The Methods Class. SUGGESTIONS FOR BUSY WORK. Seat work, or busy work, as it is often termed, should be of as much real worth to the child as is the recitation; for, as a rule, the number of hours which the child spends at his desk is equal to the number spent in the recitation, if it is not greater. Many teachers may trace the indifference, inattention, and disorder of their schools to a failure on their part to assign definitely a sufficient amount of real, thoughtful work for the children to complete during the study period. Copying a list of ten words eight or ten times is not thoughtful work, and the teacher who assigns such an exercise usually has this thought uppermost in her mind: "Now that will surely keep them busy for the period." The busy work should relate very closely to work that has gone before or work that is to follow. The following exercises may be used for seat work related to reading: I. Write on the blackboard sentences that may be easily pictured, as: Two eggs are in the nest. The apple is on the tree. The bird is on the tree. Let the pupils copy the sentences and draw the pictures expressed by the thoughts. 2. Copy certain sentences or paragraphs from the reading lesson. In such an exercise, require the work to be neatly written; require also the correct use of capitals and punctuation marks. 3. From the reading lesson select and copy all words of one syllable, two syllables, or three syllables. 4. Write on the blackboard questions which are answered in the reading lesson, and require the pupils to find the answers. This gives practice in silent reading. 5. Place on the blackboard an original story composed mostly of review words, and require the pupils to write a list of all the words they recognize. These words should be neatly arranged in columns. 6. Place on the blackboard some two or three words, just studied, as, "when," "black," and "bring," and ask the children to write all the words they know that will rhyme with them. 7. Give the children simple pictures of common objects, as, a top, an apple, a flower, and let them copy and write either the name of the object or a thought about the object. The teacher should make collections of such pictures. 8. Read some short, simple story to the children and let them represent the picture or pictures described. Such stories as "The Anxious Leaf," "Little Red Riding-hood," "The Envious Wren," and "Mother Goose's Melodies," may be used. 9. Place on the blackboard lists of words taken from the other lessons-geography, language, or reading, and require the children to use these words in sentences. Lead the children to write sentences which mean something; not, "I see a bird," or, "This is a bird"; but, "The bird is singing in the tree," or, "The bird has a red breast." book by the McMurry brothers, that the developing method in class instruction has greater significance than has heretofore been recognized. The title of the book is The Method of the Recitation, and it is a worthy successor of the book, General Methods, brought out by Dr. Charles McMurry a few years ago. The merits of the developing method are set forth in strong contrast with the lecture method and the text-book method of giving instruction. For the teacher in the elementary schools, the attack on the text-book method is most suggestive. In these schools, the text-book enslaves teacher and pupil thoroughly, the more thoroughly in this country, perhaps, because of the very great excellence of our books. The teachers who have revolted against this enslavement have usually felt that their emancipation was sufficiently complete if they had mastered the text-book so as to teach it without constant reference to it. This freedom of the teacher is often used by him to make even more galling the bondage of the pupil. The most effective instruction is given by combining the dialogue and catechetical methods so as to lead the pupil to discover for himself the new truth and the reasons that make it true. No text-book can be large enough to instruct by this method, even if the adapting, active personality of the teacher were not an indispensable factor in the work. The teacher should begin his recitation with the statement of what is to be learned, and should call up in review the apperceptive material for the new subject to be developed, the pupil thinking all the time what this has to do with what is to be learned. One notable suggestion is, that in this review no new instruction is to be mingled. This would be, as illustrated by the authors, beginning to build the house while laying the foundation. After the knowledge most closely connected with what is to be learned has been brought into proper relations by the review, the teacher helps the pupil to discover for himself the new truth. When the dis covery is complete, the pupil may be referred to the portion of the text-book which records the same facts, and the text-book may be used for reviewing the instruction that has been given, and will stand, of course, as the helper of any pupils who may have been absent when the instruction was given on any part of the subject. This use for the text-book would suggest that the text-book's mode of presentation must influence somewhat the the teacher's method of developing, if the two are to work well together; or rather, perhaps, that the best text-book to use is one specially prepared to supplement the developing method. The teacher is, by this method, no longer a mere taskmaster to drive the pupils to take up and carry the burdens of the text book. He does not give reviews for the sake of worrying the unsuccessful student, and tripping the poor memory. He gives, by the developing method, an understanding of a few particular notions, that the pupil may get from them general concepts under which he can arrange all knowledge. The pupil acquires the habit of solving for himself school difficulties, as he must afterwards solve the problems of business life and personal responsibility. The points which this method finds to be common to all studies, make it worthy the name of a general method. The processes of arithmetic and the rules of grammar are not to be memorized first and understood afterward. The facts in geography and history are to be presented to illustrate causes that are well understood. The ethical lesson is to grow for the pupil naturally out of his own conclusions concerning subjects discussed. The impression of one who reads this book is likely to be, that, while it is impossible for all teachers at once to adopt its suggestions in full, the attempt to conform to its ideals will increase the teaching power of even the recognized masters of the teacher's art. J. N. W. THE STUDY TABLE. [Concluded from page 37.] stuck her head out and looked about her. "I do wonder why that tadpole keeps going up there where the water is so shallow," she said to herself. "I think I'll just go see." In a moment she had slidden out from under the stone, and up into the soft shallow where the tadpole lay. "Hello!" she said. The tadpole paid no attention to her, but wriggled himself still further up the shore. "Oh, how beautiful!" he whispered to himself. "What is so beautiful?" asked the lizard, looking about her inquisitively. "That singing," cried the tadpole, ecstatically. "Oh, if I could only sing like those birds." Then he turned his little dull eyes on the lizard. "I suppose you have often seen birds coming down to the stream to bathe," he said. "Do you think I look anything like one?" "Like a bird?" cried the lizard, "No, you don't." "Well, I don't see why not," said the tadpole. "To be sure I haven't any legs, but I have a tail." "Yes," said the lizard, "but birds have beaks, and feathers, and wings as well, and you haven't anything but a body and a tail." "That is true;" and the tadpole sighed heavily. The bird songs were dying away now, for the sun was fully up, but the tadpole did not seem inclined to move, so the lizard settled herself down more comfortably and went on talking to him. At first the tadpole was either too shy or too dull to talk, but presently the lizard spoke again of the birds, and then he began to tell her how, ever since he could remember, he had wanted to sing, and how he had tried and tried until all the fishes, and crayfish, and even the water-snails had laughed at him, but he never could make even a sound. He told the lizard, too, that even after all that, he felt sure that he could sing, if only he had legs and could hop about like a bird. After that morning the lizard often came up to visit the tadpole, and he seemed to take great comfort in talking with her, for she never made fun of him, but tried to plan some way for him to learn to sing. Once she suggested that if he were only on the shore he might be able to do something about it, so he wriggled himself up half out of the water, but almost immediately he grew so sick that the lizard had to pull him back again by his tail, feeling terribly frightened all the while lest it should break. It was the very next morning that the lizard found the tadpole in a state of wild excitement. "O, lizard, lizard!" he cried, shaking all over from his nose to his tail, "Just look at me! I'm getting legs!" It was true. There they were, still very small and weak, but really legs. The lizard and the tadpole had been too busy talking of how they could make them grow to notice that they were already budding. They were still more excited when, soon afterwards, they saw, near the front part of the tadpole's body, two more little buds, and the lizard was sure these would prove to be wings. It was a terrible blow to them when they found they were not wings at all, but legs. "Now it's all over," cried the tadpole in despair. "It was bad enough not to have wings, but now that I'm getting legs this way there's no knowing where it'll end." The lizard, too, was almost hopeless for awhile, until she suddenly remembered how a crayfish she had known had lost one of its claws in a fight, and it had hardly hurt it at all, and she suggested that she might pull the two front legs off. The tad pole was very willing, but at the first twitch he cried out, "Ouch! That hurts!" so the lizard had to stop. She could not but feel, however, that something might have been done if the tadpole had not been such a coward. But worse was to follow. One morning, before the lizard was up, the tadpole came wriggling over to the door of her house. "Lizard, lizard! Come out here," he cried, and as soon as she appeared he breathlessly begged her to get a piece of eel-grass and measure his tail. "I've been afraid it was shrinking for some time," he said, “and now, I'm almost sure, and I've been feeling so strange, too. Sometimes I feel as though I must have air, and I get up on a stone so that I am almost out of the water, and only then do I feel comfortable." Hastily the lizard measured the tadpole's tail, and then they sat staring at each other in silent consternation. It was almost gone! Still the lizard would not give up all hope. She knew of a wise old crayfish, who lived further down the stream, and after bidding the tadpole stay where he was until she returned, she hastened away to beg the old crayfish to come and look at the tadpole and give his advice. In a very little while she was back again, bringing the old crayfish with her. He came crawling along, looking both ways at once with his pop-eyes and twiddling his feelers, but the moment he came to where the tadpole was he stopped short in surprise. "Why, this is no sick tadpole," he cried. Then he added, addressing the tadpole: "Why are you here? Why aren't you out in the swamp singing with all the rest of them? Don't you know you're a frog?" "A frog!" cried the lizard; but the young tadpole-frog leaped clear out of the brook with a joyous cry. "A frog!" he shouted. "A frog! Why, that's better than being a bird. O little lizard, if that is true, I must say good-by. Hey for the wide, green swamps, and the loud frog choruses under the light of the moon! Good-by, little friend, good-by. Think of me sometimes when you hear me singing far away." So the frog went away to join his brothers. It was lonely for the little lizard after the frog was gone, but she comforted herself by thinking how happy he must be, and often at twilight she listened to the choruses of frogs over in the swamp, and wondered if the one who sang so much louder and deeper than all the rest was the little tadpole who had tried so hard to be a bird. "After all," she said to herself, "there are more ways of singing than one." KATHARINE PYLE. M. H. Binford, Haviland, Kansas, has in his possession an old jug with the following record: Micajah Hill, son of Aaron Hill, of Randolph county, North Carolina, was born October 26, 1808, and was always told by his parents that the jug in question was brought by William Penn from England when he came to make his treaty with the Indians. This jug fell to M. Hill when he was married in 1832, and was his property until his death, in May, 1894, when it fell to his grandson and namesake, Micajah H. Binford. SUPERINTENDENT STRYKER has issued a circular to the city superintendents and high schools, asking for a meeting of all interested in a uniform course of study for the high schools throughout the state, on the Wednesday afternoon immediately following the session of the college and high school departments of the State Teachers' Association. He says: "The common-school course of study recently adopted is proving a great success, and will be productive of much good to the rural schools, especially. It is to pave the way for more speedy action in securing the adoption of a uniform high school course of study, and action upon other things suggested in this circular, that it is submitted for your consideration in advance of the meeting of the state association." BOOK NOTICES AND REVIEWS. PROCRASTINATION. Procrastination plucks the rose of shame, The gods can know it not, nor give a plume D. S. LANDIS, '94, Fort Worth, Texas. Wedding Bells. '94. D. L. Stanley was quietly married to Miss Gertie Gilluly, of Oskaloosa, some time in August last. He failed to send the MONTHLY the wedding cards, but we sometimes print news as late as this. Congratulations all around! '96. Alice Hannum was married to Charles L. Taylor on Thursday morning, November 25. She will be at home to her friends in the future at Washington, Kansas. '96. Miss Maud Miller was married to Lieutenant Charles Crawford, 21 Regiment, U. S. Infantry, on the evening of November 24. Mr. and Mrs. Crawford will be at home to their friends at Plattsburg Barracks, New York, after December 21. PERSONALS. Etta Hill teaches in the second primary grade at Mulvane, Kansas. Professor and Mrs. Johnson announce the arrival of Miss Johnson at their home in Helena, Montana. Miss Gertrude Crum called at the office a few days ago. She is engaged in agency work and is having several stories accepted by leading publishing houses. '91. Nellie Cunningham writes from Park Hill, Indian Territory, that she is principal of the academy at that place, under the auspices of the Presbyterian Mission Board. Before going there, she completed all but one-half year's work in the University of Nebraska. '93. Professor L. W. Baxter, superintendent of the Guthrie (Oklahoma) schools, has been appointed a member of the Territorial Board of Education. 94. Bennett Grove is assistant principal of the high school at Halstead, Kansas. We are pleased to have a little poem on "Procrastination" from Mr. D. S. Landis, '94. He permits us to announce the publication of a little volume of one hundred fifty poems by December 15, 1897, from the press of the Cincinnati Publishing House. We hope to review it in the next number. '95. We are all deeply pained to learn of the death of J. N. Harner at Corinth, Mississippi, on Tuesday, November 16. He was convalescent from a serious case of fever, but began work a little too early for his strength, and a relapse took him away. His brother Marshall is a member of our present graduating class and was called to his home at Clay Center for the funeral on the second day following. The class of '98 sent a floral token as an expression of sympathy for their brother in his great bereavement. '96. J. E. Jones is principal of the St. Paul schools for the present year. '97. Lyda Berger reports engagement in the city schools at Ellinwood, Kansas, and orders the MONTHLY at that place. A School History of the United States. By John Bach McMaster, Professor of American History in the University of Pennsylvania. Chicago, New York: American Book Co.. 1.00 The learned and noted teacher has written a history that for arrangement, terseness of statements, and appropriateness of matter selected, can not be equalled in any school history yet published. The illustrations and maps are new, plentiful and beautiful. We commend this book to the teachers of Kansas as worthy of a place on their desks for supplementary purposes. Froebel's Educational Laws. For all teachers. By James L. Hughes, Inspector of Schools, Toronto. Volume XLI, International Education Series. 12mo Cloth. 296 pages Chicago. D. Appleton & Co 1 50 Mr. Hughes's book has met with a very flattering reception. Froebel's philosophy is gaining wide recognition as the true basis of psychology and the safest guide in the practical work of the schoolroom No teacher can be up to date without a knowledge of Froebel's principles. Mr. Hughes has interpreted the fundamental principles of Froebel in a simple, clear, and comprehensive manner, which cannot fail to be inspiring to all who read his "Educational Laws." Children's Ways. By James Sully, M. A., LL. D., Groat Professor of Philosophy of Mind and Logic, University College, London; author of "Studies of Childhood," Outlines of Psychology," etc. 12mo. Cloth; Chicago and New York. D. Appleton & Co. This work is mainly a condensation of the author's previous book "Studies of Childhood," but considerable new matter is added, and it has been somewhat simplified so as to better adapt it to the general reader. The material that Mr. Sully has collected and pub. lished in this volume is the most valuable of recent contributions on the psychological phases of child study. It is an excellent book for mothers as well as teachers. 1 25 Songs of Happy Life. For Schools, Homes and Bands of Mercy. Compiled by Sarah J. Eddy. Providence, R. I. Art and Nature Study Publishing Company $ 30 This is a new nature study song book for the public schools The music is of a high order, and the literature of the highest character. The poems are from standard authors, and many of them are suited for use on "Bird Day," "Arbor Day," "May Day," etc., etc. Besides the musical selections there are readings, recitations, memory gems, suggestions for entertainments, etc. etc. The price of the book does not represent its value; it is made especially low in order to give it a wide circulation, and thus better accomplish its purpose, which is to develop a love for the beautiful in nature, and sympathy for every living creature. The Isle That is Called Patmos. By William Edgar Geil. Cloth, pp. 195. Philadelphia: A. J. Rowland 1 50 Beautifully bound in red, green, and gold, with large, clear type on the finest of est excelleuce, ander, and with thirty-two illustrations of the high the events of a visit to the famous island, written by a devout young minister with simplicity and yet with power, all got make a volume that one will never forget. Rev. Geil has pictured an almost unknown island and again brought to mind places and incidents that should be very dear to the Christian. Woven into the recital of the visit is much of religion, philosophy, current and ancient history, anecdote and poetry. The book would make an ideal Christmas present for old or young, and its influence cannot but be elevating and inspiring. Seven Years in Seirra Leoue. The Story of the work of Wm. A. B. Johnson, Missionary of the Church Missionary society from 1816 to 1823 in Regents' Town, Sierra Leone, Africa. By the Rev. Arthur T. Pierson, D. D., Author of "The Crisis of Missions," "The New Acts of the Apostles," etc. New York, Chicago: Fleming H. Revell & Company.. This is a wonderfully strong story of a missionary's life and victo. ries for the Master. While Mr. Johnson's work on earth has long been finished, he still lives, and his work, which was God's work, goes steadily on. The record of his life will be read by the young peoples' societies and missionary societies generally, and they will be greatly stimulated and encouraged thereby. The book would make an ideal Christmas present for one religiously inclined. Little Journeys to the Homes of Famous Women. By Elbert Hubbard. 1 00 175 Teachers and students of psychology will find this treatise a mine of suggestion and information. Parents and child study enthusiasts will find the remarks on "Heredity" and "Early Training" most suggestive. In the conclusion to this remarkable book, the author says: "I have endeavored to show that our mental personality is represented by the sum of all the impressions which have been deposited in our memory during a lifetime, impressions which depend primarily upon peculiarities of organic structure performed in us. * * Hence it comes that a dualism exists in the life of every one of us more or less accentuated according to the difference between our conscious and our sub-conscious self. The higher pleasures and the deeper pains depend upon this relation, and he alone can be happy who has established a true balance between his innermost desires, arising out of his sub-conscious self, and the duties that impose themselves upon him from his consciousness of all the responsibilities which his understanding has taught him to recognize. The real tragedy in every man's inner life is the conflict between these two inherent parts of his inner self, and when we have learned to understand the workings of these two mental pow. ers in ourselves we will be slow in passing judgment upon our fellow men: "What's done we partly may compute, But know not what's resisted." History for Young Readers. England. By Frances E. Cook. 253 pp. 16mo. New York, Chicago: D. Appleton & Co. The author has given to children in simple language a story of the growth of the English nation. Less stress has been laid on the lives of kings and the battles they fought, than on circumstances affecting the interests of the people. The book will certainly awaken an enthusiasm on the part of young readers in the struggles for freedom and ef forts toward great and noble ends. It is a splendid book for the school library. Teachers' Help Manuals. Second Series. Our Industries. Fabrics. By Albert E. Winship, editor Journal of Education, American Primary Teacher and Modern Methods; author of "Horace Mann," "The Shop." etc. Boston and Chicago; New England Publish. ing Co..... This first number of "Our Industries" is prepared in the hope that it will aid teachers to acquaint their pupils with many interesting facts regarding "Fabrics," paving the way for much more complete study of these industries in communities in which there is special local interest. It contains chapters on Wool and Woolens, Carpets, Wool Supplys, Cotton, Silk and Linens. The illustrations are excellent and the text is plain, instructive and most interesting. Outlines of German Literature. From B. C. to 1896. Also a choice selection of translations of German Poetry. A new and enlarged edition. By Madam Mary Jefferson Teusler, teacher of German in the High School of Richmond, Va. Richmond, Va., B. F. Johnson Publishing Co We endorse the authors announcement as given in the following words. "This volume is the outcome of a want felt by me and other teachers with whom I have been associated. Now that the German language is so universally studied, and its rich and beautiful literature so much read, the need for an outline of German Literature has made itself more and more felt, especially in the class room. The book is simply what its title indicates: An outline to be followed in studying German Literature-A guide to a more extended work in this great fieid. It is an excellent reference book for dates and facts desirable to be known. It also contains fifty of the most celebrated short poems in the language. It is not only a text-book, but will be found acceptable to the general reader." Practical Bookkeeping, designed for the use of High Schools, Normal Schools, Business Colleges and private study. By C. W. Benton. Principal Commercial Department Northern Indiana Normal School. Cloth 216 pages 60 100 ......1 50 This is a complete text-book on accounting, including a study of bank bookkeeping, corporation bookkeeping, etc., etc. The script forms in the usual business slant script add much to the value of the book. We believe the author has prepared a text that will Of all the supplementary reading matter issued by standard publishing houses, none is superior to the above named series for use in the higher grades. The diacritical marking of words, the indexing, foot notes, etc., add much to the value of these books for the purpose for which they were intended. The cheapness of the books is remarkable. The University Tutorial Series. A manual of Ethics. By John S Mackenzie, M. A., Professor of Logic and Philosophy in the University College of South Wales and Monmouthshire; late Fellow of Trinity College, Cambridge. Third edition. 456 pages. New York: Hinds & Noble; London, W. B. Clive ... 1 50 There is something about all the English text-books which would cause the average teacher to exclaim, "How plain!" There is a conspicuous absence of American pomposity of expression and cloudiness of thought. This Manual of Ethics is no exception. It has been adopted by several of our leading universities including Yale. It should be in the hands of every teacher, and especially teachers of psychology. This is one importation from across the big pond for which we are not sorry, and we commend it as a stand. ard work of the greatest value. An Old-Field School Girl. By Marion Harland. With twelve full-page illustrations. 12mo 153-157 5th Avenue, New York: Charles Scribner's Sons.. The author has written a most interesting story of the life of a Virginia school girl of some fifty years ago. The reputation of Mrs. Terhune as a story writer is sufficient guarantee of the wholesomeness of the tale. The illustrations are plentiful and most excellent. Send for it for the school library. To read it will make a better teacher of you. This Country of Ours By Benjamin Harrison, Ex-President of the United States. 12mo, second edition. New York: Charles Scribner's Sons. The scholarly Ex-President thinks "we stumble over things that are near our toes," and so he has written a modest book on common things relating to the machinery of gov. ernment. He has amplified the matter which appeared in the Ladies' Home Fournal, and the book will doubtless find favor on account of its utility as well as for the pub. lic interest which always attaches to our retired chief executives. Teachers will find this book the best possible review of the study of civil law. American Comprehensive Arithmetic. By M. A. 1 25 1 50 Round the Year in Myth and Song. By Florence Holbrook. Cloth, 12mo., 200 pages. Illustrated. Chicago: American Book Co. Intended as a supplementary reader for third and fourth grade pupils, the author and publishers have far surpassed their intention and have produced a reader that will be read with profit by old and young. The myths and nature myths were suggested to the children of our race by nature's ever changing beauties. They are the stories that enter into all literature and art, and lead to an appreciation of nature and its phenomena. The illustrations are the best we have ever seen in a book of this kind. The Story of Language. son. 8x5, pp. 392. Clurg & Co By Charles W. HutChicago: A. C. Mc We have seen no more interesting and certainly no more valuable book this year or for many years. Each of the twenty-one chapters and the appendix read like a story written by a master hand, and indeed, they are stories and the hand that wrote them was that of a great scholar. Technical and unnaturalized words are largely avoided and the general reader can understand without constant research for definitions of terms. There are chapters on "What Language Is," "How Language was Studied," "The Philologists' Workshop," "Unearthing the Roots," "How Language Began," "How it Became Multiform," "The Classification of Tongues," ," "The Speech of One Syllable," "Agglutinative Speech," "Holophrastic Speech," Language of the Bantu Tribes," "Hamitic Speech," "Semitic Speech," "The Aryan Tongues," "Latin," "Inflected Eng. lish," "French," "Inflected English after the Conquest." "French Grafts on the Eng"Ultimate lish Stock," English," etc. Teachers need this book to enlarge their view of grammar and rhetoric, and for the fund of correlated facts. The Story of Oliver Twist. (Appleton's Home Reading Books.) By Charles Dickens. Condensed for Home and School Reading by Ella Boyce Kirk. New York: D. Appleton & Co 60 150 "The new education takes two important directions-one of these is toward original observation, requiring the pupil to test and verify what is taught him at school by his Own experiments. The other direction pointed out by the new education is systematic home reading." The author has certainly improved Dickens. This is, as now presented, a model book for supplementary reading. The questions for the teacher add much to its value. Parables for Home and School. By Wendell P. Garrison. With twenty-one wood cuts by Gustav Kruell. 12mo, cloth, 228 pages. 91 and 93 Fifth avenue, New York: Longman's, Green & Co The Occasional Address-Its Composition. By Lorenzo Sears, L. H. D., Brown University, New York: G. P. Putnam's Sons..... 60 .1 25 .1 25 At the Seige of Quebec. By James Otis. Illuminated cover, 362 pages. Philadelphia. Penn Publishing Company.. ....1 25 60 An Oregon Boyhood. By Louis Albert Banks. Boston: Lee & Shepard... .....1 25 As we examine this book we are particularly impressed with the methodical arrangement. It is far ahead of any o her book on the subject in this particular. The term "comprehensive" is naturally associated with great size, weight of book, number of pages, etc. We notice that this book has something over three hundred pages while other books of its class have something over five hundred pages. To ee whether brevity leads to incompleteness we compared this book with several standard arithmetics. We found that in every case where a comparison was made that the book is true to its name, is fully as comprehensive as any, more so than some, and far briefer than the others. the subject matter we note a commendable tendency toward practical utility in the application of arithmetical problems to the bus iness affairs of life, and, taken all in all, we believe no better text will appear on the subject of arithmetic during the next quarter century. Teachers of Kansas will not be harmed by using it as a supplementary text. Relics of Primeval Life. Beginning of Life in the Dawn of Geological Time. By Sir J. William Dawson, LL. D., F. R. S., author of "The Earth and Man," etc., etc. Sixtyfive illustrations 336 pages. New York: Fleming H. Revell Company 1 50 In This is a scientific treatise by an eminent scientist. Teachers of science will desire it for their libraries. The Story of the Alamo. By F. D. Fielder. Nashville, Tennessee. The Youth's Advocate Publishing Company.... Old Lamps for New Ones and Other Sketchs and Essays. By Charles Dickens. Hitherto Uncollected. Handsome Library edition; 350 pages: Long Primer Type. 156 Fifth Ave., New York: New Amsterdam Book Co... English Lands, Letters, and Kings; Later Georges to Victoria. By Donald G. Mitchell. New York: Charles Scribner's Sons Fairy Stories and Wonder Tales Dunn English. New York: Stokes & Co The Freedom of the Fields. Travels in a Tree Top. Chas G. Abbott. Philadelphia; J. B. Lippincott Co. Cloth, two volumes.........3 00 The Dungeons of Old Paris. Being the story Dariel, A Romance of Surrey. By R. D. 1 75 The Christmas Ladies' Home Journal tells how the German emperor, with the empress and the royal family, spend Christmas Day with their children. The article is written by Mr. Nagel von Brawe, an attache of the Court, who was permitted to be present at the celebration last Christmas in order to write this article. The pictures were made "on the spot," and approved by the emperor. The Manual of Expression, just published by Professor Hoaglin for use in her department, will be valuable to all who are teaching reading in the higher grades of the schools of the state. In the articles on expression, voice, and gesture, she presents the newest and the truest in the philosophy of expression. The Manual also contains a full synopsis of Dr. Emerson's physical culture, together with prepared pages inserted for class notes and themes. Few people are able to buy as many books as they would like, yet it is possible without them to keep in touch with all the leaders of literature, as well as to follow the world's progress in every department of science and industry. The Youth's Companion already provides the means for more than half a million households, at an expense to each of $1.75 a year. Every issue of The Companion gives as much reading matter as a 12-mo book of 175 pages, and The Companion comes every week. The quality of its contents is shown by the announcement for 1898, which promises contributions next year from the Rt. Hon. W. E. Gladstone, Rudyard Kipling, Speaker Reed, Captain A. T. Mahan, Mary E. Wilkins, W. D. Howells, Lieutenant Peary, the Marquis of Dufferin, Senator Hoar, Justin McCarthy, and more than two hundred other eminent men and women. All new subscribers for 1898 will receive The Companion's gold-embossed calendar, beautifully printed in twelve colors, and the paper will also be sent free from the time the subscription is received until January 1898, and then for a full year to January, 1899. A handsome illustrated prospectus of the volume for 1898 will be sent to any one addressing THE YOUTH'S COMPANION, 205 Columbus Ave., Boston, Mass. The Sunday School Library. 25 vols. $12.50. The Biblical Museum. By James Comper Gray, octavo, cloth, $2. When Love Laughs. A Collection of American Verses. By Tom Hall. $1.50. Beautiful Women of the Poets. By Bettrice Sturges. 16 mo., 200 pp. $1.25. A Charm of Birds. By Rose Porter. 16 mo., cloth, 210 pp., decorative. $1.25. Shakespeare's Men and Women. By Rose Porter. 16 mo., gilt top, 200 pp. $1.25. The Old House, and Other Poems and Sketches. By Grace Duffie Boylan. 12 mo. $1.25. Daily Souvenirs, An Olio of Treasure Thoughts. By Rose Porter. 18 mo., $1.00. decorative. Suggestive Illustrations on the Gospel According to Matthew. By Rev. F. N. Pelonbet, D. D. 12 mo., cloth. $1.25. Childhood Songs of Long Ago. By Rev. Isaac Watts, D. D. Illustrated by Blanche McManus. 4 to., cloth. $1.25. Spiritual Development of St. Paul. By Rev. George Matheson, M. A., D. D., F. R. S. E. 12 mo., cloth, 293 pp. $1.co. Brokenburn, a Southern Auntie's War Tale. By Mrs. Virginia Frazer Boyle. Illustrated, small quarto, cloth. $1.50. Flying Leaves. A collection of Humorous Drawings of Famous German Artists of To-day. Oblong, 8 vols. $1.00. The Life and Times of Jesus, the Messiah. By Alfred Edersheim, M. A. Oxon, D. Ď., Ph. D. 2 vols., 8 vo., cloth, 1,570 pp. $2. By The Early Religion of Israel. James Robertson, D. D., Professor of Oriental Languages in the University of Glasgow. 2 vols., cloth. $2.00. A Mince Pie Dream, A Book of Children's Verse. By Emily D. Elton. With colored illustrations by Blanche McManus. 4 to., many illustrations, $1.25. Religion in History and in Modern Life, Together with an Essay on the Church and the Working Classes. By A. M. Fairbairn, D. D. 12 mo., cloth, 261 pp. $1.00. Colonial Monographs. The Voyage of the Mayflower. How the Dutch Came to Manhattan. The Quaker Colony. Penned and pictured by Blanche McManus. 3 vols., 4to, 80 illustrations in each, decorative, beautiful. Each, $1.25. This publishing house is known to the MONTHLY, and we assure our readers that if they send for books they will be delighted with their worth and charmed with their beauty. Address, E. R. HERRICK & CO., 70 Fifth Avenue, New York City. |