The following chapters on the order of development of the mental faculties are very good. We think, however, he lays too much stress on the necessity of knowledge before memory. The memory, being strongest and most retentive in youth, should then be stored with those germinating formulas which will bear fruit in after life. When the reasoning powers are developed at a later period, they then have something upon which to act. The chapters on "Loving the Children" and "Gaining their Affections" are excellent. The high salaries paid in our public schools induce many to engage in teaching, merely because it affords them honorable and lucrative employment. They have no love for the children, and are, therefore, unfit for the work. They have no sympathy for the children of the poor with bright eyes and tattered garments. It is painful to go into the school of such teachers. They seem to regard the children as pawns on a chessboard, or as _things_ which they are paid to manage and keep in order. Such teachers should study well the chapters on loving the children for what they are in themselves. He then introduces a chapter on "Phrenology," in which he details several instances where a professor of phrenology, as he says, was misled, and gave an incorrect delineation of character. We suppose he wishes us to conclude, phrenology is therefore a humbug. But such an inference is evidently unwarranted from any _data_ he has given. {134} One might as well say that several instances of malpractice on the part of physicians prove the science of medicine to be a humbug. There is no doubt that, by phrenology, physiognomy, and various temperamental peculiarities, a person's general character and disposition may be discerned. The wise teacher will study these, that he may intelligently vary his government and teaching to suit the various characters of the pupils under his charge. The work of Mr. John Hecker on _The Scientific Basis of Education_ shows to how great an extent a knowledge of phrenology and of the different temperaments may assist the teacher in the instruction and government of children. His work is worthy the attention of every teacher. The chapters on "Normal Schools" and "Practice Teaching" are important. It by no means follows that, because a person knows a thing, he is therefore prepared to teach. The art of communicating one's knowledge to others is quite a distinct acquirement. No one who has compared the results obtained by teachers who have been trained for the work with those who have not can fail to appreciate this. We hope the time will come when all who occupy the position of teachers will be required to attend to this matter, and keep pace with the progress made in the art of teaching. The chapter on cultivating a habit of attention should be studied by every teacher.