to our schools. I hope they will meet the patronage
which they so well merit.

From the Rev. George Bush, Professor of Hebrew and Oriental Literature,
New York University.

From the examination I have been able to bestow upon Balbi's Geography
and Atlas, I am fully satisfied of its claims to general patronage. As a manual
of geography and statistics, at once compendious and complete, I am
not acquainted with any so highly deserving the attention of those who are
placed at the head of our literary institutions.

From S. Johnston, Esq., Principal of an English and Classical School,
New York.

The examination of Balbi's Geography and Atlas has afforded me much
pleasure. I highly approve of its arrangement, which, with the new matter
it contains relative to Canals and Railroads, &c., renders it a valuable text-book
for our more advanced schools. As a proof of my approbation of the
book, I have resolved to adopt it in my first class.

From Mr. J. F. Jenkins, Principal of the Mechanics' Society Institute, New
York.

New York, Sept. 11, 1835.

Having examined Bradford's edition of Balbi's Geography, I am happy to
state my conviction that it is a valuable work. The arrangement of a greater
amount than usual of important information, is judicious throughout, and the
number, neatness and accuracy of the accompanying maps, give it a decided
superiority over most of the geographical treatises in use, and render it
peculiarly suitable for the highest classes of students.

From Mr. A. Clarke, Principal of the Owego Academy, Tioga County,
New York.

I have examined, with much pleasure, Bradford's edition of Balbi's Geography
and Atlas. With the arrangement of subjects I am particularly
pleased. The student is at once made acquainted with the more easy and
interesting geography of his own country, and is then introduced to other
portions of the world, arranged somewhat in the order of their importance.
I think that this, with the valuable Atlas accompanying it, will be well received
by an intelligent public.

From the New York Morning News.

It has, indeed, all the advantages which Balbi's work could supply; but it
has also the additional ones of more recent dates and facts, and a fuller and
more accurate notice of our own country. It has also the merit of an arrangement
at once new, philosophic, and, to the American reader, more acceptable
than that of the European geographies.

[figure description] Advertisement.[end figure description]

BAILEY'S FIRST LESSONS IN ALGEBRA.—Although
this work has been before the public but little more than a year,
several editions have already been called for; and it has been
very extensively introduced into academies and schools in various
parts of the country. From a great number of notices and recommendations
of the work in their possession, the publishers
select the following:—

We have used “Bailey's First Lessons in Algebra,” in the Public Writing
Schools of Boston, respectively committed to our instruction, and can testify
with confidence to its high value. The peculiar excellence of the work consists
in its serving not only as a text-book, but in a great measure as a teacher.
The plainness, simplicity, and fulness with which the subject is treated, enable
the scholar to proceed in the exercises understandingly, with little or no
aid, other than that which is to be found on the pages of the book.

I have, with much attention and satisfaction, examined “Bailey's First
Lessons in Algebra.” As a first course of lessons in this very interesting
science, this book, I do not hesitate to say, far exceeds any other that I have
seen. No scholar will consider Algebra a dry study while attending to this
system. I am very glad to find that Algebra has been introduced into many
of our town schools; and am positive that there is no better way to make
scholars understand Arithmetic well, than that they should devote part of
their time to the study of Algebra. I most cordially recommend the work to
the attention of School Committees and Teachers.

A KEY, in a separate volume, is published for the use of
Teachers.

A HISTORY OF THE UNITED STATES OF AMERICA,
on a Plan adapted to the Capacity of Youth, and designed
to aid the Memory, by systematic Arrangement and interesting
Association. By Charles A. Goodrich. A New Stereotype
Edition, revised and enlarged from the Forty-Fourth Edition.
Containing General Views of the Aboriginal Tribes; Sketches of
the Discoveries and Settlements made by different Nations; the
Progress of the Colonies; the Revolution; the several Administrations.
The whole interspersed with Notices of the different
Eras of the Progress of Manners, Religion, Commerce, Agriculture,
Arts and Manufactures, Population, and Education.

GOODRICH'S QUESTIONS to the above.

EMERSON'S QUESTIONS. Questions and Supplement
to Goodrich's History of the United States.

THE CHILD'S HISTORY OF THE UNITED STATES,
designed as a First Book of History for Schools, illustrated by
numerous Anecdotes and Engravings. By Charles A. Goodrich.
Seventh Edition.

[figure description] Advertisement.[end figure description]

VOSE'S ASTRONOMY. A Compendium of Astronomy;
intended to simplify and illustrate the Principles of that Science.
Adapted to the Use of Common Schools, as well as higher Seminaries.
By John Vose, A. M., late Principal of Pembroke
Academy, and Author of a larger work on Astronomy.

In this Compendium of Astronomy, it has been the aim of the author to render
the principles of the science so simple, that they may be easily understood,
not only by the scholar who attends a few weeks at an academy, but
by him whose means and views do not carry him beyond the common
schools.

From the Annals of Education.

It (Vose's Astronomy) appears to have been prepared with care, and to
deserve confidence for its accuracy. * * * The spirit of the writer is excellent;
and we rejoice to see that our elementary books of natural science
have begun to recognize the Great First Cause, as well as the immediate
second causes of the wonders they describe. We think this book is well
adapted to high schools.

From the American Traveller.

We are pleased to meet with a successful attempt to simplify the principles
of Astronomy, and reduce its leading features to the understanding of
children.

From the Boston Galaxy.

Mr. Vose's book contains a simple and luminous account of the solar system,
and of most of the celestial phenomena. It is well written and arranged.
The definitions are copious and accurate. He has made the principles of the
science easy to be understood; and we doubt not that his labors will be useful
to many besides school-boys.

From Amasa Bush, High School, Norwich, Vt.

I consider the Astronomy by John Vose to be the most lucid compend I
have ever seen on that science. I have introduced it into my school in
preference to any other.

From Benjamin Greenleaf, Bradford Academy.

I have attentively examined Vose's Astronomy. The work is well arranged,
clear, and perspicuous. The scholar will find little or no difficulty
in understanding the illustrations. I have seen no work on this science, of
the same extent, which I consider so valuable.

FIRST LESSONS IN ASTRONOMY; designed for
Common Schools, illustrated with Cuts. By Samuel Worcester.
New revised and enlarged Stereotype Edition.

This work is written in an easy and familiar style, and will be found useful
in every school in leading the pupils on in the first steps to one of the most
interesting of the sciences, and one which has heretofore been too much neglected.
It is believed that this work contains nothing but what quite young
children can comprehend; and yet it contains the essential rudiments of this
study, than which there is not one better calculated to expand and ennoble
the youthful mind. The science of Astronomy seems not to have been heretofore
so far divested of its more difficult parts, as to be adapted to our common
schools; and therefore our children grow up in ignorance of much valuable
and interesting truth relating to this subject, which they are capable of
receiving.

[figure description] Advertisement.[end figure description]

PHILOSOPHICAL CONVERSATIONS; in which are familiarly
explained the Causes of many daily-occurring Natural Phenomena. By
Frederick C. Bakewell—With Notes and Questions for Review. By
Ebenezer Bailey.

&hand; Numerous recommendations of Bakewell's Philosophy have been received
from instructors, which we have not room to insert here.

THE JUVENILE SPEAKER, comprising a Collection of Pieces,
original and selected, from various Authors, adapted to the Capacities of
Children in Common Schools. By An Instructor.

LEMPRIERE'S CLASSICAL DICTIONARY, for Schools and Academie,
containing every Name, and all that is important or useful, in the
original Work.

&hand; This edition contains every name in the best revised edition of Lempriere's
original work, and all the matter that is useful or important for families and young
persons. All the indelicate passages are excluded, that render it improper for youth
of either sex; and the work is so arranged as to make it the best fitted for schools of
any in use. As there are several editions of Lempriere published (all more expensive
than this), care should be taken to order the Boston Improved Edition.

MERCHANTS, and COUNTRY TRADERS generally, can be
supplied with SCHOOL BOOKS and STATIONERY, in any quantity, on
the most accommodating terms, by addressing their orders and references to

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