be the best lines of approach to the youthful mind in the teaching of arithmetic. It seems to us, however, that the number concept will dawn upon the youthful mind without much effort on the part of teachers when the time arrives for it to be of use. In most childish games the element of number is involved. The smallest girl with a skipping rope will get into the way of counting her skips with a more or less distinct conception of the difference between one number and another. So in the matter of "turns" in any game in which two or more are engaged: if one child wants to have more "turns" than it is entitled to, the others have to be very young indeed not to protest. In a tug-of-war with, say, four on each side, the addition of a fifth to one side without permission would make trouble in the camp. When candies are being distributed the arithmetical sense is generally keenly alive. We conclude by commending Miss Carter's article to the careful consideration of all who are interested in educational problems. She writes with a certain tinge of vexation, and, without meaning it, may have somewhat forced the case against her kindergarten children. The Atlantic Monthly deserves credit, we must add, for the many able and timely articles which it has lately been publishing on educational topics--articles stamped by the breadth of thought and high culture which are characteristic of our contemporary, and eminently adapted to assist in delivering our educational methods from bondage to a mechanical routine, and bringing them nearer to the simplicity and freedom of Nature. _IS FREEDOM LIMITED BY CLIMATE?_