Chapter IX: Section I: (Economic Science and Statistics), C. M. Woodward, of St

Louis. The permanent secretary is L. O. Howard, United States Entomologist, Washington, D. C.; General Secretary, Charles Baskerville, of Chapel Hill, N. C.; Secretary of the Council, William H. Hallock, of New York city. The sectional secretaries are: Section A, W. M. Strong, of New Haven, Conn.; Section B, R. A. Fessenden, of Allegheny, Pa.; Section C, A. A. Noyes, of Boston, Mass.; Section D, W. T. Magruder, of Columbus, Ohio; Section E, J. A. Holmes, of Chapel Hill, N. C.; Section F, C. H. Eigenmann, of Bloomington, Ind.; Section G, D. T. McDougal, of New York Botanical Garden; Section H, Frank Russell, of Cambridge, Mass.; Section I, H. T. Newcombe, of Washington, D. C. Treasurer, R. S. Woodward, of New York city.

=Graphite.=--An interesting account of the history and manufacture of graphite is given by E. G. Acheson in the June issue of the Journal of the Franklin Institute. In the year 1779 Karl Wilhelm Scheele, a young apothecary in the town of Köping, Sweden, discovered that graphite was an individual compound. It had up to this time been confounded with molybdenum sulphide. In 1800 Mackenzie definitely added graphite to the carbon group by showing that, on burning, it yielded the same amount of carbon dioxide as an equal amount of charcoal and diamond. Graphite in a more or less pure state is quite freely distributed over the earth, but only in a few places is it found under conditions of purity, quantity, ease of mining, refining, and transportation to market that permit of a profitable business being made of it. Statistics for the last six years (1890-'95) show an average yearly production of 56,994 short tons. The countries contributing to the supply were Austria, Ceylon, Germany, Italy, United States, Canada, Japan, India, Russia, Great Britain, and Spain. Great differences exist in the structure and purity of the graphites furnished from the various mines. There are two general forms--the crystalline and the amorphous. The product of the Ceylon mines is crystalline of great purity, analyzing in some cases over ninety-nine per cent carbon, while that of the Barrowdale mines is amorphous and also very pure. The chief impurity in graphite is iron. It is probable that the first use made of graphite was as a writing substance. The first account we have of its employment for this purpose is contained in the writings of Conrad Gessner on Fossils, published in 1565. Its present uses include the manufacture of pencils, crucibles, stove-polish, foundry-facing, paint, motor and dynamo brushes, anti-friction compounds, electrodes for electro-metallurgical work, conducting surfaces in electrotyping, and covering the surfaces of powder grains. For most of these purposes it is used in the natural impure state. The mining and manufacture of graphite into articles of commerce give employment to thousands of people. The mines of Ceylon alone, when working to their full capacity, employ about twenty-four thousand men, women, and children. The rapid increase in the use of graphite has led to considerable discussion in recent years regarding the possibility of its commercial manufacture. It has been made in a number of different ways in the laboratory, all, however, depending on the same fundamental principle--viz., the liberation of the carbon from some one of its chemical compounds, under conditions which prevent its reassociation with the same or other elements. Mr. Acheson, who has been working for several years in an endeavor to devise a commercially successful process of manufacture, found, somewhere back in 1893, that graphite was formed in the carborundum (electric) furnaces of the Carborundum Company of Niagara Falls. Since then he has been following up this clew, and now believes that "the only commercial way to make graphite is by breaking up a carbide by the action of heat." A building for its manufacture in this way, by the use of the electric furnace, is now in course of erection at Niagara Falls.

=Commercial Education in England.=[55]--It is only of comparatively late years that the Government has had anything to do with the education of the people. For some centuries back all English education was practically controlled by our two ancient universities--Oxford and Cambridge. They decided what subjects were to be taught, and how they were to be taught. The control they exercised over our English schools was an indirect one, but it was none the less effectual. The schools themselves were, like the universities, independent of Government, or, indeed, of any control. The principal of these are known as "public schools," though the term "public" has of late years also been applied to the public elementary schools. These are nearly all developments of ancient foundations. Winchester, founded in the fourteenth century, and Westminster, in the sixteenth, grew up under the shadows of great religious houses; Eton was established in the fifteenth century by the monarch, close to his own palace at Windsor; Harrow, which dates from the sixteenth century, is the most important example of the most numerous class of all privately founded local schools--grammar schools, as they were generally entitled--which have developed beyond their original founders' intention, and have eventually come to attract boys from all parts of the kingdom. The best boys from all of them went to the universities, and the course of study which was most successful at the university was naturally the course of study which was preferred at the school. The _literæ humaniores_, which were the sum total of university education, included only Greek and Latin language and literature, mathematics, and logic. Science--I have now in my mind the education of but a single generation back--was ignored. The teaching of modern languages was perfunctory in the extreme; the same may be said of history and geography, while even English language and literature were almost entirely neglected. Now an education modeled on these lines was not ill suited for professional men--men who went from the university into law, the Church, or medicine. But it was by no means suited, especially when cut short in its early stages, for boys whose future destination was the counting-house or the shop. We are not met to consider the training of scholars, but the sort of education best adapted to the requirements of the ordinary man of business, and given under the limitations inevitable in the conditions of the case--that is to say, in a very limited period and during the early years of life--intended also not only to train the mind but to provide a means of earning a living. Commercial education must in fact be a compromise between real education and business training. The more it inclines to the former the better. With the growth of modern industry and commerce the necessity for a training better suited for the requirements of modern life became more and more evident, and the place was supplied, or partially supplied, by private-adventure schools, which undertook to provide the essentials of a commercial education. Of late years also some important middle-class schools have been founded by institutions like the Boys' Public Day Schools Company, and the Girls' Public Day Schools Company, the teaching in which is of a modern if not of a commercial character. The growth also of science had its natural and obvious effects on educational methods. Scientific teaching was introduced at the universities--it had been practically ignored at Oxford, and recognized at Cambridge only as a department of mathematics. The more important of our public schools introduced what was known as a "modern side," that is to say, an alternative course which a boy might take, and in which science, modern languages, and mathematics took the place, to a greater or less extent, of the classical languages. Other schools modified their whole curriculum in a like direction; others again almost abandoned the ancient knowledge in favor of the modern. Such, in briefest and baldest summary, is the condition at which our system of secondary education has now arrived. In the meantime, elementary education in England had been organized and systematized. At the beginning of the century elementary education was imparted to the children of the peasants and agricultural laborers in village schools, most of which were sadly inefficient. In the towns there were various charitable institutions for educating the children of those who were unable to provide education for themselves, and there were also what were known as ragged and parochial schools, which were more or less of the same character as the elementary schools of to-day. Early in the century several important societies were established--they were mostly of a religious character--for the improvement of elementary education. By their assistance schools were founded throughout the country. These were maintained by voluntary effort, and so gained their name of voluntary schools, though they received aid from the Government, an annual grant being allotted for the purpose. In 1839 a committee of the Privy Council was created to regulate the administration of Government grants for education, and this committee still remains the governing body of our education department. The Elementary Education Act of 1870, with later acts of 1876 and 1880, laid down the principle that sufficient elementary education should be provided for all children of school age, and established a system of school boards, which boards were to be and were formed in all districts where such sufficient provision for education did not exist. By a later act of 1891 education was made gratuitous as well as compulsory. We have, therefore, now two great classes of elementary schools--school-board schools, in which education is free, and voluntary schools, in which a fee may be charged. Both alike receive Government aid under certain conditions. As a rule the voluntary schools are connected with the Church of England or with one or other of the nonconformist bodies. The boards which control the board schools are elected bodies, and the teaching is undenominational.

[Footnote 55: From a paper read by Sir H. T. Wood, at the
International Congress, on Technical Education, at Venice, May,
1899.]

=Genius and Habit.=--W. L. Bryan and N. Harter are the authors of an interesting monograph in the Psychological Review for July, from which the following paragraphs are taken: "There is scarcely any difference between one man and another of greater practical importance than that of effective speed. In war, business, scientific work, manual labor, and what not, we have at the one extreme the man who defeats all ordinary calculations by the vast quantity of work he gets done, and at the other extreme the man who no less defeats ordinary calculations by the little all his busyness achieves. The former is always arriving with an unexpected victory, the latter with an unanswerable excuse for failure. It has seemed to many psychologists strongly probable that the swift man should be distinguishable from the slow by reaction time tests. For (_a_), granting that the performances demanded in practical affairs are far more complicated than those required in the laboratory tests, it seems likely that one who is tuned for a rapid rate in the latter will be tuned for a rapid rate in the former, when he has mastered them. Moreover (_b_), a rapid rate in elementary processes is favorable to their fusion into higher unitary processes, each including several of the lower. Finally (_c_), a rapid rate in elementary processes is favorable to prompt voluntary combinations in presence of new emergencies. In face of these _a priori_ probabilities, eleven years' experience in this laboratory (the first three being spent mainly on reaction times) has brought the conviction that no reaction time test will surely show whether a given individual has or has not effective speed in his work. Very slow rates, especially in complicated reactions, are strongly indicative of a mind slow and ineffective at all things. But experience proves that rapid rates by no means show that the subject has effective speed in the ordinary, let alone extraordinary, tasks of life. How is this to be explained? The following answer is proposed: The rate at which one makes practical headway depends partly upon the rate of the mental and nervous processes involved; but far more upon how much is included in each process. If A, B, and C add the same columns of figures, one using readily the method of the lightning adder, another the ordinary addition table, while the third makes each addition by counting on his fingers, the three are presently out of sight of one another, whatever the rates at which the processes involved are performed. The lightning adder may proceed more leisurely than either of the others. He steps a league while they are bustling over furlongs or inches. Now, the ability to take league steps in receiving telegraphic messages, in reading, in addition, in mathematical reasoning, and in many other fields, plainly depends upon the acquisition of league-stepping habits. No possible proficiency and rapidity in elementary processes will serve. The learner must come to do with one stroke of attention what now requires half a dozen, and presently, in one still more inclusive stroke, what now requires thirty-six. He must systematize the work to be done, and must acquire a system of automatic habits corresponding to the system of tasks. When he has done this he is master of the situation in his field. He can, if he chooses, deal accurately with minute details. He can swiftly overlook great areas with an accurate sense of what the details involved amount to--indeed, with far greater justice to details than is possible for one who knows nothing else. Finally, his whole array of habits is swiftly obedient to serve in the solution of new problems. Automatism is not genius, but it is the hands and feet of genius."

"=A vague Impression of Beauty.="--The following sentences occur in an article on The Real purpose of Universities in a recent issue of the London Spectator. They give so strange a picture of the ideals of the two leading English universities as to seem worthy of reproduction: "However, Dr. Hill made one statement for which we owe him a sincere gratitude. 'The excellence of the classics,' said he, 'lay chiefly in their complete uselessness.' ... In this simple statement is expressed the true value of our old universities. They should be practically useless. They should not teach you to be a good carpenter or a skillful diplomatist. You can not march out of Oxford or Cambridge into any career which will return you an immediate and efficient income.... The other universities of Europe are prepared to cut you to a certain measure, or to render you technically competent. But our English universities have hitherto declined to discharge this humble function, save in rare lapses, from a noble ideal. They at least profess to accomplish a far greater task. There is a strange period dividing the man from the boy, which clamors aloud for intelligent discipline, and this discipline Oxford and Cambridge are anxious to supply. The undergraduate is too young to specialize, and not too old to receive instruction. When his period of training is finished he is asked to assume the heavy burdens of life, to discharge tasks which may be dull, and which are rarely concerned with what were once called the humanities. As he passes through the university he may not have the time nor the wit to become a sound scholar nor a profound mathematician. But he may, if he understand his privilege aright, linger for a while in the groves of 'practically useless' knowledge. He may learn what literature meant in an age when it was concerned only with the essentials of simplicity; he may read the lessons of history when history was still separate from political intrigue. And though he forgets his Greek grammar, though in middle life he can not construe a page of Virgil, yet he carries away from this irrational interlude a vague impression of beauty which no other course of education will ever give him." Even for the schoolmen "a vague impression of beauty," whatever that may mean, seems rather unpractical as an educational _ultima Thule_.

=The Purple of Cassius.=--There are few substances in the field of inorganic chemistry on which so much speculation and actual work has been expended as the so-called purple of Cassius. A recent article by Mr. C. L. Reese, in the Chemical News, contains some interesting information regarding this curious compound. Up to the present time there have, it seems, been two views held as to its chemical nature--one that it is a mixture of stannic acid and metallic gold; the other, that of Berzelius, that it is substantially a chemical compound of purple gold oxide with the oxides of tin possibly mixed with an excess of stannic acid. It has seemed very likely that the substance is a chemical compound of acid character, and that the solubility in ammonia is due to the formation of a salt, but it has been found that by oxidation of stannous chloride and by allowing very dilute solutions of stannic chloride to stand, the "hydrogel" of stannic acid separated out, which, on the addition of a few drops of ammonia, liquefied and so became soluble in water, just as the purple of Cassius does. There can therefore be no salt formation here. Some comparatively recent work by Richard Zsigmondy, however, seems to have finally cleared up the chemical nature of this curious substance. Its formation is explained by assuming that when stannous chloride is added to a sufficiently dilute solution of gold chloride the latter is immediately reduced to metallic gold while stannic chloride is formed. Generally after a few seconds the liquid becomes red, but the purple is not precipitated for several days, unless it is heated. The gold is not precipitated as a black powder because the stannic chloride formed is immediately hydrolized into hydrochloric acid and the hydrate of stannic acid. The latter prevents the aggregation of the gold particles, and the stannic acid remains in solution as a colloid, which on standing gradually changes under the influence of the dilute hydrochloric acid to an insoluble form, the "hydrogel" of stannic acid. By heating, this change takes place immediately. The properties of the purple of Cassius depend on the properties and character of the stannic acid present, and the great variety in the properties of the stannic acids, the ortho, the meta, and the colloidal mixtures of the two explain the many contradictions in the literature with reference to the properties of the purple of Cassius. Zsigmondy says, "I look upon the knowledge that a mixture of colloid bodies can behave, under some conditions, as a chemical compound, and that the properties of one body in such mixtures can be hidden by those in another as the most important conclusion to be drawn from this work."

=The Abuse of Unskilled Labor.=--The number of diseases directly or indirectly due to continued long standing is especially numerous among women. The London Lancet, which nearly twenty years ago attempted to improve matters in this respect in the case of shopgirls, has again taken up the subject, and recently published an editorial urging customers of the shops to boycott those establishments where no sitting accommodations are provided for the clerks. It says: "We, as medical men, maintain that sitting accommodations are absolutely necessary for shopgirls. The only argument having even the semblance of legitimacy which we have heard put forward in defense of the nonprovision of seats is that sitting is conducive to idleness, but in this connection such a premise can not be permitted, for an employee would be bound to come forward when an intending purchaser entered the shop.... The very fact that in many shops she is not allowed to sit down is conducive to idleness--idleness of the worst kind, the idleness of pretending to do something while in reality nothing is being done. Can nothing be done to stop this--as we once called it without the least exaggeration or sensationalism--'cruelty to women'? To the true woman--the woman with feelings for her sisters, the woman of love and sympathy, the true woman in every sense of the word--we appeal for help in this matter. If such women would abstain from purchasing at shops where they see that the employees are compelled to work from morning till night without permission to rest from their labors even when opportunity occurs, we should soon see the end of a practice which ruins the health and shortens the lives of many of our shopgirls." That there is a certain amount of danger for women from long-continued standing, to the point of exhaustion, there is no doubt, and much can be done toward improving the present conditions in this respect and in other hygienic ways in the shops. The large influx of women during recent years into the counting-room and the salesroom gives such questions an increasing importance, especially in the less skilled positions where labor combinations for mutual protection are not possible. There has already been considerable agitation of the question in this country, and there still remains much to be done. But, as Lord Salisbury pointed out in causing the rejection of a bill for remedying present shop conditions in England, it is a question not suitable for legislation, and can only be settled through the indirect action of public opinion on the shopkeeper himself.

=The Occurrence of Gold Ores.=--The following paragraphs are from an article by H. M. Chance in the Engineering Magazine for July, entitled The Increasing Production of Gold: "Another reason for anticipating further increase in the production of gold is found in our better knowledge of gold ores, and of the conditions under which gold occurs in Nature. Until the discovery of the Cripple Creek district the occurrence of gold as tellurid in deposits of large extent and value was practically unknown. Gold was, of course, known to occur, sparingly in some ores, partially as a tellurid associated with other minerals; but such a mineralized belt as that at Cripple Creek was entirely unknown, and such deposits were not looked for by the prospector. Similarly, we now know of another class of gold ores in which the gold occurs apparently in some form chemically combined in a siliceous matrix, often approaching a true jasper or hornstone, and showing by analysis possibly ninety-five per cent of silica. Such ores show no trace of 'free' or metallic gold, and the presence of gold can be determined only by assay or analysis. A few such discoveries have recently been made, accidentally, by inexperienced persons, who had rock assayed from curiosity. Similarly again, in the last few years gold has been found in most unpromising-looking porphyry dikes--the very rocks prospectors the world over have regarded as necessarily barren because they almost invariably fail to show any 'free' or metallic gold by the miner's quick 'horn' or 'pan' test. But mining engineers and prospectors are learning that in a mineralized region gold may occur in any rock, and hundreds of prospectors are assaying all sorts of most unpromising-looking rock, satisfied that by assay alone can they determine whether a certain rock is gold-bearing or not. This persistent and more or less systematic work now going on in every mining district must result in the discovery of many valuable deposits in unexpected localities, and ultimately promises to add largely to the annual output of gold."

MINOR PARAGRAPHS.

The investigations of F. E. L. Beal of the Food of Cuckoos and S. D. Judd of the Food of Shrikes in their relation to agriculture are published in a single bulletin by the Department of Agriculture. Mr. Beal finds that the food of cuckoos consists almost wholly of insects, of which he has found sixty-five species in their stomachs, and concludes that from an economical point of view they rank among our most useful birds; and, in view of the caterpillars they eat, it seems hardly possible to overestimate the value of their work. Mr. Judd finds, from a very extensive examination, that the food of butcher birds and loggerhead shrikes consists of invertebrates (mainly grasshoppers), birds, and mice. During the colder half of the year the butcher bird eats birds and mice to the extent of sixty per cent, and ekes out the rest of its food with insects. In the loggerhead's food, birds and mice amount to only twenty-four per cent. Its beneficial qualities "outweigh four to one its injurious ones. Instead of being persecuted, it should receive protection."

The Engineering Magazine is authority for the following: "The wrecking of the steamship Paris on the coast of Cornwall and the difficulties encountered in attempting to save her while a number of her compartments forward are filled with water, lead Mr. Richards, in the American Machinist, to suggest the applicability of compressed air. 'There is a means of expelling the water from the filled compartments so obvious, and so certainly effective, that it seems unaccountable that some engineer has not suggested it before this. Close the hatches of the flooded compartments and drive the water out by forcing air in. It would not make the slightest difference how big the holes might be in the bottom, as the water would be expelled and kept out on the same principle as in the old-fashioned diving bell.' This suggestion carries with it a much larger and more important one--namely, the use of air pumps instead of water pumps to save a leaking ship while afloat. As Mr. Richards well remarks, the work of trying to pump out a leaky ship is not only enormously wasted while it is going on, but it is never finished. If, however, the water leaking into a compartment of a ship be expelled by pumping air into the space, the work is done so soon as the compartment is filled with air down to the level of the leak. After that point is reached the ship is safe, no matter how large the hole, and no further pumping is necessary."

Chlorate of potash has always been regarded by manufacturers and chemists as a nonexplosive, and hence there has been little care taken in handling and storing it. A recent explosion, however, at a large chemical works at St. Helens, in England, seems to disprove this view. A storehouse containing about one hundred and fifty tons of chlorate in the form of both powder and crystals took fire, and almost immediately after the falling in of the roof an explosion of terrible violence occurred, the shock being felt over a distance of twenty miles. The chlorate works were entirely demolished. A large gas holder of the city gas works, containing two hundred and fifty thousand cubic feet of gas, was burst and the gas ignited. Eight hundred tons of vitriol was poured into the streets of the town by the wrecking of ten vitriol chambers in a neighboring alkali works. Houses were unroofed, and in the main streets of the town, a quarter of a mile away, nearly every plate-glass window was demolished. A theory accounting for the explosion, advanced by Mr. J. B. C. Kershaw, in the Engineering and Mining Journal, is that it was due to the sudden and practically simultaneous liberation of all the oxygen from such a mass of chlorate, combined with the restraining influence of the kegs (the chlorate was packed in kegs of one hundredweight each), and possibly also helped by the presence of much charred wood and the dense volume of smoke. Whatever is the true theory, however, it is evident that our belief in the nonexplosiveness of potassium chlorate must be modified.

NOTES.

A piece of experimental glass pavement was laid in Lyons, in the Rue de la République, last fall, and it is reported to have worn very well thus far. The silicate of which the pavement is composed is called by the manufacturers ceramo-crystal or devitrified glass. It may be finished in various colors and with a rough or smooth surface. The blocks are made by heating broken glass to a temperature of 1,250° C. and then compressing it by hydraulic power. The resulting compound is said to have all the qualities of glass except its transparency.

The New York Agricultural Experiment Station reports of its analyses of sugar beets in 1898 that the average percentage of sugar in the samples analyzed is 14.2, with a coefficient of purity of 85. In general the yield of beets was between nine tons and twenty tons per acre.

An altitude of 12,440 feet, or 366 feet greater than any attained before, was reached in the kite-flying experiments at Blue Hill Observatory, Massachusetts, on February 21st. The flight was begun at twenty minutes to four in the afternoon, with a temperature of 40° and a wind velocity of seventeen miles an hour at the surface. At the highest point reached by the kite the temperature was 12° and the wind velocity fifty miles an hour. Four improved Hargreave kites with curved surfaces, like soaring birds' wings, were used tandem, and the flying line was a steel wire.

The first to be unveiled of a series of tablets to be fixed by the Municipal Council of Bath, England, to mark historical houses is on the house where William Herschel lived in 1780, and was officially unveiled by Sir Robert Ball, April 22d. In a little workshop at the end of the back garden of this house Herschel made his Newtonian reflector, and here he discovered Uranus.

Attention is called by Dr. Martin Ficker to the fact, brought out in his experiments, that cultures of microbes are affected by the glass of the tubes in which they are made. By virtue of differences in composition, different sorts of glass give varying degrees of alkalinity to water in contact with them, and the activity of the bacteria they contain is correspondingly affected.

We have to add to our obituary list of persons in whom science is interested the names of Professor Socin, late of the University of Leipsic, Orientalist, and author of Baedeker's Palestine and Syria and many special works on the Arabic language and dialects; M. N. Rieggenbach, correspondent of the Paris Academy of Sciences, Section of Mathematics, at Olten, Switzerland; Elizabeth Thompson, donor of liberal gifts for scientific purposes, at Stamford, Conn.; she contributed toward the telescope for Vassar College, was a patron of the American Association, and endowed the Elizabeth Thompson Scientific Fund; George Averoff, who died at Alexandria, Egypt, July 27th, leaving, among other bequests, £20,000 to create an agricultural school in Thessaly, and £50,000 to the polytechnic schools at Athens; Charles J. Stillé, ex-Provost of the University of Pennsylvania, under whose administration the institution took a great stride in its development; Mrs. Arvilla J. Ellis, an assiduous student of the fungi, who assisted her husband, J. B. Ellis, in preparing and mounting the five thousand specimens for the North American Fungi and the Fungi Columbiani, and more than two hundred thousand other specimens which were distributed to the botanists of the world, at Newfield, N. J., July 18th; M. Balbiani, Professor of Embryology at the Collége de France; Prof. Pasquale Freda, Director of the Station for Agricultural Chemistry at Rome; Dr. S. T. Jak[vc]i[vc], Professor of Botany and Director of the Botanic Gardens, at Belgrade; Dr. Carl Kuschel, formerly Professor of Physics in the Polytechnic Institute at Dresden; M. A. de Marbaix, Professor of Zoölogy and Anatomy in the Agricultural Institute at Louvain; Dr. N. Grote, Professor of Psychology and Philosophy in the University of Moscow and editor of a journal devoted to those subjects; Robert Wilhelm Bunsen, the eminent German chemist, of whom a fuller notice will be given; and Sir Edward Frankland, another eminent chemist (English), one of Bunsen's pupils, a member of the Royal Commissions on Water Supply and River Pollution, and author of researches on the luminosity of flame and the effect of the density of a medium on the rate of combustion, died in Norway, aged seventy-four years.

INDEX.

ARTICLES MARKED WITH AN ASTERISK ARE ILLUSTRATED.

Abbott, C. C. The Antiquity of Man in North America*, 326

Abuse of Unskilled Labor. (Frag.), 862

Acetylene, The Use of.* E. Renouf, 335

A Correction. (Corr.), 702

African Music in America, Survival of. J. R. Murphy*, 660

" Religious Ideas, Variations in. (Frag.), 281

Agriculture, Fungicides, Relative Power of. (Frag.), 717

Alleghanies, Folklore of the. F. A. Doughty, 390

Alloys, Metallic, of Rich Colors. (Frag.), 284

American Association for the Advancement of Science, Proper Objects
of. E. Orton, 466

" " Columbus Meeting of, 822

" " Meeting of. (Table), 850

" " Meeting, The. (Frag.), 568

" " Officers of, for 1900. (Frag.), 857

" Indians and Mongolians. (Frag.), 715

Andrews, E. A. Sketch of W. K. Brooks. (Portrait), 400

Animals Reason? Do. E. Thorndike*, 480

" " " (Corr.), 843

An Old-fashioned Moral. (Table), 703

Anthropology: American Indians and Mongolians. (Frag.), 715

" Antiquity of Man in North America. C. C. Abbott*, 326

" Aztec Pictorial Record, An. (Frag.), 716

" Bows and Arrows, The Teaching of. (Frag.), 715

" Brinton, D. G., Death of. (Frag.), 713

" European Culture, Origin of. W. Z. Ripley*, 16

" Folklore of the Alleghanies. F. A. Doughty, 390

" Gypsies and their Folk-Tales. (Frag.), 424

" Hopi Indians of Arizona. George A. Dorsey*, 732

" Jews? Are Jews. J. Jacobs, 502

" Origin of Ancient Hindu Astronomy. Count G.
D'Alviella, 396

" Primitive Man. (Table), 410

" Race Questions in the Philippine Islands. F.
Blumentritte, 472

Antiquity of Man in North America. C. C. Abbott*, 326

Astronomy, Origin of Ancient Hindu. Count G. D'Alviella, 396

Austen, W. Bookworms in Fact and Fancy, 240

Aztec Pictorial Record, An. (Frag.), 716

Bacon's Idols. W. H. Hudson, 788

Baker, Smith. Causes and Prevention of Insanity, 102

Baldwin, F. S. Present Position of Sociology, 811

Beautifying the Home Grounds. (Frag.), 430

Benjamin, M. American Industrial Expositions, 231

Bering Sea Controversy again. T. C. Mendenhall, 99

Bertillon, M. J. Remedies for the Depopulation of France, 672

Bible, Scientific Method and the. (Corr.), 701

" The Scientific method and its Application to the. Rev. D.
Sprague, 289

Bicknell, E. From Serfdom to Freedom, 84

Birds as Pest Destroyers. (Frag.), 571

Block Island, Geology of. (Frag.), 570

Blumentritte, F. Race Questions in the Philippine Islands, 472

Books Noticed, 126, 270, 415, 557, 705, 853
African Frontier, On the South. W. H. Brown, 708.
-- Studies, West. M. H. Kingsley, 418.
Agriculture. Fertilizers. E. B. Voorhees, 274.
-- Practical. C. C. James, 854.
-- The Principles and Practice of. L. H. Bailey, 421.
Algebra. Text-Book of. G. E. Fischer and I. J. Schwatt, 420.
Allen, A. H. Commercial Organic Analysis, 274.
American Indians. F. Starr, 421.
Amryc, C. Pantheism: the Light and Hope of Modern Reason, 421
Anatomy and Physiology, Laboratory Exercises in. J. E.
Peabody, 277.
Anglo-Saxon (Monthly), 562.
Animated Pictures. C. F. Jenkins, 132.
Anthropology. Australian Bush, In the. R. Semon, 417.
-- Australia, The Native Tribes of Central. B. Spencer and F. J.
Gillen, 417.
-- History of Mankind. F. Ratzel, 272.
-- Man, Past and Present. A. H. Keane, 852.
-- Philippines, People of the. D. G. Brinton, 855.
Arctic, A Thousand Days in the. F. G. Jackson, 705.
Arithmetic, Primary. A. R. Hornbrook, 420.
-- The American Elementary. M. A. Bailey, 422.
Armageddon. Stanley Waterloo, 133.
Aston, W. G. History of Japanese Literature, 131.
Astronomy, A Short History of. A. Berry, 710.
Atkinson, G. F. Elementary Botany, 131.
Austin, H. E. Observation Blanks for Beginners in Mineralogy, 855.
Australian Bush, In the. R. Semon, 417.
Australia, The Native Tribes of Central. G. Spencer and F. J.
Gillen, 417.
Badenoch, L. N. True Tales of the Insects, 854.
Bailey, L. H. The Principles of Agriculture, 421.
-- M. A. The American Elementary Arithmetic, 422.
Bardeen, C. W. Commissioner Hume, 562.
Bates, F. G. Rhode Island and the Formation of the Union, 421.
Bauer, L. A., and French, Thomas, Jr. Terrestrial Magnetism.
(Quarterly), 132.
Beddard, F. E. Structure and Classification of Birds, 128.
Bell, M. G. Story of the Rise of the Oral Method in America, 711.
Berry, A. A Short History of Astronomy, 710.
Bickerton, A. W. New Story of the Stars, 134.
Biology, Principles of. H. Spencer, 275.
Birds, Structure and Classification of. F. E. Beddard, 128.
Botany, Elementary. G. F. Atkinson, 131.
-- Elementary Text-Book of. S. H. Vines, 131.
-- Evolution of Plants, Lectures on the. D. H. Campbell, 561.
-- Ferns, How to Know the, 708.
Bradford, Gamaliel. The Lesson of Popular Government, 415.
Brinton, D. G. Peoples of the Philippines, 855.
Brooks, W. K. Foundations of Zoölogy, 270.
Brown, W. H. On the South African Frontier, 708.
Bryant, W. M. Life, Death, and Immortality, 130.
Buckley, A. B. The Fairy-Land of Science, 854.
Bush Fruits. F. W. Card, 129.
Call, R. E. Ichthyologia Ohioensis. (C. E. Rafinesque), 560.
Cajori, Florian. History of Elementary Physics, 419.
Campbell, D. H. Lectures on the Evolution of Plants, 561.
Card, F. W. Bush Fruits, 129.
Carpenter, F. G. Geographical Reader for North America, 561.
-- of Nazareth, The, or the Silver Cross, 278.
Catering for Two. A. L. James, 278.
Cave Regions of the Black Hills. L. A. Owen, 562.
Census, The Federal, 558.
Chemical Experiments. Woodhull and Van Arsdale, 856.
Cole, J. R. Miscellany, 134.
Commercial Organic Analysis. A. H. Allen, 274.
Cuba, Industrial. R. P. Porter, 560.
Cumulative Index for 1898, 712.
Dall, C. H. Memorial of W. W. Turner and Sisters, 563.
Dana, C. A. Recollections of the Civil War, 853.
Deaf and Dumb. Comparison of Methods of Instruction. Volta
Bureau, 712.
-- Oral Method of Instructing, Rise of, in America. M. G.
Bell, 711.
De Morgan, A. On the Study and Difficulty of Mathematics, 561.
Drinking Water, The Microscopy of. G. C. Whipple, 709.
Dr. Therne. H. R. Haggard, 711.
Dyers and Colorists, Year-Book of. H. Huntington, 563.
Economics. Census, The Federal, 558.
-- Strikes and Lockouts, Sympathetic, 563.
Education. Commissioner Hume. C. W. Bardeen, 562.
-- Froebel's, by Development, 855.
-- Ideals and Programmes. J. L. Gourdy, 421.
-- Nature Study In Elementary Schools. L. S. W. Wilson, 422.
-- Report of the Commissioner of, for 1896-'97, 562.
Elliott, A. G., and Graffigny, H. de. Gas and Petroleum
Engines, 277.
Ethnology. American Indians. F. Starr, 421.
Evolution, Footnotes to. D. S. Jordan, 559.
Evolution of Plants, Lectures on the. D. H. Campbell, 561
-- The Last Link. E. Haeckel, 126.
Eyesight, Defective: Its Relief by Glasses. D. B. St. John
Roosa, 856.
Faraday, Michael, His Life Work. S. P. Thompson, 421.
Farrington and Noll, E. H. and F. W. Testing Milk and its
Products, 278.
Ferns, How to Know the. F. T. Parsons, 708.
Fertilizers. E. B. Voorhees, 274.
Fischer, G. E., and Schwatt, I. J. Text-Book of Algebra, with
Exercises for Secondary Schools, 420.
Fitz, G. W. Revised Edition of H. N. Martin's The Human Body, 422.
Force, General M. F. General Sherman, 419.
Fossil Medusæ. C. D. Walcott, 278.
Froebel's Education by Development, 855.
Gas and Petroleum Engines. A. G. Elliott, 277.
Geographical Nature Studies. F. O. Payne, 277.
-- Reader for North America. F. G. Carpenter, 561.
Geology. Cave Regions of the Black Hills. L. A. Owen, 562.
-- Rivers of North America. I. C. Russell, 127.
-- Stratigraphical, Principles of. J. E. Marr, 276.
Gourdy, J. L. Ideals and Programmes, 421.
Graffigny, H. de. (See Elliott, A. G.), 277.
Guerber, H. A. Story of the English, 133.
Haeckel, Ernst. The Last Link, 126.
Haggard, H. R. Dr. Therne, 711.
Hall, F. S. Sympathetic Strikes and Lockouts, 563.
Histology, An Epitome of Human. A. W. Weysse, 130.
History of Mankind. F. Ratzel, 272.
-- Civil War, Recollections of. C. A. Dana, 853.
-- of the World. E. Sanderson, 129.
-- Story of the English. H. A. Guerber, 133.
Holman, S. W. Matter, Energy, Force, and Work, 276.
Hornbrook, A. R. Primary Arithmetic, 420.
Horticulture. Bush Fruits. F. W. Card, 129.
Human Body, The. H. N. Martin. Revised edition by G. W. Fitz, 422.
Huntington, H. The Year-Book of Colorists and Dyers, 563.
Hygiene. Drinking Water, The Microscopy of. G. C. Whipple, 709.
Hypnotism: its Application to Medicine. O. G. Wetterstrand, 709.
Imperial Democracy. D. S. Jordan, 851.
Insects, True Tales of the. L. N. Badenoch, 854.
Instinct and Reason. H. R. Marshall, 710.
Jackman, W. S. Nature Study for Grammar Grades, 274.
Jackson, P. G. A Thousand Days in the Arctic, 705.
James, A. L. Catering for Two, 278.
-- C. C. Practical Agriculture, 854.
Japan-American Commercial Journal. (Monthly), 561.
Japanese Literature, History of. W. G. Aston, 131.
Jenkins, C. F. Animated Pictures, 132.
Jordan, D. S. Footnotes to Evolution, 559.
-- D. S. Imperial Democracy, 851.
Keane, A. H. Man, Past and Present, 852.
Kingsley, Mary H. West African Studies, 418.
Klondike, In the. F. Palmer, 418.
Labor, Bulletins Department of: Wages in the United States and
Europe. The Alaskan Gold Fields, and The Mutual Relief
Associations in the Printing Trade, 711.
-- Twelfth Annual Report of Commissioner of, 134.
Lagrange, J. L. Lectures on Elementary Mathematics, 855.
Lange, W. Froebel's Education by Development, 855.
Language Lessons. J. G. Park, 422.
Life, Death, and Immortality. W. M. Bryant, 130.
Loomis, Ernest. Occult Science Library, 562.
Marr, J. E. Principles of Stratigraphical Geology, 276.
Marshall, H. R. Instinct and Reason, 710.
Mathematics. Algebra, Introduction to Graphical. F. E.
Nipher, 133.
-- Elementary, Lectures on. J. L. Lagrange, 855.
-- On the Study and Difficulty of. A. De Morgan, 561.
Mechanics and Heat. Nichols and Francis, 278.
Merriman, M. Elements of Sanitary Engineering, 130.
Metric System of Weights and Measures. A. D. Risteen, 132.
Microscopy of Drinking Water, The. G. C. Whipple, 709.
Milk and its Products, The Testing of. Farrington and Noll, 278.
Miller, A. The Sun an Electric Light, 711.
Mineralogy, Observation Blanks for Beginners in. H. E.
Austin, 855.
Music, Short Course in. Ripley and Tappen, 276.
Natural History. Outdoor Studies. J. G. Needham, 562.
-- Rafinesque. Ichthyologia Ohioensis (by R E. Call), 560.
Nature Study for Grammar Grades. W. S. Jackman, 274.
-- in Elementary Schools. L. S. W. Wilson, 422.
Needham, J. G. Outdoor Studies, 562.
New Man, The. E. P. Oberholzer, 133.
New Story of the Stars. A. W. Bickerton, 134.
New York Academy of Sciences. Publications, 134.
Nichols and Francis, E. L. and W. S. Mechanics and Heat, 278.
Nipher, F. E. Introduction to Graphical Algebra, 133.
Ober, F. A. Puerto Rico and its Resources, 559.
Oberholzer, E. P. The New Man, 133.
Occult Science Library. E. Loomis, 562.
Owen, L. A. Cave Regions of the Black Hills, 562.
Palmer, F. In the Klondike, 418.
Pantheism: the Light and Hope of Modern Reason. C. Amryc, 421.
Park, J. G. Language Lessons, 422.
Parsons, F. T. How to Know the Ferns, 708.
Patten, S. N. The Development of English Thought, 273.
Payne, F. O. Geographical Nature Studies, 277.
Peabody, J. E. Laboratory Exercises in Anatomy and
Physiology, 277.
Perspective, Elements of. C. G. Sullivan, 277.
Philosophy. Development of English Thought. S. N. Patten, 273.
-- Life, Death, and Immortality. W. M. Bryant, 130.
Physics, History of, in its Elementary Branches. F. Cajori, 419.
-- Matter, Energy, Force, and Work. S. W. Holman, 276.
-- Philip's Experiments. J. Trowbridge, 132.
Popular Government, The Lessons of. G. Bradford, 415.
Porter, R. P. Industrial Cuba, 560.
Porto Rico of To-day. A. G. Robinson, 275.
Psychology. Reason and Instinct. H. R. Marshall, 710.
Puerto Rico and Its Resources. F. A. Ober, 559.
Rafinesque, C. S. Ichthyologia Ohioensis (by R. E. Call), 560.
Ratzal, F. History of Mankind, 272.
Rhode Island and the Formation of the Union. F. G. Bates, 420.
Ripley and Tappen, F. H. and T. Short Course in Music, 276.
Risteen, A. D. Metric System of Weights and Measures, 132.
Rivers of North America. I. C. Russell, 127.
Robinson, A. G. Porto Rico of To-day, 275.
Roosa, D. B. St. John. Defective Eyesight: Its Relief by
Glasses, 856.
Russell, I. C. Rivers of North America, 127.
Sanderson, E. History of the World, 129.
Sanitation. Elements of Sanitary Engineering. M. Merriman, 130.
Schimmel & Co. Semiannual Report, 423.
Science, The Fairy-Land of. A. B. Buckley, 854.
Semon, Richard. In the Australian Bush, 417.
Sherman, General. General M. F. Force, 419.
Socialist Almanac and Treasury of Facts, 563.
Sociology. Imperial Democracy. D. S. Jordan, 851.
-- Leisure Class, The Theory of the, 557.
-- Popular Government, The Lessons of. G. Bradford, 415.
Spencer, B., and Gillen, F. J. The Native Tribes of Central
Australia, 417.
-- H. Principles of Biology, 275.
Starr, F. American Indians, 421.
St. John Roosa, D. B. Defective Eyesight: Its Relief by
Glasses, 856.
Sullivan, C. G. Elements of Perspective, 277.
Sun, The, an Electric Light. A. Miller, 711.
Terrestrial Magnetism. Bauer and French. (Quarterly), 132.
Thompson, S. P. Michael Faraday, His Life Work, 421.
Travel. African Studies, West. M. H. Kingsley, 418.
-- Arctic, A Thousand Days In the. F. G. Jackson, 705.
-- Klondike, In the. F. Palmer, 418.
-- On the South African Frontier. W. H. Brown, 708.
Trowbridge, John. Philip's Experiments, 132.
Turner, W. W., Memorial of, and Sisters. By C. H. Dall, 563.
Veblen, Thorstein. The Theory of the Leisure Class, 557.
Vines, S. H. Elementary Text-Book of Botany, 131.
Voorhees, E. B. Fertilizers, 274.
Walcott, C. D. Fossil Medusæ, 278.
Waterloo, Stanley. Armageddon, 133.
Wetterstrand, O. G. Hypnotism and Its Application to
Medicine, 709.
Weysse, A. W. An Epitome of Human Histology, 130.
What is This? 564.
Whipple, G. C. The Microscopy of Drinking Water, 709.
Wilson, Lucy S. W. Nature Study in Elementary Schools, 422.
Woodhull and Van Arsdale. Chemical Experiments, 856.
Zoölogy. Australian Bush, In the. R. Semon, 417.
-- Birds, The Structure and Classification of. F. E. Beddard, 128.
-- Foundations of. W. K. Brooks, 270.

Bookworms in Fact and Fancy. W. Austen, 240

Boston Public Library and Science. (Table), 412

Botany: Colors of Northern Flowers. J. H. Lovell, 685

" Forms, Unusual, in Plants. B. D. Halsted*, 371

" of Shakespeare. T. H. MacBride, 219

" Poisonous Plants, Somewhat. (Frag.), 572

Bounties and Free Trade. (Frag.), 569

Bows and Arrows, The Teaching of. (Frag.), 715

Bracchi, M. A. The Sense of Color, 253

Brinton, D. G., Death of. (Frag.), 713

Brinton's Contributions to American Linguistics. (Frag.), 284

Brooks, William Keith. Sketch of. (With Portrait), 400

" William K. Thoughts about Universities, 348

Canada, Wheat Lands of. S. C. D. Roper, 766

Catskills, Forest and Animal Life in the. (Frag.), 569

Charity, Public and Private Vigilance. F. H. Giddings, 433

Chemistry Teaching in Grammar and High Schools. (Frag.), 574

Cherry Leaves, Poison in Wild. (Frag.), 283

Christian Science from a Physician's Point of View. J. B. Huber, 755

Climate and Acclimatization. (Frag.), 565

Climate, Is Freedom limited by. (Table), 124

Coler, B. S. Abuse of Public Charity, 155

" " " Reform of Public Charity, 750

Colonial Expansion and Foreign Trade. J. Schoenhof, 62

Colors of Flowers, The. Henri Coupin, 386

" " Northern Flowers. J. H. Lovell, 685

Color, The Sense of. M. A. Bracchi, 253

Commercial Education in England. (Frag.), 858

Conn, H. W. The Milk Supply of Cities, 627

Coolidge, D. Hydrophobia in Baja California, 249

Country Checks, The Charges on, an Economic Mistake. (Frag.), 567

Coupin, Henri. The Colors of Flowers, 386

Cram, W. E. Hawk Lures*, 623

Crime, Influence of the Weather upon. E. G. Dexter, 653

Criminology: Desire for Notoriety a Cause of Crime. (Frag.), 568

" Luccheni, Study of Luigi. C. Lombroso*, 199

Curry, J. L. M. The Negro Question, 177

D'Alviella, G. Origin of Ancient Hindu Astronomy, 396

Deaf and Dumb, Instruction of the. (Frag.), 573

Degeneration. (Frag.), 571

Desire for Notoriety a Cause of Crime. (Frag.), 568

Dexter, E. G. Influence of the Weather upon Crime, 653

Dorsey, George A. Hopi Indians of Arizona*, 732

Doughty, F. A. Folklore of the Alleghanies, 390

Economics: Colonial Expansion and Foreign Trade. J. Schoenhof, 62

" Country Checks, The Charges on, An Economic Mistake.
(Frag.), 667

" Free Trade and Bounties. (Frag.), 569

" Philippine Islands and American Capital. J. R. Smith, 186

" Unskilled Labor, The Abuse of. (Frag.), 862

" Wheat Lands of Canada. S. C. D. Roper, 766

Edgar, P. Tendencies in French Literature, 207

Education and Character Building. (Table), 847

Education: "A Vague Impression of Beauty." (Frag.), 860

" Chemistry Teaching in Grammar and High Schools.
(Frag.), 574

" Commercial, in England. (Frag.), 858

" Deaf and Dumb, Instruction of the. (Frag.), 573

" High School, The Claims of. (Frag.), 570

" Kindergartenized Children (Table), 122

" Putting Life in the School. (Frag.), 429

" Sloyd in. (Frag.), 717

" Teaching the Teachers. (Frag.), 138

" Universities, Thoughts about. W. K. Brooks, 348

Educational Work of an Experiment Station. (Frag.), 425

Egleston, T., Sketch of.* D. S. Martin, 256

Enchanted Ravine, An. (Frag.), 428

European Culture, Origin of.* W. Z. Ripley, 16

Field Columbian Museum, The Work of the. (Frag.), 428

Firecrackers, Manufacture of, in China. (Frag.), 427

Fish Supply, Permanence of. (Frag.), 716

Fittest to Survive, Which is the. (Frag.), 137

Flies as Bearers of Disease. (Frag.), 425

Ford, R. C. Malay Literature, 379

Forest and Animal Life in the Catskills. (Frag.), 569

" Reserves, National. (Frag.), 717

France, Remedies for the Depopulation of. M. J. Bertillon, 672

Freedom limited by Climate. (Table), 124

French Literature, Tendencies in. P. Edgar, 207

Fungicides, Relative Power of. (Frag.), 717

Genius and Habit. (Frag.), 860

Geology: Niagara, New Method of Estimating the Age of. G. F.
Wright*, 145

" of Block Island. (Frag.), 570

Giddings, F. H. Public Charity and Private Vigilance, 433

Glacier Water. (Frag.), 282

Gold Ores, The Occurrence of. (Frag.), 862

Government Scientific Work. (Frag.), 714

Graphite. (Frag.), 857

Gypsies and their Folk Tales. (Frag.), 424

Halsted, B. D. Unusual Forms in Plants*, 371

Harley, L. R. Sketch of William Pepper. (With Portrait), 836

Harvard Observatory, A Year at. (Frag.), 429

Hawaiian Reptiles. (Frag.), 718

Hawk Lures. W. E. Cram*, 623

Heilprin, A. Alaska and the Klondike*, 1, 163, 300

Help that Harms, The. H. C. Potter, 721

High School, The Claims of the. (Frag.), 570

Hopi Indians of Arizona. George A. Dorsey*, 732

Huber, J. B. Christian Science from a Physician's Point of View, 755

Hudson, W. H. Bacon's Idols, 788

Hydrophobia in Baja California. D. Coolidge, 249

Hygiene: Milk Supply of Cities. H. W. Conn, 627

" Plague, Are We in Danger from the. V. C. Vaughan, 577

Hypnotism, The Dangers of. (Frag.), 572

Imagination, Power of the. (Frag.), 714

Indian Peoples and the Missionaries. (Frag.), 138

Industrial Expositions, American. M. Benjamin, 231

Insane Characters in Fiction and the Drama. C. Lombroso, 53

Insanity, Causes and Prevention of. S. Baker, 102

Interpretation of Nature. E. Noble, 72

Jacobs, Joseph. Are Jews Jews?, 502

Jews? Are Jews. J. Jacobs, 502

Jordan, D. S. In the Little Brook, 355

Keyser, L. S. A Feathered Parasite, 822

Kindergartenized Children. (Table), 122

Klondike, Alaska and the. A Heilprin*, 1, 163, 300

Laisant, M. Mathematics for Children*, 800

Lamps, Evolution in. (Frag.), 140

La Nature's Second Scientific Excursion. (Frag.), 568

Lead Poisoning and Pottery Making. (Frag.), 426

Life in the School, Putting. (Frag.), 429

Linguistics, Brinton's Contributions to American. (Frag.), 284

Liquid Air. I. Remsen*, 35

Locusts, Seventeen- and Thirteen-Year. (Frag.), 141

Lombroso, C. Insane Characters in Fiction and the Drama, 53

" " Study of Luigi Luccheni*, 199

Longevity of Animals, The. (Frag.), 426

Lovell, J. H. Colors of Northern Flowers, 685

Luccheni, Study of Luigi. C. Lombroso*, 199

MacBride, T. H. Botany of Shakespeare, 219

Malay Literature. R. C. Ford, 379

Marcy, Death of Prof. Oliver. (Frag.), 137

Marsh, Death of Professor. (Frag.), 136

Martin, D. S. Columbus Meeting of the American Association, 828

" " " Sketch of Thomas Egleston*, 256

Mathematics for Children. M. Laisant*, 800

Mather, Fred. White Whales in Confinement, 362

Meat Extracts. (Frag.), 286

Medicine: Flies as Bearers of Disease. (Frag.), 425

Mendenhall, T. C. The Bering Sea Controversy again, 99

Mental Fatigue. M. V. O'Shea, 511

Metric System, The. (Frag.), 280

Milk Supply of Cities, The. H. W. Conn, 627

Morgan, Appleton. Recent Legislation against the Drink
Evil, 438, 610

Murphy, J. R. Survival of African Music in America*, 660

National Museum, The United States. C. D. Walcott, 411

Natural History: A Feathered Parasite. L. S. Keyser, 822

" " Hawk Lures. W. E. Cram*, 623

" " In the Little Brook. D. S. Jordan, 355

" " Longevity of Animals. (Frag.), 426

" " Poisonous Fishes of the West Indies. J. M.
Rogers, 680

" " Reptiles of Hawaii. (Frag.), 718

" " Society as a School, A. (Frag.), 281

" " White Whales in Confinement. Fred Mather, 362

Nature Study, Experiments in. (Frag.), 573

Nebraska as a Home for Birds. (Frag.), 714

Negro Problem in the United States, The. B. T. Washington, 317

" Question, The. J. L. M. Curry, 177

New Zealand Experiment in Woman Suffrage. (Frag.), 279

Niagara, New Method of Estimating the Age of. G. F. Wright*, 145

Noble, E. The Interpretation of Nature, 72

Ornithology: Nebraska as a Home for Birds, 714

Orthodoxy, The Troubles of. (Table), 704

Orton, E. Proper Objects of the American Association for the
Advancement of Science, 466

O'Shea, M. V. Mental Fatigue, 511

Oswald, F. L. Physical Geography of West Indies*
(_continued_), 47, 193

Papuan Children, Photographing. (Frag.), 285

Pengelly, William. Sketch of (Portrait), 113

Pepper, William. Sketch. (With Portrait.) L. R. Harley, 836

Philippine Islands and American Capital. J. R. Smith, 186

" " Race Questions in. F. Blumentritte, 472

Philosophy: An Old-fashioned Moral. (Table), 703

Philozoists, Inconsistent. (Frag.), 140

Physics: Liquid Air. I. Remsen*, 35

Physiology: Color, The Sense of. M. A. Bracchi, 253

Picture Telegraphy. (Frag.), 566

Plague, Are We in Danger from the. V. C. Vaughan, 577

Poison in Wild Cherry Leaves. (Frag.), 283

Poisonous Fishes of the West Indies. J. M. Rogers, 680

" Plants, Somewhat. (Frag.), 572

Popular Co-operation in Health Work. (Frag.), 136

Population in Maine, The Trend of. (Corr.), 846

Potter, H. C. The Help that Harms, 721

Pottery Making and Lead Poisoning. (Frag.), 426

Practical Philanthropy. H. A. Townsend, 534

Primitive Man. (Table), 410

Protection of Plants and Birds in France and Italy. (Frag.), 282

Psychology: Animals Reason? Do. E. Thorndike*, 480

" Crime, Influence of the Weather upon. E. G. Dexter, 653

" Habit and Genius. (Frag.), 860

" Imagination, Power of the. (Frag.), 714

" Insane Characters in Fiction and the Drama. C.
Lombroso, 53

" Mental Fatigue. M. Y. O'Shea, 511

Public Charity, Abuse of. B. S. Coler, 155

" " Reform of. B. S. Coler, 750

Purple of Cassius, The. (Frag.), 861

Race Troubles, Our. (Table), 414

Racial Geography. (Table), 268

Recent Legislation against the Drink Evil. Appleton Morgan, 438, 610

Remsen, I. Liquid Air*, 35

Renouf, E. The Use of Acetylene*, 335

Ripley, W. Z. Origin of European Culture*, 16

Rogers, J. M. West Indian Poisonous Fishes, 680

Roper, S. C. D. Wheat Lands of Canada, 766

Sausages, Chemistry of. (Frag.), 285

Schmidt, Oscar. Sketch. (With Portrait), 693

Schoenhof, J. Colonial Expansion and Foreign Trade, 62

Science and the Boston Public Library. (Table), 412

" and the Ideal. (Table), 266

" Teachers' School of. F. Zirngiebel*, 451, 640

Scientific Method and its Application to the Bible. Rev. D.
Sprague, 289

" " and the Bible. (Corr.), 701

Serfdom to Freedom. E. Bicknell, 84

Shakespeare, Botany of. T. H. MacBride, 219

Sloyd as an Educational Factor. (Frag.), 717

Smith, J. R. Philippine Islands and American Capital, 186

Sociology: Charity, Abuse of Public, 155

" Depopulation of France, Remedies for the, 672

" Drink Evil, Recent Legislation against. A.
Morgan, 438, 610

" Help that Harms, The. H. C. Potter, 721

" Negro Question, The. J. L. M. Curry, 177

" Philanthropy, Practical. H. A. Townsend, 534

" Present Position of. F. S. Baldwin, 811

" Public Charity and Private Vigilance. F. H. Giddings, 433

" Race Problem in the United States. B. Washington, 317

" Race Troubles, Our. (Table), 414

" Reform of Public Charity. B. S. Coler, 750

Spencer, Herbert, at Seventy-nine. (Portrait), 542

Sprague, Rev. D. Scientific Method and its Application to the
Bible, 289

Taxation, Best Methods of. Part II. D. A. Wells 524, 778

Teachers' School of Science. F. Zirngiebel*, 451, 640

Teaching the Teachers. (Frag.), 138

Theology: Troubles of Orthodoxy. (Table), 704

Thorndike, E. Do Animals Reason?*, 480

Thrasher, M. B. Tuskegee Institute and its President*, 592

Tortoise Shell. (Frag.), 283

Townsend, H. A. Practical Philanthropy, 534

Travel: Klondike, Alaska and the. A Heilprin*, 1, 163, 300

Tuskegee Institute and its President. M. B. Thrasher*, 592

Universities, Thoughts about. W. K. Brooks, 348

"Vague Impression of Beauty, A." (Frag.), 860

Vaughan, V. C. Are we in Danger from the Plague?, 577

Walcott, C. D. The United States National Museum, 491

Washington, B. T. The Race Problem in the United States, 317

Weather, Influence of the, on Crime. E. G. Dexter, 653

Weeds under Cultivation. (Frag.), 139

Wells, D. A. Best Methods of Taxation. Part II, 524, 778

West Indies, Physical Geography of. F. L. Oswald*
(_continued_), 47, 193

Wheat Lands of Canada. S. C. D. Roper, 766

" Question. A Correction. (Corr.), 702

White Whales in Confinement. Fred Mather, 362

Woman Suffrage, New Zealand Experiments in. (Frag.), 279

Woodchucks, Operations against. (Frag.), 139

Wright, G. F. New Method of Estimating the Age of Niagara*, 145

Xkichmook, Yucatan, Ruins of. (Frag.), 141

Yang-tse-Kiang, The. (Frag.), 571

Zirngiebel, Frances. The Teachers' School of Science*, 451, 640

THE END.

Transcriber's Notes:

Words surrounded by _ are italicized.

Words surrounded by = are bold.

Diacritical mark caron (v-shaped symbol) is represented as [vx] in this e-text (x being the letter with the symbol caron above it).

Obvious printer's errors have been repaired, other inconsistent spellings have been kept, including inconsistent use of hyphen (e.g. "far reaching" and "far-reaching").

Illustrations were relocated to correspond to their references in the text.

Pg. 816, word "of" added to sentence "...acceleration of social evolution."

Entries in Index refer to all five issues of Popular Science Monthly Vol. LV: - May (pp. 1-136) https://www.gutenberg.org/ebooks/44880 - June (pp. 137-288) https://www.gutenberg.org/ebooks/45115 - July (pp. 289-432) https://www.gutenberg.org/ebooks/45361 - August (pp. 433-576) https://www.gutenberg.org/ebooks/45938 - September (pp. 577-720) https://www.gutenberg.org/ebooks/46383