Chapter XIX: Part IV

+Addison+, Joseph, 315 {VI.7}.
+Alfred+, 276 {I.9}.
_Anglo-Saxon Chronicle_, 276 {I.10}.
+Arnold+, Matthew, 359 {IX.10}.
+Austen+, Jane, 348 {VIII.25}.

+Bacon+, Francis, 299 {V.3}.
+Bæda+ (Venerable Bede), 275 {I.8}.
+Barbour+, John, 285 {II.10}.
_Beowulf_, 273 {I.5}.
+Blake+, William, 334 {VII.20}.
+Browning+, Robert, 358 {IX.8}.
+Browning+, Mrs., 357 {IX.7}.
_Brunanburg, Song of_, 275 {I.7}.
+Brunne+, Robert of, 279 {I.12}.
_Brut_, 277 {I.11}.
+Bunyan+, John, 309 {V.17}.
+Burke+, Edmund, 326 {VII.6}.
+Burns+, Robert, 332 {VII.16}.
+Butler+, Samuel, 304 {V.10}.
+Byron+, George Gordon, Lord, 343 {VIII.16}.

+Cædmon+, 274 {I.6}.
+Campbell+, Thomas, 342 {VIII.14}.
+Carlyle+, Thomas, 349 {VIII.27}.
+Caxton+, William, 288 {III.3}.
+Chatterton+, Thomas, 333 {VII.18}.
+Chaucer+, Geoffrey, 283 {II.7}.
followers of, 287 {III.1}.
+Coleridge+, Samuel Taylor, 340 {VIII.10}.
+Collins+, William, 321 {VI.19}.
+Cowper+, William, 329 {VII.11}.
+Crabbe+, George, 331 {VII.13}.

+Defoe+, Daniel, 312 {VI.3}.
+De Quincey+, Thomas, 348 {VIII.26}.
+Dickens+, Charles, 361 {IX.15}.
+Dryden+, John, 305 {V.12}.

+Eliot+, George, 364 {IX.19}.

+Gibbon+, Edward, 327 {VII.8}.
+Gloucester+, Robert of, 279 {I.12}.
+Goldsmith+, Oliver, 325 {VII.4}.
+Gower+, John, 282 {II.5}.
+Gray+, Thomas, 320 {VI.17}.

+Hobbes+, Thomas, 308 {V.16}.
+Hooker+, Richard, 296 {IV.16}.

+James I.+ (of Scotland), 287 {III.2}.
+Johnson+, Samuel, 323 {VII.2}.
+Jonson+, Ben, 295 {IV.15}.

+Keats+, John, 345 {VIII.20}.

+Lamb+, Charles, 346 {VIII.23}.
+Landor+, Walter Savage, 347 {VIII.24}.
+Langlande+, William, 282 {II.6}.
+Layamon+, 277 {I.11}.
+Locke+, John, 309 {V.18}.
+Longfellow+, Henry Wadsworth, 354 {IX.3}.

+Macaulay+, Thomas Babington, 351 {VIII.29}.
_Maldon_, Song of the Fight at, 275 {I.7}.
+Mandeville+, Sir John, 281 {II.3}.
+Marlowe+, Christopher, 295 {IV.14}.
+Milton+, John, 303 {V.8}.
+Moore+, Thomas, 342 {VIII.15}.
+More+, Sir Thomas, 290 {IV.3}.
+Morris+, William, 360 {IX.12}.

+Orm’s+ _Ormulum_, 278 {I.12}.

+Pope+, Alexander, 317 {VI.11}, 319 {VI.14}.

+Raleigh+, Sir Walter, 298 {V.2}.
+Ruskin+, John, 363 {IX.17}.

+Scott+, Sir Walter, 339 {VIII.5}.
+Shakespeare+, William, 292 {IV.9}, 301 {V.5}.
contemporaries of, 294 {IV.13}.
+Shelley+, Percy Bysshe, 344 {VIII.18}.
+Sidney+, Sir Philip, 297 {IV.18}.
+Southey+, Robert, 341 {VIII.12}.
+Spenser+, Edmund, 291 {IV.6}.
+Steele+, Richard, 316 {VI.10}.
+Surrey+, Earl of, 289 {IV.2}.
+Swift+, Jonathan, 313 {VI.5}.

+Taylor+, Jeremy, 307 {V.14}.
+Tennyson+, Alfred, 355 {IX.5}.
+Thackeray+, William Makepeace, 361 {IX.14}.
+Thomson+, James, 319 {VI.15}, 320 {VI.16}.
+Tyndale+, William, 290 {IV.4}.

+Wordsworth+, William, 337 {VIII.3}.
+Wyatt+, Sir Thomas, 289 {IV.2}.
+Wyclif+, John, 282 {II.4}.

* * * * *
* * * *

_ENGLISH LITERATURE._

“+_The chief glory of every people arises from its authors._+”

_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._)

_THE STUDY OF ENGLISH._

_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
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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
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IV. An _Outline of the History of English Literature_, embracing
_Tabular Views_ which give in parallel columns, (_a_) the name of
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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.

+D. C. HEATH & CO., Publishers,+

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THE STUDENT’S OUTLINE HISTORICAL MAP OF ENGLAND.

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

+INTRODUCTION PRICE, 25 CENTS.+

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

1. It emphasizes the vital connection (too often neglected) between
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Literature, to record an author’s birthplace, the scene of a story,
poem, or drama, etc.

+D. C. HEATH & CO., Publishers,+

Boston, New York, and Chicago.

_SCIENCE._

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_Guides for Science-Teaching._

Published under the auspices of the +Boston Society of Natural
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_MODERN LANGUAGES._

_Sheldon’s Short German Grammar._

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_Deutsch’s Select German Reader._

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+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
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+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

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_HISTORY._

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_Methods of Teaching and Studying History._

Edited by G. STANLEY HALL, Professor of Psychology and Pedagogy in
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_Select Bibliography of Church History._

By J. A. FISHER, Johns Hopkins University. Price by mail, 20 cents.

_History Topics for High Schools and Colleges._

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_Large Outline Map of the United States._

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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.

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* * * * *
* * * *
* * * * *

ERRATA

Myhneer Calf
_spelling unchanged: probably error for “Mynheer”_

Plurals in +es+ (separate syllable).
_printed in Verbs column_

died of fever in London, in the year 1688.
_text reads “1698”_

the most polished verse-writer
_text reads “mose polished”_

he entered himself of the Inner Temple
_text unchanged_

Punctuation and Presentation:

17. +Latin of the First Period+ (i).--
_originally formatted as:_
17. +Latin of the First Period.+--(i)

(The word _al_ means _the_. Thus _alcohol_ = _the spirit_.)
_close parenthesis missing_

homely, plain, and pedestrian.
_period (full stop) invisible_

“Errors, like straws, upon the surface flow;
_open quote missing_

and his meat nothing but sauce.”
_close quote missing_

“A good man is as much in awe of himself as of a whole assembly.”
_close quote missing_

designated by a hand ([->]) at the foot of each
_printed text has drawing of hand with pointing finger_

Wordsworth and Coleridge spoke with awe of his genius;
_semicolon invisible_

“‘Farewell!’ said he, ‘Minnehaha,
_text has double quote for single before “Minnehaha”_

All´ my | thou´ghts go | on´ward | wi´th you!
_all ´ marks are as in original text_

Index

+Grammar+ of English...
general view of its history, 243.
short view of its history, 239-243.
_each line indented as if a subentry to preceding line_

language, living and dead 198
_text reads “168”_

Chaucer, Geoffrey. 283
_text reads “383”_

Spenser, Edmund. 291
_text reads “261”_