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English Literature.

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“The chief glory of every people arises from its authors.”

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An Introduction to the Study of Robert Browning’s Poetry. By Hiram Corson, LL.D., Professor of Rhetoric and English Literature in the Cornell University. 5¼ by 7½ inches. × + 338 pages. Cloth. Price by mail, $1.50; Introduction price, $1.40.

The purpose of this volume is to afford some aid and guidance to the study of Robert Browning’s Poetry, which being the most complexly subjective of all English poetry, is, for that reason alone, the most difficult. And then the poet’s favorite art form, the dramatic, or rather psychologic, monologue, which is quite original with himself, and peculiarly adapted to the constitution of his genius, and to the revelation of themselves by the several “dramatis personæ,” presents certain structural difficulties, but difficulties which, with an increased familiarity, grew less and less. The exposition presented in the Introduction, of its constitution and skilful management, and the Arguments given to the several poems included in the volume, will, it is hoped, reduce, if not altogether remove, the difficulties of this kind. In the same section of the Introduction certain peculiarities of the poet’s diction, which sometimes give a check to the reader’s understanding of a passage, are presented and illustrated.

It is believed that the notes to the poems will be found to cover all points and features of the texts which require explanation and elucidation. At any rate, no real difficulties have been wittingly passed by.

The following Table of Contents will give a good idea of the plan and scope of the work:—

I. The Spiritual Ebb and Flow exhibited in English Poetry from Chaucer to Tennyson and Browning.

II. The Idea of Personality and of Art as an intermediate agency of Personality, as embodied in Browning’s Poetry. (Read before the Browning Society of London in 1882.)

III. Browning’s Obscurity.

IV. Browning’s Verse.

V. Arguments of the Poems.

VI. Poems. (Under this head are thirty-three representative poems, the Arguments of which are given in the preceding section.)

VII. List of criticisms of Browning’s works, selected from Dr. Furnivall’s “Bibliography of Robert Browning” contained in the Browning Society’s Papers.

From Albert S. Cook, Professor of English Literature in the University of California:—

Among American expositors of Browning, Professor Corson is easily first. He has not only satisfied the English organization which devotes itself to the study of the poet, but, what is perhaps a severer test, he attracts the reader to whom Browning is only a name, and, in the compass of one small volume, educates him into the love and appreciation of the poet. If Browning is to be read in only a single volume, this, in my opinion, is the best; if he is to be studied zealously and exhaustively, Professor Corson’s book is an excellent introduction to the complete series of his works.

From The Critic:—

Ruskin, Browning, and Carlyle all have something in common: a vast message to deliver, a striking way of delivering it, and an over-mastering spirituality. In none of them is there mere smooth, smuck surface: all are filled with the fine wrinkles of thought wreaking itself on expression with many a Delphic writhing. A priest with a message cares little for the vocal vehicle; and yet the utterances of all three men are beautifully melodious. Chiefest of them all in his special poetic sphere appears to be Browning, and to him Professor Corson thinks our special studies should be directed. This book is a valuable contribution to Browning lore, and will doubtless be welcomed by the Browning clubs of this country and England. It is easy to see that Professor Corson is more than an annotator: he is a poet himself, and on this account he is able to interpret Browning so sympathetically.

From The Unitarian Review, Boston, March, 1887:—

More than almost any other poet, Browning—at least, his reader—needs the help of a believing, cheery, and enthusiastic guide, to beguile the weary pilgrimage.

There is, as we have intimated, a fast-growing esoteric literature of exposition and comment,—part of it simply the expression of the disciple’s loyal homage, part of it designed to win and educate the reluctant Philistine intellect to the comforts of a true faith. In the latter class we reckon the excellent work of Professor Corson, of Cornell University. More than half of it is, as it should be, made up of a selection from the shorter poems, giving each complete; while these include what is perhaps the most readable and one of the most characteristic of the narrative pieces, “The Flight of the Duchess,” with which a beginner may well make his first attempt.

From The Christian Union, New York:—

Browning, like every other great original artist, has been compelled to wait upon the slow processes by which his own public has been educated.

It is doubtful if any other single work on Browning deserves to rank with this, with the exception of Professor Dowden’s striking comparative study of Browning and Tennyson. Professor Corson’s elucidation of the idea of personality in art as embodied in Mr. Browning’s poetry is the most luminous, the most adequate, and the most thoroughly helpful article that has ever been written on Browning’s poetry. Those who study it carefully will discern in it a rare insight into the workings of one of the most subtle of modern minds, and a singularly clear and complete statement of the philosophy of life at which that mind has arrived. The chapters on Browning’s obscurity and on his use of the dramatic monologue are also extremely suggestive and helpful; the selections from Browning’s poems are admirably chosen, and, with the notes, make the best of all possible introductions to the study of Browning.

From Rev. Francis Tiffany, in “The Boston Herald,” Nov. 30, 1886:—

The volume is well worthy the serious study of thinking men and women, for it embodies the results of years, not only of thorough investigation, but of the finest poetical appreciation. From beginning to end, it is pervaded with a fervid feeling that not to know Robert Browning is to lose something.

Professor Corson, in his chapter on “Browning’s Obscurity,” has done his best to smooth the path of the reader by explaining, and so removing from his way, those grammatical obstructions, habits of word inversion and baffling ellipses that stand as a lion in the path to so many of the poet’s untried readers. This chapter is exceedingly well wrought out, and, once carefully studied, with the illustrations given, can hardly fail to banish many a perplexity.

From The American, Philadelphia:—

Can Browning be made intelligible to the common mind? Ten years ago it was assumed that he could not. But of late years a different view has begun to prevail. And as all those who have addressed themselves seriously to the study of Browning report themselves as having found him repay the trouble he gave them, there has arisen very naturally an ambition to share in their fruitful experience. Hence the rise of Browning Societies on both sides of the Atlantic, and in the publication of analyses and discussions of his poems, and the preparation of such manuals as this of Professor Hiram Corson’s.

Professor Corson is a Browningite of the first era. He owes nothing but encouragement to the new enthusiasm which has gathered around the writings of the Master, whom he recognized as such long before he had begun to attain any general recognition of his masterfulness. Browning has helped him to a deeper sense of the spiritual life present in the older current of English poetry. He finds in him the “subtlest assertor of the soul in song,” and the noblest example of the spiritual element in our modern verse. He thinks that no greater mistake has been made with regard to him, than to treat him merely as the most intellectual of our poets. He is that, but far more; he is the most spiritual of our poets also.

All or nearly all his poems are character-studies of the deeper sort, and hence the naturalness with which they fall into the form of dramatic monologues. It is true, as Mr. Corson says, that the liberties our poet takes in the collocation of words, the complexity of constructions, and some of his verbal liberties, are of a nature to increase the difficulty the careless reader finds. But there are poems and passages of his which present none of these minor stumbling-blocks, but of which no reader will make anything until he has acquired the poet’s interest in personality, its God-given mission as a force for the world’s regeneration, and its innate intimacy with divine forces. But we believe that with Mr. Corson’s aids—notes as well as preliminary analyses—they can be mastered by any earnest student; and certainly few things in literature so well repay the trouble.

F. A. March, Prof. in Lafayette Coll.: Let me congratulate you on having brought out so eloquent a book, and acute, as Professor Corson’s Browning. I hope it pays as well in money as it must in good name. Rev. Joseph Cook, Boston: Professor Corson’s Introduction to Robert Browning’s Poetry appears to me to be admirably adapted to its purposes. It forms an attractive porch to a great and intricate cathedral. (Feb. 21, 1887.) Louise M. Hodgkins, Prof. of English Literature, Wellesley Coll.: I consider it the most illuminating textbook which has yet been published on Browning’s poems. (March 12, 1887.) F. H. Giddings, in “The Paper World,” Springfield, Mass.: It is a stimulating, wisely helpful book. The arguments of the poems are explained in luminous prose paragraphs that take the reader directly into the heart of the poet’s meaning. Chapters on Browning’s obscurity and Browning’s verse clear away, or rather show the reader how to overcome by his own efforts, the admitted difficulties presented by Browning’s style. These chapters bear the true test; they enable the attentive reader to see, as Professor Corson sees, that such features of Browning’s diction are seldom to be condemned, but often impart a peculiar crispness to the expressions in which they occur. The opening chapter of the book is the finest, truest introduction to the study of English literature, as a whole, that any American writer has yet produced. This chapter leads naturally to a profound and noble essay, of which it would be impossible to convey any adequate conception in a paragraph. It prepares the reader for an appreciation of Browning’s loftiest work. (March, 1887.)

Melville B. Anderson, Prof. of English Literature, Purdue Univ., in “The Dial,” Chicago: The arguments to the poems are made with rare judgment. Many mature readers have hitherto been repelled from Browning by real difficulties such as obstruct the way to the inner sanctuary of every great poet’s thought. Such readers may well be glad of some sort of a path up the rude steeps the poet has climbed and whither he beckons all who can to follow him. (January, 1887.) Queries, Buffalo, N.Y.: It is the most noteworthy treatise on the poetry of Browning yet published. Professor Corson is well informed upon the poetic literature of the age, is an admirably clear writer, and brings to the subject he has in hand ample knowledge and due—we had almost said undue—reverence. It has been a labor of love, and he has performed it well. The book will be a popular one, as readers who are not familiar with or do not understand Browning’s poetry either from incompetency, indolence, or lack of time, can here gain a fair idea of Browning’s poetical aims, influence, and works without much effort, or the expense of intellectual effort. Persons who have made a study of Browning’s poetry will welcome it as a matter of course. (December, 1886.) Education, Boston: Any effort to aid and guide the young in the study of Robert Browning’s poetry is to be commended. But when the editor is able to grasp the hidden meaning and make conspicuous the poetic beauties of so famous an author, and, withal, give such clever hints, directions, and guidance to the understanding and the enjoyment of the poems, he lays us all under unusual obligations. It is to be hoped that this book will come into general use in the high schools, academies, and colleges of America. It is beautifully printed, in clear type, on good paper, and is well bound. (February, 1887.)

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The Study of English.

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Practical Lessons in the Use of English.
For Primary and Grammar Schools. By Mary F. Hyde, Teacher of Composition in the State Normal School, Albany, N.Y.

This work consists of a series of Practical Lessons, designed to aid the pupil in his own use of English, and to assist him in understanding its use by others. No topic is introduced for study that does not have some practical bearing upon one or the other of these two points.

The pupil is first led to observe certain facts about the language, and then he is required to apply those facts in various exercises. At every step in his work he is compelled to think.

The Written Exercises are a distinctive feature of this work. These exercises not only give the pupil daily practice in using the knowledge acquired, but lead him to form the habit of independent work.

Simple exercises in composition are given from the first. In these exercises the aim is not to train the pupil to use any set form of words, but so to interest him in his subject, that, when writing, he will think simply of what he is trying to say.

Special prominence is given to letter-writing and to written forms relating to the ordinary business of life.

The work will aid teachers as well as pupils. It is so arranged that even the inexperienced teacher will have no difficulty in awakening an interest in the subjects presented.

This series consists of three parts (in two volumes), the lessons being carefully graded throughout:—

Part First.	For Primary Schools.—Third Grade.	[Ready.
Part Second.	For Primary Schools.—Fourth Grade.
(Part Second will be bound with Part First.)		[Ready soon.
Part Third.	For Grammar Schools.	[Ready in September.

The English Language; Its Grammar, History, and Literature.
By Prof. J. M. D. Meiklejohn, of the University of St. Andrews, Scotland. One volume. viii + 388 pages. Introduction price, $1.30. Price by mail, $1.40. Also bound in two parts.

Readable in style. Omits insignificant details. Treats all salient features with a master’s skill, and with the utmost clearness and simplicity. Contains:—

I. A concise and accurate resumé of the principles and rules of English Grammar, with some interesting chapters on Word-Building and Derivation, including an historical dictionary of Roots and Branches, of Words Derived from Names of Persons or of Places, and of Words Disguised in Form, and Words Greatly Changed in Meaning.

II. Thirty pages of practical instruction in Composition, Paraphrasing, Versification, and Punctuation.

III. A History of the English Language, giving the sources of its vocabulary and the story of its grammatical changes, with a table of the Landmarks in the history, from the Beowulf to Tennyson.

IV. An Outline of the History of English Literature, embracing Tabular Views which give in parallel columns, (a) the name of an author; (b) his chief works; (c) notable contemporary events; (d) the century, or decade.

The Index is complete, and is in the most helpful form for the student or the general reader.

The book will prove invaluable to the teacher as a basis for his course of lectures, and to the student as a compact and reliable statement of all the essentials of the subject. [Ready August 15th. 

Wordsworth’s Prelude; an Autobiographical Poem.
Annotated by A. J. George, Acting Professor of English Literature in Boston University, and Teacher of English Literature, Newton (Mass.) High School. [Text ready in September. Notes later. 

This work is prepared as an introduction to the life and poetry of Wordsworth, and although never before published apart from the author’s complete works, has long been considered as containing the key to that poetic philosophy which was the characteristic of the “New Brotherhood.”

The Disciplinary Value of the Study of English.
By F. C. Woodward, Professor of English and Latin, Wofford College, Spartanburg, S.C.

The author restricts himself to the examination of the arguments for the study of English as a means of discipline, and shows that such study, both in schools and in colleges, can be made the medium of as sound training as the ancient languages or the other modern languages would give; and that the study of English forms, idioms, historical grammar, etc., is the only linguistic discipline possible to the great masses of our pupils, and that it is entirely adequate to the results required of it as such. He dwells especially on the disciplinary value of the analytical method as applied to the elucidation of English syntax, and the striking adaptation of English constructions to the exact methods of logical analysis. This Monograph discusses English teaching in the entire range of its disciplinary uses from primary school to high collegiate work. [Ready in August. 

English in the Preparatory Schools.
By Ernest W. Huffcut, Instructor in Rhetoric in the Cornell University.

The aim of this Monograph is to present as simply and practically as possible some of the advanced methods of teaching English grammar and English composition in the secondary schools. The author has kept constantly in mind the needs of those teachers who, while not giving undivided attention to the teaching of English, are required to take charge of that subject in the common schools. The defects in existing methods and the advantages of fresher methods are pointed out, and the plainest directions given for arousing and maintaining an interest in the work and raising it to its true place in the school curriculum. [Ready in August. 

The Study of Rhetoric in the College Course.
By J. F. Genung, Professor of Rhetoric in Amherst College.

This book is the outcome of the author’s close and continued inquiry into the scope and limits of rhetorical study as pursued by undergraduates, and of his application of his ideas to the organization of a progressive rhetorical course. The first part defines the place of rhetoric among the college studies, and the more liberal estimate of its scope required by the present state of learning and literature. This is followed by a discussion of what may and should be done, as the most effective practical discipline of students toward the making of literature. Finally, a systematized and progressive course in rhetoric is sketched, being mainly the course already tried and approved in the author’s own classes. [Ready. 

Methods of Teaching and Studying History.
Edited by G. Stanley Hall, Professor of Psychology and Pedagogy in Johns Hopkins University. 12mo. 400 pages. Mailing price, $1.40; Introduction price, $1.30.

This book gathers together, in the form most likely to be of direct practical utility to teachers, and especially students and readers of history, generally, the opinions and modes of instruction, actual or ideal, of eminent and representative specialists in each department. The following Table of Contents will give a good idea of the plan and scope of this valuable book:—

Introduction. By the Editor. Methods of Teaching American History. By Dr. A. B. Hart, Harvard University. The Practical Method in Higher Historical Instruction. By Professor Ephraim Emerton, of Harvard University. On Methods of Teaching Political Economy. By Dr. Richard T. Ely, Johns Hopkins University. Historical Instruction in the Course of History and Political Science at Cornell University. By President Andrew D. White, Cornell University. Advice to an Inexperienced Teacher of History. By W. C. Collar, A.M., Head Master of Roxbury Latin School. A Plea for Archæological Instruction. By Joseph Thacher Clarke, Director of the Assos Expedition. The Use of a Public Library in the Study of History. By William E. Foster, Librarian of the Providence Public Library. Special Methods of Historical Study. By Professor Herbert B. Adams, Johns Hopkins University.

The Philosophy of the State and of History. By Professor George S. Morris, Michigan and Johns Hopkins Universities. The Courses of Study in History, Roman Law, and Political Economy at Harvard University. By Dr. Henry E. Scott, Harvard University. The Teaching of History. By Professor J. R. Seeley, Cambridge University, England. On Methods of Teaching History. By Professor C. K. Adams, Michigan University. On Methods of Historical Study and Research in Columbia University. By Professor John W. Burgess, Columbia University. Physical Geography and History. Why do Children Dislike History? By Thomas Wentworth Higginson. Gradation and the Topical Method of Historical Study; Historical Literature and Authorities; Books for Collateral Reading. By Professor W. F. Allen, Wisconsin University. Bibliography of Church History. By Rev. John Alonzo Fisher, Johns Hopkins University.

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D. C. HEATH & CO., Publishers,

Boston, New York, and Chicago.

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THE STUDENT’S OUTLINE HISTORICAL

MAP OF ENGLAND.

By T. C. RONEY, Instructor in History, Denison University, Granville, Ohio.

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INTRODUCTION PRICE, 25 CENTS.

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The attention of teachers is invited to the following features of this Map:

1. It emphasizes the vital connection (too often neglected) between History and Geography.

2. It leads the student through “the eye gate” into the fair fields of English History.

3. It gives a local habitation to his often vague ideas of time and place.

4. It serves as an historical laboratory, in which he makes practical application of acquired facts, in accordance with the most approved method of teaching History.

5. It presents a few prominent facts, to which he is to add others singly and consecutively.

In particular:

1. The exhibition, side by side, of different periods illustrates by the approximate identity of boundaries a real historical unity of development.

2. The student’s attention is called to the culmination of Saxon England, and the overweening power and disintegrating tendencies of the great earldoms just before the Norman conquest, as marking the turning-point of English History.

3. The water-shed has been sufficiently indicated by the insertion of a few rivers.

4. As an aid to the memory, the modern counties are grouped under the divisions of Saxon England.

5. Special attention is called to the insertion of Cathedral towns, as touching upon the ecclesiastical history of England.

6. This Map can be used effectively with a class in English Literature, to record an author’s birthplace, the scene of a story, poem, or drama, etc.

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BOSTON, NEW YORK, AND CHICAGO.

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Science.

Organic Chemistry:
An Introduction to the Study of the Compounds of Carbon. By Ira Remsen, Professor of Chemistry, Johns Hopkins University, Baltimore. x + 364 pages. Cloth. Price by mail, $1.30; Introduction price, $1.20.

The Elements of Inorganic Chemistry:
Descriptive and Qualitative. By James H. Shepard, Instructor in Chemistry in the Ypsilanti High School, Michigan. xxii + 377 pages. Cloth. Price by mail, $1.25; Introduction price, $1.12.

The Elements of Chemical Arithmetic:
With a Short System of Elementary Qualitative Analysis. By J. Milnor Coit, M.A., Ph.D., Instructor in Chemistry, St. Paul’s School, Concord, N.H. iv + 89 pages. Cloth. Price by mail, 55 cts.; Introduction price, 50 cts.

The Laboratory Note-Book.
For Students using any Chemistry. Giving printed forms for “taking notes” and working out formulæ. Board covers. Cloth back. 192 pages. Price by mail, 40 cts.; Introduction price, 35 cts.

Elementary Course in Practical Zoölogy.
By B. P. Colton, A.M., Instructor in Biology, Ottawa High School.

First Book of Geology.
By N. S. Shaler, Professor of Palæontology, Harvard University. 272 pages, with 130 figures in the text. 74 pages additional in Teachers’ Edition. Price by mail, $1.10; Introduction price, $1.00.

Guides for Science-Teaching.
Published under the auspices of the Boston Society of Natural History. For teachers who desire to practically instruct classes in Natural History, and designed to supply such information as they are not likely to get from any other source. 26 to 200 pages each. Paper.

I. Hyatt’s About Pebbles, 10 cts. II. Goodale’s Few Common Plants, 15 cts. III. Hyatt’s Commercial and Other Sponges, 20 cts. IV. Agassiz’s First Lesson in Natural History, 20 cts. V. Hyatt’s Corals and Echinoderms, 20 cts.

VI. Hyatt’s Mollusca, 25 cts. VII. Hyatt’s Worms and Crustacea, 25 cts. XII. Crosby’s Common Minerals and Rocks, 40 cts. Cloth, 60 cts. XIII. Richards’ First Lessons in Minerals, 10 cts.

The Astronomical Lantern.
By Rev. James Freeman Clarke. Intended to familiarize students with the constellations by comparing them with fac-similes on the lantern face. Price of the Lantern, in improved form, with seventeen slides and a copy of “How to Find the Stars,” $4.50.

How to Find the Stars.
By Rev. James Freeman Clarke. Designed to aid the beginner in becoming better acquainted, in the easiest way, with the visible starry heavens.

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D. C. HEATH & CO., Publishers,

3 Tremont Place, Boston.

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Modern Languages.

Sheldon’s Short German Grammar.
Irving J. Manatt, Prof. of Modern Languages, Marietta College, Ohio: I can say, after going over every page of it carefully in the class-room, that it is admirably adapted to its purpose.
Oscar Howes, Prof. of German, Chicago University: For beginners, it is superior to any grammar with which I am acquainted.
Joseph Milliken, formerly Prof. of Modern Languages, Ohio State University: There is nothing in English equal to it.

Deutsch’s Select German Reader.
Frederick Lutz, recent Prof. of German, Harvard University: After having used it for nearly one year, I can conscientiously say that it is an excellent book, and well adapted to beginners.
H. C. G. Brandt, Prof. of German, Hamilton College: I think it an excellent book. I shall use it for a beginner’s reader.
Henry Johnson, Prof. of Modern Languages, Bowdoin College, Brunswick, Me.: Use in the class-room has proved to me the excellence of the book.
Sylvester Primer, Prof. of Modern Languages, College of Charleston, S.C.: I beg leave to say that I consider it an excellent little book for beginners.

Boisen’s Preparatory German Prose.
Hermann Huss, Prof. of German, Princeton College: I have been using it, and it gives me a great deal of satisfaction.
A. H. Mixer, Prof. of Modern Languages, University of Rochester, N.Y.: It answers to my idea of an elementary reader better than any I have yet seen.
C. Woodward Hutson, Prof. of Modern Languages, University of Mississippi: I have been using it. I have never met with so good a first reading-book in any language.
Oscar Faulhaber, Prof. of Modern Languages, Phillips Exeter Academy, N.H.: A professional teacher and an intelligent mind will regard the Reader as unexcelled.

Grimm’s Märchen.
Henry Johnson, Prof. of Mod. Lang., Bowdoin Coll.: It has excellent work in it.
Boston Advertiser: Teachers and students of German owe a debt of thanks to the editor.
The Beacon, Boston: A capital book for beginners. The editor has done his work remarkably well.

Hauff’s Märchen: Das Kalte Herz.
G. H. Horswell, Prof. of Modern Languages, Northwestern Univ. Prep. School, Evanston, Ill.: It is prepared with critical scholarship and judicious annotation. I shall use it in my classes next term.
The Academy, Syracuse, N.Y.: The notes seem unusually well prepared.
Unity, Chicago: It is decidedly better than anything we have previously seen. Any book so well made must soon have many friends among teachers and students.

Hodge’s Course in Scientific German.
Albert C. Hale, recent President of School of Mines, Golden, Col.: We have never been better pleased with any book we have used.

Ybarra’s Practical Spanish Method.
B. H. Nash, Prof. of the Spanish and Italian Languages, Harvard Univ.: The work has some very marked merits. The author evidently had a well-defined plan, which he carries out with admirable consistency.
Alf. Hennequin, Dept. of Mod. Langs., University of Michigan: The method is thoroughly practical, and quite original. The book will be used by me in the University.

For Terms for Introduction apply to

D. C. HEATH & CO., Publishers,

Boston, New York, and Chicago.

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HISTORY.

Students and Teachers of History will find the following to be invaluable aids:—

Studies in General History.
(1000 B.C. to 1880 A.D.) An Application of the Scientific Method to the Teaching of History. By Mary D. Sheldon, formerly Professor of History in Wellesley College. This book has been prepared in order that the general student may share in the advantages of the Seminary Method of Instruction. It is a collection of historic material, interspersed with problems whose answers the student must work out for himself from original historical data. In this way he is trained to deal with the original historical data of his own time. In short, it may be termed an exercise book in history and politics. Price by mail, $1.75.
THE TEACHER’S MANUAL contains the continuous statement of the results which should be gained from the History, and embodies the teacher’s part of the work, being made up of summaries, explanations, and suggestions for essays and examinations. Price by mail, 85 cents.

Sheldon’s Studies in Greek and Roman History.
Meets the needs of students preparing for college, of schools in which Ancient History takes the place of General History, and of students who have used an ordinary manual, and wish to make a spirited and helpful review. Price by mail, $1.10.

Methods of Teaching and Studying History.
Edited by G. Stanley Hall, Professor of Psychology and Pedagogy in Johns Hopkins University. Contains, in the form most likely to be of direct practical utility to teachers, as well as to students and readers of history, the opinions and modes of instruction, actual or ideal, of eminent and representative specialists in leading American and English universities. Price by mail, $1.40.

Select Bibliography of Church History.
By J. A. Fisher, Johns Hopkins University. Price by mail, 20 cents.

History Topics for High Schools and Colleges.
With an Introduction upon the Topical Method of Instruction in History. By William Francis Allen, Professor in the University of Wisconsin. Price by mail, 30 cents.

Large Outline Map of the United States.
Edited by Edward Channing, Ph.D., and Albert B. Hart, Ph.D., Instructors in History in Harvard University. For the use of Classes in History, in Geography, and in Geology. Price by mail, 60 cents.

Small Outline Map of the United States.
For the Desk of the Pupil. Prepared by Edward Channing, Ph.D., and Albert B. Hart, Ph.D., Instructors in Harvard University. Price, 2 cents each, or $1.50 per hundred.
We publish also small Outline Maps of North America, South America, Europe, Central and Western Europe, Asia, Africa, Great Britain, and the World on Mercator’s Projection. These maps will be found invaluable to classes in history, for use in locating prominent historical points, and for indicating physical features, political boundaries, and the progress of historical growth. Price, 2 cents each, or $1.50 per hundred.

Political and Physical Wall Maps.
We handle both the Johnston and Stanford series, and can always supply teachers and schools at the lowest rates. Correspondence solicited.

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D. C. HEATH & CO., Publishers,

BOSTON, NEW YORK, AND CHICAGO.

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New Books on Education.

I do not think that you have ever printed a book on education that is not worthy to go on any “Teacher’s Reading List,” and the best list.—Dr. William T. Harris.

Compayré’s History of Pedagogy.
Translated by Professor W. H. Payne, University of Michigan. Price by mail, $1.75. The best and most comprehensive history of education in English.—Dr. G. S. Hall.

Gill’s Systems of Education.
An account of the systems advocated by eminent educationists. Price by mail, $1.10.
I can say truly that I think it eminently worthy of a place on the Chautauqua Reading List, because it treats ably of the Lancaster and Bell movement in Education,—a very important phase.—Dr. William T. Harris.

Radestock’s Habit in Education.
With an Introduction by Dr. G. Stanley Hall. Price by mail, 65 cents.
It will prove a rare “find” to teachers who are seeking to ground themselves in philosophy of their art.—E. H. Russell, Prin. of Normal School, Worcester, Mass.

Rousseau’s Émile.
Price by mail, 85 cents.
There are fifty pages of Émile that should be bound in velvet and gold.—Voltaire.
Perhaps the most influential book ever written on the subject of education.—R. H. Quick.

Pestalozzi’s Leonard and Gertrude.
With an Introduction by Dr. G. Stanley Hall. Price by mail, 85 cents.
If we except Rousseau’s “Émile” only, no more important educational book has appeared for a century and a half than Pestalozzi’s “Leonard and Gertrude.”—The Nation.

Richter’s Levana; The Doctrine of Education.
A book that will tend to build up that department of education which is most neglected, and yet needs most care—home training. Price by mail, $1.35.
A spirited and scholarly book.—Prof. W. H. Payne, University of Michigan.

Rosmini’s Method in Education.
Price by mail, $1.75.
The best of the Italian books on education.—Editor London Journal of Education.

Hall’s Methods of Teaching History.
A symposium of eminent teachers of history. Price by mail, $1.40.
Its excellence and helpfulness ought to secure it many readers.—The Nation.

Bibliography of Pedagogical Literature.
Carefully selected and annotated by Dr. G. Stanley Hall. Price by mail, $1.75.

Lectures to Kindergartners.
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Monographs on Education.
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