While based on the author's previous Essentials in Mediaeval and Modern History, in the present volume the plan has been so reorganized, the scope so extended, and the matter so largely rewritten, that the result is practically a new book. The present volume reflects the suggestions of many teachers who have used the previous work in their classes. The aim of this book has been to increase the emphasis on social, industrial, and cultural topics and to enable the student to understand modern conditions and tendencies.

The narrative is brought fully up-to-date, including such recent events as the British Parliament Act of 1911, the Italian-Turkish War, and the Balkan War, 1912-1913. Each topic is made definite and concrete, and such important subjects as the unification of Italy and the unification of Germany are treated in separate chapters.

The teaching apparatus has been made as useful as possible by the arrangement and the typography of the text and by the addition of chronological tables, lists of important dates, suggestive topics and questions for the pupil to investigate, and brief directions for general reading.

Adequate illustrations and maps are inserted profusely throughout the text. Variety and color are imparted to the narrative by frequent quotations from the sources, and by striking characterizations from modern works.

By CHARLES BERTRAM NEWTON, Head of the Department of History inLawrenceville School, and EDWARD BRYANT TREAT, Master in LawrencevilleSchool.

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Greek History Roman History English History American History

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These little manuals help the teacher of history solve the problem of bringing out the subject as a whole, and of so focusing it as to make the picture clear-cut and vivid in the pupil's mind—in other words, they give the proper perspective to the prominent figures and the smaller details, the multitude of memories and impressions made by the text-book, note-book, and class room work. The books are intended primarily for review, and especially for students preparing for college.

These outlines embody brief summaries in chronological order of the leading facts and events, and throughout ease of reference has been considered of prime importance. Except in most unusual cases they should not be introduced into the class until after the work in the text-book is finished. However, if the time or facilities of the teacher are greatly limited, they may be used judiciously with the text-book as an aid to clearness. Because they are not planned to follow or accompany any particular text-book on the subject, references to such books have purposely been omitted.

In the index battles, laws, and wars are grouped chronologically under those headings, and also in regular alphabetical order. Near the end of each volume are given fifty typical questions selected from the recent examinations set for admission to leading colleges, which are intended for practice in the art of formulating answers.

Edited by FREDERIC AUSTIN OGG, A.M., Assistant in History, HarvardUniversity, and Instructor in Simmons College.

In this book is provided a collection of documents illustrative of European life and institutions from the German invasions to the Renaissance. Great discrimination has been exercised in the selection and arrangement of these sources, which are intended to be used in connection with the study of mediaeval history, either in secondary schools, or in the earlier years of college. Throughout the controlling thought has been to present only those selections which are of real value and of genuine interest—that is, those which subordinate the purely documentary and emphasize the strictly narrative, such as annals, chronicles, and biographies. In every case they contain important historical information or throw more or less indirect light upon mediaeval life or conditions.

The extracts are of considerable length from fewer sources, rather than a greater number of more fragmentary ones from a wider range. The translations have all been made with care, but for the sake of younger pupils simplified and modernized as much as close adherence to the sense would permit. An introductory explanation, giving at some length the historical setting of the extract, with comments on its general significance, and also a brief sketch of the writer, accompany each selection or group of selections. The footnotes supply somewhat detailed aid to the understanding of obscure illusions, omitted passages, and especially names and technical terms. The index is very full. Typographically the book is unusually well arranged with a view of aiding the pupil in its interpretation.

From the Earliest Records to the Present Day. By ALBERT PERRY WALKER, A.M.,Master in History, English High School, Boston. In consultation with ALBERTBUSHNELL HART, LL.D., Professor of History, Harvard University

Like the other volumes of the Essentials in History Series, this text-book is intended to form a year's work in secondary schools, following out the recommendation of the Committee of Seven, and meeting the requirements of the College Entrance Examination Board, and of the New York State Education Department. It contains the same general features, the same pedagogic apparatus, and the same topical method of treatment. The text is continuous, the sectional headings being placed in the margin. The maps and illustrations are worthy of special mention.

The book is a model of good historical exposition, unusually clear in expression, logical and coherent in arrangement, and accurate in statement. The essential facts in the development of the British Empire are vividly described, and the relation of cause and effect is clearly brought out.

The treatment begins with a brief survey of the whole course of English history, deducing therefrom three general movements: (1) the fusing of several races into the English people; (2) the solution by that people of two great problems: free and democratic home government, and practical, enlightened government of foreign dependencies; and (3) the extreme development of two great fields of industry, commerce and manufacture. The narrative follows the chronological order, and is full of matter which is as interesting as it is significant, ending with a masterly summary of England's contribution to civilization.

Full cloth, 8vol., 864 pages. Containing over 70,000 words, with 1000 illustrations.

This new dictionary is based on Webster's New International Dictionary, and therefore conforms to the best present usage. It presents the largest number of words and phrases ever included in a school dictionary—all those, however new, likely to be needed by any pupil. It is a reference book for the reader and a guide in the use of English, both oral and written. It fills every requirement that can reasonably be expected of a dictionary of moderate size.

This new book gives the preference to forms of spelling now current in the United States, in cases of doubt leaning toward the simpler forms that may be coming into use. In the matter of pronunciation such alternatives are included as are in very common use, but the one that is preferred is clearly indicated. Each definition is in the form of a specific statement accompanied by one or more synonyms, between which careful discrimination is made.

In addition, this dictionary includes an unusual amount of supplementary information of value to students: the etymology, syllabication and capitalization of words; many proper names from folklore, mythology, and the Bible; a list of prefixes and suffixes; all irregularly inflected forms; rules for spelling; 2329 lists of synonyms, in which 3518 words are carefully discriminated; answers to many questions on the use of correct English constantly asked by pupils; a guide to pronunciation; abbreviations used in writing and printing; a list of 1200 foreign words and phrases; a dictionary of 5400 proper names of persons and places, etc.

By L.B. LEWIS, Teacher of Ancient History, Central High School, Syracuse,N.Y.

By EDNA M. McKINLEY, Ph.B., Teacher of Ancient and European History,Central High School, Syracuse, N.Y.

These notebooks combine the topical and library methods of studying history. They give a correct historical perspective; they show the relation of important events to each other; and they drive home in the pupil's mind certain vital facts by requiring him to perform various kinds of interesting work, which in each case is definitely laid out.

A skeleton outline of topics is included with indications of subdivisions and blank spaces in which the student is to write the more important sub-topics and other brief notes to complete the outline.

Special topics for collateral reading are inserted to supplement the text in the proper places. These special topics are to be reported on in class in connection with the regular text lesson, and the reports are to be written by the student on the blank pages left for this purpose at the end of the book. A very full list of books, with pages specified, is given in connection with each topic.

The large number of these special topics affords ample choice, and emphasis has been placed on those which show the life and character of the people. These topics may be used as themes in English, and as subjects for debate, in order to stimulate reading and discussion on the part of the class.

There are outline maps to be filled in, and numerous spaces for drawings and plans which can easily be made by the pupil after consulting the specific references in the books mentioned.

By GEORGE WILLIAM HUNTER, A.M., Head of Department of Biology, De WittClinton High School, New York City.

This new first-year course treats the subject of biology as a whole, and meets the requirements of the leading colleges and associations of science teachers. Instead of discussing plants, animals, and man as separate forms of living organisms, it treats of life in a comprehensive manner, and particularly in its relations to the progress of humanity. Each main topic is introduced by a problem, which the pupil is to solve by actual laboratory work. The text that follows explains and illustrates the meaning of each problem. The work throughout aims to have a human interest and a practical value, and to provide the simplest and most easily comprehended method of demonstration. At the end of each chapter are lists of references to both elementary and advanced books for collateral reading.

In this Manual the 56 important problems of Hunter's Essentials of Biology are solved; that is, the principles of biology are developed from the laboratory standpoint. It is a teacher's detailed directions put into print. It states the problems, and then tells what materials and apparatus are necessary and how they are to be used, how to avoid mistakes, and how to get at the facts when they are found. Following each problem and its solution is a full list of references to other books.

By JAMES W. GARNER, Professor of Political Science, University of IllinoisWith Special State Editions

Merits the special consideration of teachers in secondary schools because in the first place it includes the most recent governmental problems of interest and importance, and in the second it devotes an unusual amount of space to a practical account of the workings of our government. The treatment, which is simple and interesting, proceeds from the simple to the most complex, presenting in turn the local, state, and national forms of government.

The book shows how our governmental system has been affected by the direct primary movements, the initiative and referendum, the commission form of municipal government, and new legislation regarding publicity of campaign expenditure and corrupt practices at elections. It is, however, the spirit and actual workings of our government that are emphasized, rather than its mere mechanism, thus adding to the interest of the student as well as to the value of the study.

The book is up to date in every respect. Statistics used are from the latest census. It describes the most recent changes in the organization and activities of the national, state, and municipal governments. For example it deals with the recent reorganization of the federal courts, the establishment of postal savings banks, the parcels post question, the question of second class postal rates, primary elections, the new federal corporation tax, and the income tax amendment.

Unusual attention is devoted to the important subject or citizenship, and to state and local governments. Wider reading among students is encouraged by the frequent lists of references to collateral reading, the documentary or source materials, the numerous search questions, etc.

Edited by AUGUSTUS WHITE LONG, Preceptor in English, Princeton University.

This book is intended to serve as an introduction to the systematic study of American poetry, and, therefore, does not pretend to exhaustiveness. All the poets from 1776 to 1900 who are worthy of recognition are here treated simply, yet suggestively, and in such a manner as to illustrate the growth and spirit of American life, as expressed in its verse. Each writer is represented by an appropriate number of poems, which are preceded by brief biographical sketches, designed to entertain and awaken interest. The explanatory notes and the brief critical comments give much useful and interesting information.

Edited by EDWARD CHAUNCEY BALDWIN, Ph.D., and HARRY G. PAUL, A.M.,Assistant Professors of English Literature in the University of Illinois.

This volume combines measurable completeness with an amount of editing sufficient for supplying needed help to the college student, and for furnishing material for class room work. In the selection of poems the primary aim has been to include the most representative work of the chief British poets, from Chaucer to Tennyson, with a view to presenting material which should also be representative of the successive periods of English literary history, and, within certain limitations, of the chief types of poetry. The notes are suggestive rather than informational, and, with the questions, are designed to stimulate thought. Bibliographies are included.

Published Complete and in Sections

We issue a Catalogue of High School and College Textbooks, which we have tried to make as valuable and as useful to teachers as possible. In this catalogue are set forth briefly and clearly the scope and leading characteristics of each of our best textbooks. In most cases there are also given testimonials from well-known teachers, which have been selected quite as much for their descriptive qualities as for their value as commendations.

For the convenience of teachers this Catalogue is also published in separate sections treating of the various branches of study. These pamphlets are entitled: English, Mathematics, History and Political Science, Science, Modern Foreign Languages, Ancient Languages, Commercial Subjects, and Philosophy and Education. A single pamphlet is devoted to the Newest Books in all subjects.

Teachers seeking the newest and best books for their classes are invited to send for our Complete High School and College Catalogue, or for such sections as may be of greatest interest.

Copies of our price lists, or of special circulars, in which these books are described at greater length than the space limitations of the catalogue permit, will be mailed to any address on request.

All correspondence should be addressed to the nearest of the following offices of the company: New York, Cincinnati, Chicago, Boston, Atlanta.

End of Project Gutenberg's Legends of the Middle Ages, by H.A. Guerber

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