A Mother's List of Books for Children

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Ti­tle: A Moth­er's List of Books for Chil­dren

Au­thor: Gertrude Weld Arnold

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A MOTH­ER'S LIST OF BOOKS

FOR CHIL­DREN

Non min­ima pars eru­di­tio­nis est bonos nosse li­bros

_In­scrip­tion over the door­way of Bish­op Cosin's Li­brary, Durham, Eng­land_

A MOTH­ER'S LIST

OF

BOOKS FOR CHIL­DREN

COM­PILED BY

GERTRUDE WELD ARNOLD

CHICA­GO A.C. Mc­CLURG & CO. 1909

Copy­right A.C. Mc­CLURG & CO. 1909

En­tered at Sta­tion­er's Hall, Lon­don, Eng­land

All rights re­served

Pub­lished Oc­to­ber 9, 1909

The Uni­ver­si­ty Press, Cam­bridge, U.S.A.

TO

MY LIT­TLE COUSINS

RUTH AND ES­THER

_PREF­ACE_ (p. ix)

This lit­tle book, a re­vi­sion of one pri­vate­ly print­ed a few years ago, has been pre­pared for home use, and for this rea­son the clas­si­fi­ca­tion has been made ac­cord­ing to the age, and not the school grade, of the child. But as chil­dren dif­fer so great­ly in ca­pac­ity, it should be un­der­stood that in this re­spect the ar­range­ment is on­ly ap­prox­imate. The en­deav­or has been made to choose those fairy tales which are most free from hor­ri­ble hap­pen­ings, and to omit all writ­ings which tol­er­ate un­kind­ness to an­imals. Hu­mor­ous books are des­ig­nat­ed by a star and the few sad ones by a cir­cle.

The prices giv­en are the same as those in the pub­lish­ers' cat­alogues; book­sellers' prices are of­ten less.

My thanks are ex­tend­ed to those pub­lish­ers who have time and again cour­te­ous­ly pro­vid­ed the fa­cil­ities for the ex­am­ina­tion of their pub­li­ca­tions.

Miss An­nie Car­roll Moore, of the New York Pub­lic Li­brary, was kind enough to read for me the notes and com­ments. I wish most grate­ful­ly to ac­knowl­edge the gen­er­ous as­sis­tance giv­en me by Miss Hewins, of (p. x) the Hart­ford Pub­lic Li­brary, Miss Hunt, of the Brook­lyn Pub­lic Li­brary, and Miss Jor­dan, of the Boston Pub­lic Li­brary, who ex­am­ined the List, and sug­gest­ed some changes and a few ad­di­tions. Their ap­pro­ba­tion is else­where ex­pressed. GERTRUDE WELD ARNOLD. NUT­LEY, NEW JER­SEY.

_A MOTH­ER'S LIST_ (p. xi)

It is said, in that ear­li­est col­lec­tion of En­glish proverbs which was made by John Hey­wood, more than three hun­dred years ago, that “Chil­dren must learn to creep be­fore they can go.” This lit­tle book for which I am asked to write a brief pref­ace is, so far as I can find out, the first con­sis­tent ef­fort yet made to­wards teach­ing chil­dren to read on John Hey­wood's prin­ci­ple. It is safe to say that it is des­tined to car­ry light and joy in­to mul­ti­tudes of house­holds. It is based up­on meth­ods such as I vague­ly sighed af­ter, near­ly fifty years ago, when I was writ­ing in the _North Amer­ican Re­view_ for Jan­uary, 1866, a pa­per en­ti­tled Chil­dren's Books of the Year. The es­say was writ­ten by re­quest of Pro­fes­sor Charles Eliot Nor­ton, then the ed­itor of that pe­ri­od­ical, and I can now see how im­mense­ly I should have been re­lieved by a book just like this Moth­er's List, a de­vice such as no­body in that day had the wis­dom and faith­ful in­dus­try to put to­geth­er.

In glanc­ing over the books dis­cussed in that ear­ly pa­per of mine, it is cu­ri­ous to see how the very ti­tles of some of the most promi­nent have now dis­ap­peared from sight. Where are the Lit­tle Prudy books (p. xii) which once head­ed the list? Where are the sto­ries of Oliv­er Op­tic? Where is Ja­cob Ab­bott's John Gay; or Work for Boys? Even Paul and Vir­ginia have van­ished, tak­ing with them the philo­soph­ic Ras­se­las and even the pret­ty sto­ry of Un­dine. Noth­ing of that list of thir­ty ti­tles is now well re­mem­bered ex­cept Coop­er's Leather­stock­ing and Jane An­drews's Sev­en Lit­tle Sis­ters Who Live on the Round Ball That Floats in the Air, a book which has been trans­lat­ed in­to the lan­guages of re­mote na­tions of the globe, I my­self hav­ing seen the Chi­nese and Japanese ver­sions. Thus ir­reg­ular is the award of time and we must ac­cept it. Mean­while this new book is or­ga­nized on a bet­ter plan than any dreamed of at that for­mer pe­ri­od, the books be­ing ar­ranged not mere­ly by class­es alone, but ac­cord­ing to the age of the pro­posed read­ers and stretch­ing in reg­ular or­der from two years old un­til four­teen. The whole num­ber of books be­ing very large, there is no over­due lim­ita­tion, and this forms the sim­ple but mag­ical method of reach­ing ev­ery va­ri­ety of child­ish mind.

Thus ex­cel­lent have been the changes: yet it is cu­ri­ous to (p. xi­ii) ob­serve on clos­er study that the two class­es of books which rep­re­sent the two ex­tremes among the child­ish read­ers--Moth­er Hub­bard and Shake­speare--may still be said to be the op­po­site poles be­tween which the whole world of ju­ve­nile lit­er­ature hangs sus­pend­ed. A child needs to be sup­plied with a prop­er di­et of fan­cy as well as of fact; and of fact as well as fan­cy. He is usu­al­ly so con­sti­tut­ed that if he were to find a fairy ev­ery morn­ing in his bread and milk at break­fast, it would not very much sur­prise him; while yet his ap­petite for the sub­stan­tial food re­mains the same. Al­ice's Ad­ven­tures in Won­der­land seem nowhere very strange to him, while Chaucer and Spenser need on­ly to be sim­ply told, while Dana's Two Years Be­fore the Mast and Hugh­es's Tom Brown's School Days at Rug­by hold their own as well as Jack and the Bean-​Stalk. Grown up peo­ple have their prej­udices, but chil­dren have few or none. A pound of feath­ers and a pound of lead will usu­al­ly be found to weigh the same in their scales. Nay, we, their grand­par­ents, know by ex­pe­ri­ence that there may be ear­ly ca­dences in their ears which may last all their lives. For in­stance, Car­oline (p. xiv) Fry's Lis­ten­er would now scarce­ly find a read­er in any group of chil­dren, yet there is one pas­sage in the book--one which forms the close of some beg­gar's sto­ry about “Nev­er more be­hold­ing Mar­garet Some­body and her sun­burnt child”--which would prob­ably bring tears to the present writ­er's eyes to­day, al­though he has not seen the book since he was ten years of age.

It may be that ev­ery ma­ture read­er will miss from the list some book or books of that pre­cious child­ish lit­er­ature which once throve and flour­ished be­hind school desks. They were books found­ed part­ly on fa­mous his­to­ry, as that of Baron Trenck and his es­capes from prison, Ri­nal­do Ri­nal­di­ni, and The Three Spaniards. I am told that chil­dren do not now find them in a ped­lar's pack as we once found them, ac­com­pa­nied by buns and ped­dled like them at re­cess time. Even if we should find them both in such a place, they might have no such fla­vor for us now. It is some­thing if the flow­ers of Amer­ican gos­sip are re­tained in sim­ilar sto­ries, even if their at­mo­sphere is re­treat­ing from all the hills. It is enough to know that we have for all our chil­dren the works of Louisa Al­cott and Su­san Coolidge; that they (p. xv) have Aldrich's Sto­ry of a Bad Boy and Mrs. Dodge's Hans Brinker and Miss Hale's Pe­terkin Pa­pers and The William Hen­ry Let­ters by Mrs. Di­az. We need not com­plain so long as our chil­dren can look in­ex­haus­tive­ly across the ocean for An­drew Lang's lat­est fairy-​book and Grimm's House­hold Sto­ries as in­tro­duced to a new im­mor­tal­ity by John Ruskin. THOMAS WENT­WORTH HIG­GIN­SON. CAM­BRIDGE, MASS., _Jan­uary 4, 1909_.

_AP­PRE­CI­ATIONS_ (p. xvii)

I think your se­lec­tions very care­ful­ly made and well adapt­ed to chil­dren who have books at home and moth­ers who read them.... With many con­grat­ula­tions on the ex­cel­lence of your book, both in form and sub­stance, be­lieve me yours sin­cere­ly, CAR­OLINE M. HEWINS. _Hart­ford Pub­lic Li­brary._

You do not owe me any thanks for my lit­tle as­sis­tance, for you have giv­en me quite as much as I have giv­en you. It is more stim­ulat­ing than you can be­lieve to dis­cuss the sub­ject with one whose point of view is not that of the li­brar­ian. You must not call your­self an am­ateur, how­ev­er, for you are an ex­pert on chil­dren's books. I have gained a great many ideas from you, and have en­joyed com­par­ing notes with you im­mense­ly. Sin­cere­ly yours, CLARA W. HUNT. _Brook­lyn Pub­lic Li­brary._

I am send­ing back your book with my notes and sug­ges­tions. It is (p. xvi­ii) an un­com­mon­ly good list, how­ev­er, and there is lit­tle that I have wished to add or to take away.... Your list is so good that I know you must have spent a great deal of time and very def­inite thought over it. You have cer­tain­ly cov­ered the ground thor­ough­ly.... I have en­joyed see­ing your list and shall be great­ly in­ter­est­ed in see­ing it in fi­nal form.

Sin­cere­ly yours, AL­ICE M. JOR­DAN. _Boston Pub­lic Li­brary._

_CON­TENTS_ (p. xix)

PREF­ACE ......................................... ix

A MOTH­ER'S LIST BY THOMAS WENT­WORTH HIG­GIN­SON ... xi

AP­PRE­CI­ATIONS ................................. xvii

TWO YEARS OF AGE ................................ 21

THREE YEARS OF AGE .............................. 23

FOUR YEARS OF AGE ............................... 28

FIVE YEARS OF AGE ............................... 32

SIX YEARS OF AGE ................................ 40

SEV­EN YEARS OF AGE .............................. 50

EIGHT YEARS OF AGE .............................. 59

NINE YEARS OF AGE ............................... 73

TEN YEARS OF AGE ................................ 92

ELEVEN YEARS OF AGE ............................ 114

TWELVE YEARS OF AGE ............................ 141

THIR­TEEN YEARS OF AGE .......................... 171

FOUR­TEEN YEARS OF AGE .......................... 198

AU­THOR AND TI­TLE IN­DEX ......................... 233

KEY TO PUB­LISH­ERS .............................. 269

A MOTH­ER'S LIST OF BOOKS FOR CHIL­DREN (p. 21)

_TWO YEARS OF AGE_

_O Babees yonge, My Book on­ly is made for youre lernyn­ge._ THE BABEES BOOK. _Cir­ca 1475._

PIC­TURE-​BOOKS

The ba­by's first book will nat­ural­ly be a pic­ture-​book, for pic­tures ap­peal to him ear­ly, and with great force.... If we un­der­stood chil­dren bet­ter, we should re­al­ize this vi­tal­ity which pic­tures have for them, and should be more care­ful to give them the best. W.T. FIELD.

THE CHIL­DREN'S FARM. Dut­ton. 1.25

These col­ored pic­tures of the dif­fer­ent farm an­imals, mount­ed on boards, will please the lit­tlest ones.

CRANE, WAL­TER (Il­lus­tra­tor). Moth­er Hub­bard. Lane. .25

As chil­dren are fa­vor­ably in­flu­enced by good pic­tures, it is a pity to give them any but the best, among which Wal­ter Crane's cer­tain­ly stand. At­ten­tion is drawn to the de­signs of the cov­er-​pages of the (p. 22) books of this se­ries, which are quite as at­trac­tive as the text il­lus­tra­tions.

The draw­ings for Moth­er Hub­bard are among Mr. Crane's most suc­cess­ful ef­forts. Tiny folk will be en­tranced with the pic­tures of this mar­vel­lous white dog­gie.

“This won­der­ful Dog Was Dame Hub­bard's de­light, He could sing, he could dance, He could read, he could write.”

CRANE, WAL­TER (Il­lus­tra­tor). This Lit­tle Pig. Lane. .25

Let us trav­el to Pig­gy-​land for a few mo­ments, with the ba­by, and it will prob­ably be the first of many trips, with these gay pic­tures to guide us.

_THREE YEARS OF AGE_ (p. 23)

_A drea­ry place would be this earth, Were there no lit­tle peo­ple in it; . . . . . . . . . . Life's song, in­deed, would lose its charm, Were there no ba­bies to be­gin it._ WHIT­TI­ER.

PIC­TURE-​BOOKS

What an un­prej­udiced and whol­ly spon­ta­neous ac­claim awaits the artist who gives his best to the lit­tle ones! They do not place his work in port­fo­lios or locked glass cas­es; they thumb it to death, sure­ly the hap­pi­est of all fates for any print­ed book. GLEE­SON WHITE.

BAN­NER­MAN, HE­LEN. *The Sto­ry of Lit­tle Black Sam­bo. Stokes. .50

Writ­ten and il­lus­trat­ed by an En­glish­wom­an in In­dia for her two small daugh­ters, Lit­tle Black Sam­bo, with its ab­surd sto­ry, and fun­ny crude pic­tures in col­or, will de­light young chil­dren of all lands.

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). The Farmer's Boy. Warne. .25

These del­icate­ly col­ored prints, with their at­mo­sphere of En­glish coun­try life, well ac­cord with the old cu­mu­la­tive vers­es which they ac­com­pa­ny. Mr. Calde­cott has charm­ing­ly il­lus­trat­ed this and the (p. 24) fol­low­ing pic­ture-​books. Some of the il­lus­tra­tions in each book are in col­or and some in black and white.

The Calde­cott toy-​books, They fix for all time The fa­vorite heroes Of nurs­ery rhyme.

The Calde­cott toy-​books-- We nev­er shall find A grace­fuller pen­cil, A mer­ri­er mind! L.

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). A Frog He Would a-​Woo­ing Go. Warne. .25

The draw­ings por­tray Mr. Frog, Mr. Rat, and the trag­ic end­ing to the fes­tiv­ities at Mousey's Hall.

Calde­cott was a fine lit­er­ary artist, who was able to ex­press him­self with rare fa­cil­ity in pic­tures in place of words, so that his com­ments up­on a sim­ple text re­veal end­less sub­tleties of thought.... You have but to turn to any of his toy-​books to see that at times each word, al­most each syl­la­ble, in­spired its own pic­ture.... He stud­ied his sub­ject as no one else ev­er stud­ied it.... Then he por­trayed it sim­ply and with inim­itable vig­or, with a fine econ­omy of line and colour; when colour is added, it is main­ly as a gay con­ven­tion, and not close­ly im­ita­tive of na­ture. GLEE­SON WHITE.

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). (p. 25) Hey Did­dle Did­dle, and Ba­by Bunting. Warne. .25

The pic­tures to Hey Did­dle Did­dle are in­stinct with joy­ous­ness. Ba­by Bunting's fa­ther was a jovial hunts­man of the old En­glish type.

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). The House that Jack Built. Warne. .25

Chil­dren will be great­ly amused by the fun­ny Rat.

“That ate the Malt, That lay in the House that Jack built.”

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). The Milk­maid. Warne. .25

We are glad when the young squire, whose in­ter­est in the des­ti­na­tion of the pret­ty maid the old song re­counts, meets his prop­er deserts through the clever pen­cil of Mr. Calde­cott.

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). The Queen of Hearts. Warne. .25

These pic­tures sug­gest in col­or and de­sign those found on play­ing cards, and they are very good in­deed.

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). (p. 26) Ride a-​Cock Horse to Ban­bury Cross, and A Farmer Went Trot­ting up­on His Grey Mare. Warne. .25

Wouldn't we all like to ride these stur­dy nags through the love­ly En­glish coun­try, even if we weren't to have the ex­tra at­trac­tion of see­ing a fine la­dy on a white horse?

Chil­dren will love to read of the stout farmer and his pret­ty daugh­ter, who went trot­ting to mar­ket,

“Bum­pety, bum­pety, bump!”

CALDE­COTT, RAN­DOLPH (Il­lus­tra­tor). Sing a Song for Six­pence. Warne. .25

The lit­tle boy and girl king and queen are fas­ci­nat­ing to re­al lit­tle boys and girls, and it is pleas­ant to be sure from the pic­tures that they liked the same things that chil­dren like to-​day.

CRANE, WAL­TER (Il­lus­tra­tor). The Ba­by's Opera. Warne. 1.50

A Book of Old Rhymes with New Dress­es by Wal­ter Crane. The Mu­sic by the Ear­li­est Mas­ters.--_Ti­tle-​page._

This col­lec­tion of En­glish rhymes con­tains The Mul­ber­ry Bush, King Arthur, Jack and Jill, and many oth­ers equal­ly fa­mil­iar, with the ac­com­pa­ny­ing mu­sic for each.

CRANE, WAL­TER (Il­lus­tra­tor). (p. 27) The Fairy Ship. Lane. .25

One of Mr. Crane's best. The duck cap­tain and mouse sailors are ut­ter­ly cap­ti­vat­ing.

“There were fifty lit­tle sailors Skip­ping o'er the decks; They were fifty lit­tle white mice, With rings around their necks.”

_FOUR YEARS OF AGE_ (p. 28)

_He that neer learns his A B C, For ev­er will a block­head be; But he that learns these let­ters fair, Shall have a Coach to take the Air._ THE ROY­AL BAT­TLE­DORE. _New­bery. Cir­ca_ 1744.

PIC­TURE-​BOOKS

Sum­mer fad­ing, win­ter comes-- Frosty morn­ings, tin­gling thumbs, Win­dow robins, win­ter rooks, And the pic­ture sto­ry-​books. . . . . . . . . All the pret­ty things put by, Wait up­on the chil­dren's eye, Sheep and shep­herds, trees and crooks, In the pic­ture sto­ry-​books. STEVEN­SON.

CRANE, WAL­TER (Il­lus­tra­tor). The Ba­by's Own Al­pha­bet. Lane. .25

The A B C, ac­com­pa­nied by old En­glish rhymes. There are three or four il­lus­tra­tions to a page.

FRAN­CIS, J.G. *A Book of Cheer­ful Cats and Oth­er An­imat­ed An­imals. Cen­tu­ry. 1.00

Fun­ny vers­es and even fun­nier an­imal pic­tures. A de­light­ful book for old and young, be­cause of the abil­ity shown in the il­lus­tra­tions.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS (p. 29)

The moth­er sits and sings her ba­by to sleep; here is one of the very best op­por­tu­ni­ties for the right lit­er­ature at the right time. Mrs. H.L. EL­MEN­DORF.

LANG, AN­DREW (Ed­itor). The Nurs­ery Rhyme Book. Il­lus­trat­ed by L. Leslie Brooke. Warne. 1.50

An ex­cep­tion­al col­lec­tion of the an­cient rhymes, songs, charms, and lul­la­bies, ac­com­pa­nied by in­ter­est­ing pic­tures.

“In Mr. Hal­li­well's Col­lec­tion, from which this vol­ume is abridged, no manuscript au­thor­ity goes fur­ther back than the reign of Hen­ry VI­II, though King Arthur and Robin Hood are men­tioned.... Thus our old nurs­ery rhymes are smooth stones from the book of time, worn round by con­stant fric­tion of tongues long silent.”

STEVEN­SON, R.L. A Child's Gar­den of Vers­es. Il­lus­trat­ed by Jessie Will­cox Smith. Scrib­ner. 2.50

It is gen­er­al­ly ad­mit­ted that no one has com­pre­hend­ed and writ­ten from the child's point of view as did Steven­son. This vol­ume should be among the first to be put in­to the hands of our lit­tle ones. (p. 30) Be­sides the black and white text il­lus­tra­tions there are twelve full-​page pic­tures in col­or, all by Jessie Will­cox Smith.

STEVEN­SON, R.L. A Child's Gar­den of Vers­es. Il­lus­trat­ed by Charles Robin­son. Scrib­ner. 1.50

There are some who will pre­fer this small edi­tion, beau­ti­ful­ly il­lus­trat­ed in black and white.

WELSH, CHARLES (Ed­itor). A Book of Nurs­ery Rhymes. Heath. .30

Mr. Welsh has ar­ranged this ex­cel­lent col­lec­tion of Moth­er Goose in ac­cor­dance with the child's de­vel­op­ment, plac­ing the rhymes in four di­vi­sions: Moth­er Play, Moth­er Sto­ries, Child Play, and Child Sto­ries.

STO­RIES

To Mas­ter John the En­glish maid A horn­book gives, of gin­ger­bread; And that the child may learn the bet­ter, As he can name, he eats each let­ter. Pro­ceed­ing thus with vast de­light, He spells and gnaws from left to right. PRI­OR. _1718._

POT­TER, BEAT­RIX. The Tale of Pe­ter Rab­bit. Il­lus­trat­ed by the Au­thor. Warne. .50

The di­vert­ing his­to­ry of four lit­tle rab­bits: Flop­sy, Mop­sy, Cot­ton-​tail, and naughty Pe­ter who _would_ go in­to Mr. Mc­Gre­gor's (p. 31) gar­den, where he had many ex­cit­ing ad­ven­tures. The tiny vol­umes of this se­ries, with their fas­ci­nat­ing col­ored il­lus­tra­tions, are very de­light­ful.

SMITH, GERTRUDE. The Ara­bel­la and Aram­inta Sto­ries. Il­lus­trat­ed by Ethel Reed. Small. 1.00

Sim­ple ev­ery-​day hap­pen­ings in the lives of lit­tle twin sis­ters, re­lat­ed with much of the rep­eti­tion so pleas­ing to very young chil­dren. There are plen­ty of pic­tures.

SMITH, GERTRUDE. The Rog­gie and Reg­gie Sto­ries. Il­lus­trat­ed by M.H. Squire and E. Mars. Harp­er. 1.50

This com­pan­ion to The Ara­bel­la and Aram­inta Sto­ries tells in the same pleas­ant re­it­er­ative style of the do­ings of the lit­tle girls' lit­tle twin broth­ers. The il­lus­tra­tions are in col­or.

_FIVE YEARS OF AGE_ (p. 32)

_How am I to sing your praise, Hap­py chim­ney-​cor­ner days, Sit­ting safe in nurs­ery nooks, Read­ing pic­ture sto­ry-​books?_ STEVEN­SON.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

When the ice lets go the riv­er, When the wild-​geese come again, When the sug­ar-​maple swells, When the maple swells its buds, Then the lit­tle blue birds come, Then my lit­tle Blue Bird came. _In­di­an lul­la­by from_ THE CHILD­HOOD OF JI-​SHIB THE OJIB­WA.

DEM­ING, T.O. In­di­an Child-​Life. Il­lus­trat­ed by E.W. Dem­ing. Stokes. 2.00

Pleas­ant sketch­es of the chil­dren of dif­fer­ent tribes, with many full-​page col­or plates af­ter paint­ings in wa­ter-​col­or, and black and white il­lus­tra­tions. The big ob­long pic­tures, with their prim­itive In­di­an col­or­ing, are un­usu­al­ly at­trac­tive.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES (p. 33)

Jack, com­mon­ly called the gi­ant-​killer, and Thomas Thumb land­ed in Eng­land from the very same keels and war-​ships which con­veyed Hengist and Hor­sa, and Eb­ba the Sax­on. SCOTT.

BROOKE, L.L. (Il­lus­tra­tor). The Gold­en Goose Book. Warne. 2.00

Mr. Brooke has ap­pro­pri­ate­ly il­lus­trat­ed these old fa­vorites: The Gold­en Goose, The Sto­ry of the Three Bears, The Sto­ry of the Three Lit­tle Pigs, and Tom Thumb. Of the four, the most pop­ular is the tale of the ad­ven­tures of lit­tle Tom, the fa­vorite dwarf of the Court of King Arthur.

“Long time he lived in jol­li­ty, Beloved of the Court, And none like Tom was so es­teemed Amongst the bet­ter sort.”

LA FONTAINE, JEAN DE. Se­lect Fa­bles from La Fontaine. Il­lus­trat­ed by L.M. Boutet de Mon­vel. S.P.C.K. Stechert. 1.80

This edi­tion is cho­sen be­cause of Mon­sieur Boutet de Mon­vel's charm­ing small il­lus­tra­tions in col­or. There are from two to eight pic­tures on each page, ac­com­pa­ny­ing the text, which is in verse. (p. 34)

As col­or ap­peals to the child be­fore he has much no­tion of form, his first pic­ture-​book should be col­ored, and as his ideas of form de­vel­op slow­ly, his first pic­tures should be in out­line, and un­en­cum­bered with de­tail. The French il­lus­tra­tor, Boutet de Mon­vel, has giv­en us the ide­al pic­tures for young chil­dren. W.T. FIELD.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS

Blind Homer and the chief singer of Is­rael and skalds and bards and min­nesingers are all gone, tra­di­tion is al­most a by­word, but moth­ers still live, and chil­dren need not wait un­til they have con­quered the crabbed types be­fore they be­gin to love lit­er­ature. Mrs. H.L. EL­MEN­DORF.

ADEL­BORG, OT­TIL­IA. *Clean Pe­ter and the Chil­dren of Grub­bylea. Long­mans. 1.25

This large ob­long book con­tains sim­ple vers­es ac­com­pa­ny­ing de­light­ful full-​page pic­tures in del­icate col­ors some­what af­ter the French man­ner. It tells how Clean Pe­ter brought tidi­ness to a lit­tle town.

“The chil­dren out in Grub­bylea Are all as clean as clean can be. And Pe­ter's liv­ing there to-​day, The chil­dren begged him so to stay.”

BURGESS, GELETT. (p. 35) *Goops and How To Be Them. A Man­ual of Man­ners for Po­lite In­fants. Il­lus­trat­ed by the Au­thor. Stokes. 1.50

If there ev­er was any­one who could cov­er lit­tle pills with a thick coat­ing of sug­ar, it was Mr. Burgess when he wrote these clever vers­es and drew these nine­ty orig­inal and al­ways fun­ny pic­tures. Chil­dren de­light in the Goops. It is al­most worth while be­ing one to have this vol­ume of warn­ing thrust in­to our hands.

"I nev­er knew a Goop to help his moth­er, I nev­er knew a Goop to help his dad, And they nev­er do a thing for one an­oth­er; They are ac­tu­al­ly, ab­so­lute­ly bad!

“If you ask a Goop to go and post a let­ter, Or to run up­on an er­rand, _how_ they act! But some­how I imag­ine you are bet­ter, And you _try_ to go, and _cry_ to go, in fact!”

BURGESS, GELETT. *More Goops and How Not To Be Them. A Man­ual of Man­ners for Im­po­lite In­fants. Il­lus­trat­ed by the Au­thor. Stokes. 1.50

A de­light­ful com­pan­ion vol­ume of dread­ful ex­am­ples. With nine­ty-​sev­en il­lus­tra­tions.

"You who are the old­est, You who are the tallest, Don't you think you ought to help The youngest and the small­est?

"You who are the strongest, (p. 36) You who are the quick­est, Don't you think you ought to help The weak­est and the sick­est?

“Nev­er mind the trou­ble, Help them all you can; Be a lit­tle wom­an! Be a lit­tle man!”

HEAD­LAND, I.T. (Trans­la­tor). Chi­nese Moth­er Goose Rhymes. Rev­ell. 1.00

Mr. Head­land, who is a pro­fes­sor in the Im­pe­ri­al Uni­ver­si­ty at Peking, tells us: “There is no lan­guage in the world, we ven­ture to be­lieve, which con­tains chil­dren's songs ex­pres­sive of more keen and ten­der af­fec­tion.... This fact, more than any oth­er, has stim­ulat­ed us in the prepa­ra­tion of these rhymes.... The il­lus­tra­tions have all been pre­pared by the trans­la­tor spe­cial­ly for this work.”

The Ori­en­tal at­mo­sphere of the book and the many Chi­nese pic­tures lead our chil­dren of the West­ern world most de­light­ful­ly in­to this old land.

“He climbed up the can­dle­stick, The lit­tle mousey brown, To steal and eat tal­low, And he couldn't get down. He called for his grand­ma, But his grand­ma was in town, So he dou­bled up in­to a wheel And rolled him­self down.”

LEAR, ED­WARD. (p. 37) *Non­sense Books. Lit­tle. 2.00

The non­sense clas­sic, which should be among the first books se­cured for a child's li­brary. This edi­tion con­tains all the Non­sense Books, with all the orig­inal il­lus­tra­tions.

“'How pleas­ant to know Mr. Lear,' Who has writ­ten such vol­umes of stuff! Some think him ill-​tem­pered and queer, But a few think him pleas­ant enough.”

NOR­TON, C.E. (Ed­itor). Heart of Oak Books. Vol­ume I. Rhymes, Jin­gles, and Fa­bles. Heath. .25

“Moth­er Goose is the best primer. No mat­ter if the rhymes be non­sense vers­es; many a po­et might learn the les­son of good ver­si­fi­ca­tion from them, and the child in re­peat­ing them is ac­quir­ing the ac­cent of em­pha­sis and of rhyth­mi­cal form.”--_Pref­ace._

SAGE, BET­TY (Pseudonym of Mrs. E. (S.) Good­win). Rhymes of Re­al Chil­dren. Il­lus­trat­ed by Jessie Will­cox Smith. Duffield. 1.50

These vers­es are writ­ten from the child's point of view, and are de­light­ful alike to young and old. Miss Smith nev­er did bet­ter work than in these beau­ti­ful sym­pa­thet­ic pic­tures and fas­ci­nat­ing bor­ders. The book is a large square one.

“If you could see our Moth­er play (p. 38) On the floor, You'd nev­er think she was as old As twen­ty-​four. On Sun­day, when she goes to church, It might be, But Tues­days she is just the age Of Joe and me.”

UP­TON, BERTHA. *The Ad­ven­tures of Two Dutch Dolls and a Gol­li­wogg. Il­lus­trat­ed by Flo­rence K. Up­ton. Long­mans. 2.00

Chil­dren will like the fun­ny, bright­ly col­ored pic­tures in this large ob­long book, and will be fas­ci­nat­ed by the Gol­li­wogg. The vers­es are not equal to the il­lus­tra­tions.

STO­RIES

Pres­ident Thwing says: “Chil­dren rarely have but one ob­ject in read­ing, and that is to amuse them­selves”; and sure­ly in this play­time of life this aim should be the chief one. A.H. WIKEL.

CRAIK, G.M. (Mrs. G.M. (C.) May). So-​Fat and Mew-​Mew. Heath. .20

An ac­count of two lit­tle an­imal friends, a cat and dog, which will please small chil­dren who are out­grow­ing Moth­er Goose.

HOP­KINS, W.J. The Sand­man: His Farm Sto­ries. Page. 1.50

Very sim­ple and de­light­ful nar­ra­tives of the life of a lit­tle boy (p. 39) on a farm sev­en­ty-​five years ago. The at­mo­sphere of the sketch­es is redo­lent of whole­some coun­try life. They were used as bed­time sto­ries at home for sev­er­al years be­fore pub­li­ca­tion.

POT­TER, BEAT­RIX. The Tale of Ben­jamin Bun­ny. Il­lus­trat­ed by the Au­thor. Warne. .50

The sto­ry of lit­tle Ben­jamin Bun­ny's vis­it to his cousin Pe­ter Rab­bit. A com­pan­ion vol­ume to The Tale of Pe­ter Rab­bit. These col­ored pic­tures of the small bun­nies seem to the com­pil­er the cun­ningest of this charm­ing se­ries.

POT­TER, BEAT­RIX. The Tale of Squir­rel Nutkin. Il­lus­trat­ed by the Au­thor. Warne. .50

Telling how bad lit­tle Nutkin was rude and saucy to Old Brown the owl, and what came of it. Very ex­cit­ing, but not har­row­ing, even for tiny lis­ten­ers. The pic­tures are in col­or.

_SIX YEARS OF AGE_ (p. 40)

_“Ba­bies do not want,” said he, “to hear about ba­bies; they like to be told of gi­ants and cas­tles, and of some­what which can stretch and stim­ulate their lit­tle minds_”. Dr. JOHN­SON. _Record­ed by Mrs. Pi­ozzi._

AMUSE­MENTS AND HAND­ICRAFT

Hap­py hearts and hap­py faces, Hap­py play in grassy places-- That was how, in an­cient ages, Chil­dren grew to kings and sages. STEVEN­SON.

WALK­ER, M.C. La­dy Hol­ly­hock and Her Friends. Bak­er. 1.25

Sug­ges­tions for mak­ing charm­ing dol­lies from fruits, veg­eta­bles, and flow­ers. The il­lus­tra­tions, many in col­or, are at­trac­tive and ex­plana­to­ry, but the text must be read to the chil­dren, as it is some­what ad­vanced for them.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

Lit­tle In­di­an, Sioux or Crow, Lit­tle frosty Es­ki­mo, Lit­tle Turk or Japa­nee, O! don't you wish that you were me? . . . . . . . You have cu­ri­ous things to eat, (p. 41) I am fed on prop­er meat; You must dwell be­yond the foam, But I am safe and live at home. STEVEN­SON.

AN­DREWS, JANE. The Sev­en Lit­tle Sis­ters Who Live on the Round Ball That Floats in the Air. Ginn. .50

These sim­ple sto­ries, writ­ten for the girls and boys of a gen­er­ation ago, have tak­en their place among the charm­ing and vivid de­scrip­tions of child-​life in dif­fer­ent lands.

The round ball is the earth, and the sis­ters are the tribes that dwell there­on. The lit­tle book was con­ceived in a hap­py hour; its pic­tures are so re­al and so graph­ic, so warm and so hu­man, that the most lit­er­al and the most imag­ina­tive of chil­dren must find in them, not on­ly some­thing to charm, but al­so to mould pleas­ant as­so­ci­ations for ma­tur­er years. THOMAS WENT­WORTH HIG­GIN­SON.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

And as with the toys, so with the toy-​books. They ex­ist ev­ery­where: there is no cal­cu­lat­ing the dis­tance through which the sto­ries come to us, the num­ber of lan­guages through which they have been fil­tered, or the cen­turies dur­ing which they have been told. Many of them have been nar­rat­ed, al­most in their present shape, for thou­sands of years since, to lit­tle cop­per-​coloured San­scrit chil­dren, lis­ten­ing to their moth­er un­der the palm-​trees by the banks of the yel­low Jum­na--their (p. 42) Brah­min moth­er, who soft­ly nar­rat­ed them through the ring in her nose. The very same tale has been heard by the North­men Vikings as they lay on their shields on deck; and by Arabs couched un­der the stars on the Syr­ian plains when the flocks were gath­ered in and the mares were pick­et­ed by the tents. THACK­ER­AY.

CRANE, WAL­TER (Il­lus­tra­tor). Al­addin. Lane. .25

These rich­ly col­ored East­ern pic­tures will give even lit­tle chil­dren a sug­ges­tion of the splen­dor of the Ori­ent. Let us hope that they will nev­er be too ready to an­swer the call of “New lamps for old ones.”

Wal­ter Crane is the se­ri­ous apos­tle of art for the nurs­ery, who strove to beau­ti­fy its ide­al, to dec­orate its leg­ends with a re­al knowl­edge of ar­chi­tec­ture and cos­tume, and to mount the fairy sto­ries with a cer­tain archæo­log­ical splen­dor.... As a mak­er of chil­dren's books, no one ev­er at­tempt­ed the task he ful­filled so gay­ly, and no one since has beat­en him on his own ground. GLEE­SON WHITE.

CRANE, WAL­TER (Il­lus­tra­tor). Ali Ba­ba and the Forty Thieves. Lane. .25

It seems hard­ly right to omit this edi­tion of so cel­ebrat­ed a tale pic­tured by so cel­ebrat­ed an artist, yet Mr. Crane's work breathes mys­tery and Ori­en­tal cun­ning from ev­ery page, and should be giv­en to our young­sters on­ly af­ter ex­am­ina­tion, as a high­ly-​strung child might be fright­ened by it. The pic­ture of the re­source­ful Mor­giana fill­ing the oil-​jars, while a dread­ful rob­ber with saucer-​like eyes peers (p. 43) from one of them, is aw­ful in­deed.

CRANE, WAL­TER (Il­lus­tra­tor). Beau­ty and the Beast. Lane. .25

Charm­ing il­lus­tra­tions ac­com­pa­ny this prose ver­sion of the an­cient fa­vorite which will long en­dure be­cause of the great truth un­der­ly­ing the grotesque tale.

CRANE, WAL­TER (Il­lus­tra­tor). Cin­derel­la. Lane. .25

May ev­ery lit­tle girl find the fairy prince of her imag­ina­tion!

CRANE, WAL­TER (Il­lus­tra­tor). The Frog Prince. Lane. .25

The sto­ry of the frog who was trans­formed in­to the hand­some prince is as im­mor­tal as child­hood. May we all re­mem­ber the King's com­mand to his daugh­ter: “He who helped you in the time of your trou­ble must not now be de­spised.”

CRANE, WAL­TER (Il­lus­tra­tor). Jack and the Bean-​Stalk. Lane. .25

Ogre-​like in­deed is the gi­ant, and we breathe a sigh of re­lief when vers­es as well as pic­tures make it quite cer­tain that Jack has es­caped for the third time with his gold­en trea­sure. The beans of King (p. 44) Al­fred's day seem to have close­ly re­sem­bled the wild oats of our own.

CRANE, WAL­TER (Il­lus­tra­tor). The Sleep­ing Beau­ty. Lane. .25

“So sweet a face, so fair--was nev­er beau­ty such as this; He stands--he stoops to gaze--he kneels-- he wakes her with a kiss. He leads her forth; the mag­ic sleep of all the Court is o'er-- They wake, they move, they talk, they laugh, just as they did of yore A hun­dred years ago.”

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS

Chil­dren seem to pos­sess an in­her­ent con­vic­tion that when the hole is big enough for the cat, no small­er one at the side is need­ed for the kit­ten. They don't re­al­ly care for “Glimpses” of this, or “Glean­ings” of that, or “Foot­steps” to the oth­er--but would rather stretch and pull, and get on tip­toe to reach the sweet­er fruit above them, than con­fine them­selves to the crabs which grow to their lev­el. Miss RIG­BY. _1844._

COW­PER, WILLIAM. *The Di­vert­ing His­to­ry of John Gilpin. Il­lus­trat­ed by Ran­dolph Calde­cott. Warne. .25

A spir­it­ed de­lin­eation of the nev­er-​to-​be-​for­got­ten ride.

COX, PALMER. (p. 45) *The Brown­ies: Their Book. Il­lus­trat­ed by the Au­thor. Cen­tu­ry. 1.50

Ev­ery child should know Mr. Cox's prank­ish, help­ful Brown­ies. The vers­es are ac­com­pa­nied by many de­light­ful pic­tures.

HAZ­ARD, BERTHA (Ed­itor). Three Years with the Po­ets. Houghton. .50

While these se­lec­tions are in­tend­ed for mem­oriza­tion by chil­dren, and are ar­ranged by months for the school year, the col­lec­tion is so good as to fill a use­ful place in the home li­brary. At the end of the book are a few pages of wise­ly cho­sen lit­tle se­lec­tions of po­et­ry and prose, tru­ly called Helps for the Day's Work.

OS­TERTAG, BLANCHE (Ed­itor and Il­lus­tra­tor). Old Songs for Young Amer­ica. Mu­sic ar­ranged by Clarence Forsyth. Dou­ble­day. 2.00

The fa­mil­iar songs, set to the mu­sic of the old tunes, and charm­ing­ly il­lus­trat­ed,--the cos­tumes those of old­en days. Some of the pic­tures are in col­or and some in black and white. The Mon­key's Wed­ding, Bob­by Shafto, and Old Dan Tuck­er, are in­clud­ed in the con­tents.

OUR CHIL­DREN'S SONGS. Harp­er. 1.25

This care­ful­ly cho­sen col­lec­tion--in which Amer­ican po­ets are well rep­re­sent­ed--al­though made over thir­ty years ago, still holds its (p. 46) own as a stan­dard. One of the di­vi­sions is de­vot­ed to hymns.

TAY­LOR, JANE and ANN. Lit­tle Ann, and Oth­er Po­ems. Il­lus­trat­ed by Kate Green­away. Warne. 1.00

It is a good thing for chil­dren to learn from these quaint vers­es, with their charm­ing il­lus­tra­tions, the sort of read­ing which pleased the small folks of long ago. The Tay­lors sel­dom struck so hap­py a vein as in the po­em called The Field Daisy, which be­gins:

“I'm a pret­ty lit­tle thing, Al­ways com­ing with the Spring; In the mead­ows green I'm found, Peep­ing just above the ground, And my stalk is cov­ered flat With a white and yel­low hat.”

I pre­fer the lit­tle girls and boys ... that come as you call them, fair or dark, in green rib­bons or blue. I like mak­ing cowslip fields grow and ap­ple-​trees bloom at a mo­ment's no­tice. That is what it is, you see, to have gone through life with an en­chant­ed land ev­er be­side you.--Kate Green­away to Ruskin.

RE­LI­GION AND ETHICS

Lit­tle Je­sus, wast Thou shy Once, and just so small as I? And what did it feel like to be Out of Heav­en, and just like me? Didst Thou some­times think of _there_,

And ask where all the an­gels were? (p. 47) I should think that I would cry For my house all made of sky; I would look about the air, And won­der where the an­gels were; And at wak­ing 'twould dis­tress me-- Not an an­gel there to dress me!

Hadst Thou ev­er any toys, Like us lit­tle girls and boys? And didst Thou play in Heav­en with all The an­gels, that were not too tall, With stars for mar­bles? Did the things Play _Can you see me?_ through their wings? FRAN­CIS THOMP­SON.

THE BIBLE FOR YOUNG PEO­PLE. Cen­tu­ry. 1.50

This care­ful chrono­log­ical ar­range­ment of Bible his­to­ry, from the King James ver­sion, is very sat­is­fac­to­ry. The book is a large one, with full-​page il­lus­tra­tions from the Old Mas­ters.

STO­RIES

It is enough fame for any au­thor to be loved by chil­dren, gen­er­ation af­ter gen­er­ation, long af­ter he him­self has left the scene. W.A. JONES. _1844._

AB­BOTT, JA­COB. A Boy on a Farm. Edit­ed by Clifton John­son. From Rol­lo at Work and Rol­lo at Play. In­tro­duc­tion by Dr. Ly­man Ab­bott. Amer­ican Book. .45

Few books axe re­mem­bered with greater af­fec­tion by per­sons (p. 48) who were chil­dren in the mid­dle of the last cen­tu­ry than those writ­ten by Ja­cob Ab­bott.... The ed­uca­tion­al ef­fect of Ja­cob Ab­bott's sto­ries, both men­tal and moral, was very great.... The in­sis­tence, how­ev­er, with which these virtues were pro­claimed and em­pha­sized, con­sti­tutes a weak­ness in the books as we view them now.--_Pref­ace._

Here we have the very sat­ur­na­lia of com­mon-​sense.... These works are in­valu­able to fa­thers; by keep­ing al­ways one vol­ume in ad­vance of his old­est son, a man can stand be­fore the house­hold, an en­cy­clopæ­dia of ev­ery prac­ti­cal art. THOMAS WENT­WORTH HIG­GIN­SON.

CRANE, WAL­TER (Il­lus­tra­tor). Goody Two Shoes. Lane. .25

The text of this fa­mous tale, at­tribut­ed to Oliv­er Gold­smith, is per­haps some­what be­yond the easy com­pre­hen­sion of chil­dren of six years, but they will en­joy the in­ter­est­ing pic­tures of Margery and her an­imal friends.

SCUD­DER, H.E. (Ed­itor). The Chil­dren's Book. Houghton. 2.50

If a child could have but one sto­ry-​book, a bet­ter choice could scarce­ly be made than this store­house of fa­bles, won­der tales, myths, songs, and bal­lads. Se­lec­tions from An­der­sen, The Ara­bi­an Nights, Gul­liv­er, and Mun­chausen, are in­clud­ed. There are many il­lus­tra­tions.

TRIM­MER, S. (K). (p. 49) The His­to­ry of the Robins. Edit­ed by E.E. Hale. Heath. .20

Small peo­ple like to hear about this fa­ther and moth­er robin and their four ba­bies.

Mrs. Sarah Trim­mer ... was a wom­an of more than the av­er­age ed­uca­tion and ac­com­plish­ment of her day, and en­joyed the friend­ship of Dr. Samuel John­son, Sir Joshua Reynolds, and near­ly all of the more cel­ebrat­ed En­glish au­thors and painters of that time. She wrote a great many books.... They are now near­ly all of them dead and for­got­ten; but one of them at least has lived, and has been the de­light of thou­sands of chil­dren for over three-​quar­ters of a cen­tu­ry.--_In­tro­duc­tion._

WIG­GIN, K.D. (S.), and N.A. SMITH. The Sto­ry Hour. Houghton. 1.00

These four­teen lit­tle sto­ries in­clude some about chil­dren and some about an­imals. They are just the sort of nar­ra­tives that small folks love, and are de­signed for retelling in the kinder­garten and home. There are, in ad­di­tion, three adap­ta­tions of well-​known tales: Mouf­flou, Ben­jy in Beast­land, and The Porce­lain Stove, and a po­em by Mrs. Wig­gin.

_SEV­EN YEARS OF AGE_ (p. 50)

_To go sail­ing far away To the pleas­ant Land of Play; To the fairy land afar Where the Lit­tle Peo­ple are._ STEVEN­SON.

AMUSE­MENTS AND HAND­ICRAFT

So many, and so many, and such glee. KEATS.

WHITE, MARY. The Child's Rainy Day Book. Dou­ble­day. 1.00

This ful­ly il­lus­trat­ed lit­tle vol­ume gives clear di­rec­tions for mak­ing sim­ple toys and games, weav­ing bas­kets, work­ing with beads, clay, et cetera. There is a good chap­ter on Gifts and How to Make Them.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

Where shall we ad­ven­ture, to-​day that we're afloat, Wary of the weath­er and steer­ing by a star? Shall it be to Africa, a-​steer­ing of the boat, To Prov­idence, or Baby­lon, or off to Mal­abar? STEVEN­SON.

AN­DREWS, JANE. Each and All. Ginn. .50

A com­pan­ion vol­ume to The Sev­en Lit­tle Sis­ters, telling more of (p. 51) these hap­py chil­dren and their com­mon bond of lov­ing friend­ship.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

This is fairy gold, boy, and 't will prove so. SHAKSPERE.

BROWNE, FRANCES. Granny's Won­der­ful Chair and Its Tales of Fairy Times. Dut­ton. .35

A se­ries of de­light­ful won­der sto­ries, through which runs a vein of true wis­dom. Miss Browne was blind from in­fan­cy, and her writ­ings stand as the ac­com­plish­ment of a brave and un­selfish wom­an.

HOL­BROOK, FLO­RENCE. The Book of Na­ture Myths. Il­lus­trat­ed by E. Boyd Smith. Houghton. .65

The sub­ject-​mat­ter is of per­ma­nent val­ue, culled from the folk-​lore of the prim­itive races.--_Pref­ace._

We are told The Sto­ry of the Earth and the Sky, Why the Bear has a Short Tail, Why the Cat Al­ways Falls up­on Her Feet, and many oth­er myth­ical rea­sons for nat­ural won­ders.

KIPLING, RUD­YARD. (p. 52) Just So Sto­ries. Il­lus­trat­ed by the Au­thor. Dou­ble­day. 1.20

“I keep six hon­est serv­ing-​men; (They taught me all I knew) Their names are What and Where and When And How and Where and Who. I send them over land and sea, I send them east and west; But af­ter they have worked for me, _I_ give them all a rest. . . . . . . . . . But dif­fer­ent folk have dif­fer­ent views; I know a per­son small-- She keeps ten mil­lion serv­ing-​men, Who get no rest at all! She sends 'em abroad on her own af­fairs, From the sec­ond she opens her eyes-- One mil­lion Hows, two mil­lion Wheres, And sev­en mil­lion Whys!”

To this small per­son, Best Beloved, these twelve re­mark­able tales were re­lat­ed. We learn how the ele­phant got his trunk, how the first let­ter came to be writ­ten, and so forth. There are two edi­tions of the book at the same price. Most chil­dren will pre­fer the one in large oc­ta­vo.

MUR­RAY, HIL­DA. Flow­er Leg­ends for Chil­dren. Il­lus­trat­ed by J.S. Eland. Long­mans. 2.00

Moth­ers may find the text some­what ad­vanced for chil­dren of sev­en years, but the full-​page col­ored pic­tures are sure to be en­joyed. The vol­ume is a large ob­long one.

NOR­TON, C.E. (Ed­itor). (p. 53) Heart of Oak Books. Vol­ume II. Fa­bles and Nurs­ery Tales. Heath. .35

The next step is easy, to the short sto­ries which have been told since the world was young; old fa­bles in which the teach­ings of long ex­pe­ri­ence are em­bod­ied, leg­ends, fairy tales, which form the tra­di­tion­al com­mon stock of the fan­cies and sen­ti­ment of the race.--_Pref­ace._

SCUD­DER, H.E. (Ed­itor). The Book of Leg­ends. Houghton. .50

Fa­mous tales, such as King Cophet­ua, The Wan­der­ing Jew, St. Christo­pher, and The Sev­en Sleep­ers of Eph­esus, re­told for the chil­dren.

WIL­SON, G.L. Myths of the Red Chil­dren. Ginn. .45

The sto­ries are true ex­am­ples of In­di­an folk-​lore and are very old.... Care has been tak­en to make the draw­ings archæo­log­ical­ly cor­rect for each tribe.--_Fore­word._

These tra­di­tions of var­ious tribes were gath­ered from the best sources, and are here re­lat­ed in sim­ple lan­guage. There is a sup­ple­ment giv­ing di­rec­tions for mak­ing dif­fer­ent ar­ti­cles: a tent, In­di­an dress, a bow and ar­row, a stone axe, et cetera.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS (p. 54)

Most joy­ful let the Po­et be; It is through him that all men see. CHAN­NING.

BLAIS­DELL, E.W. *The An­imals at the Fair. Rus­sell. 1.40

Mr. Blais­dell's at­trac­tive and amus­ing il­lus­tra­tions may well serve as a sub­sti­tute for the or­di­nary com­ic pic­tures of the news­pa­pers.

WHIT­TI­ER, J.G. (Ed­itor). Child-​Life. Houghton. 1.50

Al­though thir­ty-​sev­en years have passed since Child-​Life was com­piled, it stands now, as then, far ahead of most col­lec­tions of po­et­ry for Amer­ican chil­dren. Our own po­ets are well rep­re­sent­ed.

RE­LI­GION AND ETHICS

Lov­ing Je­sus, meek and mild, Look up­on a lit­tle child!

Make me gen­tle as Thou art, Come and live with­in my heart.

Take my child­ish hand in thine, (p. 55) Guide these lit­tle feet of mine.

So shall all my hap­py days Sing their pleas­ant song of praise. CHARLES WES­LEY.

BEALE, H.S. (B.). Sto­ries from the Old Tes­ta­ment for Chil­dren. Duffield. 2.00

These Bible tales are sim­ply told, and fol­low close­ly the lines of the Old Tes­ta­ment, a con­sid­er­able por­tion of the nar­ra­tives be­ing in the lan­guage of Scrip­ture.

MOUL­TON, R.G. (Ed­itor). Chil­dren's Se­ries of the Mod­ern Read­er's Bible. Bible Sto­ries. New Tes­ta­ment. Macmil­lan. .50

The sto­ries are in the lan­guage of Scrip­ture, al­tered on­ly by omis­sions.... The Re­vised Ver­sion is used, with the fre­quent sub­sti­tu­tion of the marginal ren­der­ings.... In the in­tro­duc­tions and notes I have care­ful­ly avoid­ed any word­ing which might in­sin­uate doc­tri­nal in­struc­tion.--_Pref­ace._

MOUL­TON, R.G. (Ed­itor). Chil­dren's Se­ries of the Mod­ern Read­er's Bible. Bible Sto­ries. Old Tes­ta­ment. Macmil­lan. .50

The sto­ries which make the text are in the lan­guage of Scrip­ture, al­tered on­ly by omis­sions.... The vol­ume is ar­ranged ac­cord­ing to the nat­ural di­vi­sions of Bible his­to­ry.... Each pe­ri­od is rep­re­sent­ed by its most im­por­tant sto­ries; the pur­pose of the in­tro­duc­tion and notes to each sec­tion is to weave all (p. 56) to­geth­er by in­di­cat­ing briefly the bear­ing of each sto­ry on the gen­er­al his­to­ry.--_Pref­ace._

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS

O vel­vet bee, you're a dusty fel­low; You've pow­dered your legs with gold! O brave marsh­mary buds, rich and yel­low, Give me your mon­ey to hold!

O columbine, open your fold­ed wrap­per, Where two twin tur­tle-​doves dwell! O cuck­oo-​pint, toll me the pur­ple clap­per That hangs in your clear green bell!

And show me your nest, with the young ones in it-- I will not steal it away; I am old! you may trust me, lin­net, lin­net-- I am sev­en times one to-​day. JEAN IN­GELOW.

AN­DREWS, JANE. The Sto­ries Moth­er Na­ture Told Her Chil­dren. Ginn. .50

Miss An­drews's books were the pi­oneers of the great crowd of present-​day na­ture-​books for young chil­dren, and they still com­pare fa­vor­ably in dig­ni­ty and true in­ter­est with their suc­ces­sors.

Am­ber, coal, the work of wa­ter, and seeds, are among the ob­jects in re­gard to which Moth­er Na­ture told her sto­ries. PREN­TICE AND POW­ER.

STO­RIES (p. 57)

We take it for grant­ed that books for chil­dren be­long to the easy play rather than to the hard work of life, and that they are an ut­ter fail­ure if they do not win their way by their own charms. SAMUEL OS­GOOD.

HOP­KINS, W.J. The Sand­man: His Ship Sto­ries. Page. 1.50

Sim­ple de­scrip­tions of the build­ing of the good ship _In­dus­try_ and her voy­ages to the far-​away coun­tries in the days long gone.

SÉGUR, S. (R.) DE. The Sto­ry of a Don­key. Heath. .20

A trans­la­tion from the Comtesse de Ségur's Mem­oirs of a Don­key. Ned­dy's ac­count of his own life--and he was a good and faith­ful beast­ie who had many ad­ven­tures--has been a fa­vorite with chil­dren for years.

WARD, M.A. (A.) (Mrs. Humphry Ward). Mil­ly and Ol­ly. Dou­ble­day. 1.20

This charm­ing sto­ry, writ­ten many years ago and now re­vised, tells of child­ish hol­idays spent in the Winde­mere re­gion. Aunt Em­ma--a re­al­ly, tru­ly old la­dy, who owns a fas­ci­nat­ing par­rot--proves a sort of mod­ern fairy-​god­moth­er to the lit­tle broth­er and sis­ter. The at­mo­sphere is not too pro­nounced­ly En­glish to in­ter­fere in the least with our chil­dren's en­joy­ment.

WHITE, E.O. (p. 58) A Lit­tle Girl of Long Ago. Houghton. 1.00

The ex­pe­ri­ences of a lit­tle New Eng­land girl of eighty years ago, telling of her re­turn voy­age from Scot­land, and of her hap­py life in Boston and Spring­field.

WHITE, E.O. When Mol­ly was Six. Houghton. 1.00

A pleas­ant sun­ny sto­ry of the sim­ple hap­pen­ings in the ev­ery-​day life of a small girl.

_EIGHT YEARS OF AGE_ (p. 59)

_And I wrote my hap­py songs, Ev­ery child may joy to hear._ BLAKE.

AMUSE­MENTS AND HAND­ICRAFT

By sports like these are all their cares be­guil'd, The sports of chil­dren sat­is­fy the child. GOLD­SMITH.

THE GAMES BOOK FOR BOYS AND GIRLS. Dut­ton. 2.50

In­door and out­door games, tricks and puz­zles, the mak­ing of var­ious ar­ti­cles, and the care of home pets, are some of the sub­jects treat­ed in this vol­ume of old and new pas­times.

BI­OG­RA­PHY, HIS­TO­RY, AND GOV­ERN­MENT

The use of his­to­ry is to give val­ue to the present hour and its du­ty. EMER­SON.

BOUTET DE MON­VEL, L.M. Joan of Arc. Il­lus­trat­ed by the Au­thor. Cen­tu­ry. 3.00

In these tru­ly re­mark­able pic­tures, in­stinct with spir­it, dig­ni­ty, and pathos, the peas­ant girl of Dom­rémy, mar­tyr and pa­tron saint, lives (p. 60) for chil­dren. The book is a large ob­long one with full-​page il­lus­tra­tions in col­or. While the text is some­what ad­vanced for chil­dren of eight years, the pic­tures re­al­ly tell, the sto­ry.

EGGLE­STON, ED­WARD. Sto­ries of Great Amer­icans for Lit­tle Amer­icans. Amer­ican Book. .40

A col­lec­tion of many not­ed tales with which all of our chil­dren should be fa­mil­iar. It in­cludes Franklin's Whis­tle, Put­nam and the Wolf, and Daniel Boone and his Grapevine Swing.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

Even John Locke (1632-1704), in his Thoughts on Ed­uca­tion (1693), rec­om­mends, be­sides the Psalter and the New Tes­ta­ment, Æsop and Rey­nard the Fox, as good food for in­fant minds. This was an ex­cel­lent ba­sis to start up­on. MON­TROSE J. MOSES.

AD­VEN­TURES OF REY­NARD THE FOX. Edit­ed by W.T. Stead. Re­view. .05

There is no en­tire­ly sat­is­fac­to­ry edi­tion, for chil­dren, of this clas­sic. The lan­guage of one edit­ed by Ja­cobs seems to the com­pil­er of this list some­what un­suit­ed to small peo­ple, and E.L. Smythe in her ver­sion sub­sti­tutes an en­tire­ly dif­fer­ent end­ing for that of the (p. 61) orig­inal. This very in­ex­pen­sive lit­tle book has more than a hun­dred in­ter­est­ing small pic­tures, and chil­dren will love to read of bad Rey­nard, who is told about in di­vert­ing fash­ion.

ÆSOP. The Fa­bles of Æsop. Edit­ed by Joseph Ja­cobs. Il­lus­trat­ed by Richard Heigh­way. Macmil­lan. 1.50

It is dif­fi­cult to say what are and what are not the Fa­bles of Æsop.... In the strug­gle for ex­is­tence among all these a cer­tain num­ber stand out as be­ing the most ef­fec­tive and the most fa­mil­iar. I have at­tempt­ed to bring most of these in­to the fol­low­ing pages.--_Pref­ace._

Chil­dren can­not read an eas­ier, nor men a wis­er book. THOMAS FULLER.

BROWN, A.F. The Book of Saints and Friend­ly Beasts. Houghton. 1.25

These sweet tales of the saints of long ago and their lit­tle broth­ers the beasts have a gen­tle in­flu­ence. The sto­ries in­clude that of Saint Brid­get and the King's Wolf, Saint Fron­to's Camels, Saint Rigob­ert's Din­ner, and Saint Fran­cis of As­sisi.

BROWN, A.F. In the Days of Gi­ants. Il­lus­trat­ed by E. Boyd Smith. Houghton. 1.10

The old Norse myths ac­cept­ably told.

CAR­ROLL, LEWIS (Pseudonym of C.L. Dodg­son). (p. 62) Al­ice's Ad­ven­tures in Won­der­land. Il­lus­trat­ed by John Ten­niel. Macmil­lan. 1.00

First told in 1862 to the lit­tle Lid­dell girls. It was writ­ten out for Al­ice Lid­dell, was pub­lished, and the first copy giv­en to her in 1865.

The il­lus­tra­tions are those which ap­peared in the orig­inal is­sue. Many artists have tried their hand in mak­ing pic­tures for “Al­ice,” but none have suc­ceed­ed in dis­plac­ing those of John Ten­niel.

Ex­tract from the di­ary of C.L. Dodg­son: Ju­ly 4, 1862.--I made an ex­pe­di­tion _up_ the riv­er to God­stow with the three Lid­dells; we had tea on the bank there, and did not reach Christ Church till half-​past eight.... On which oc­ca­sion I told them the fairy tale of Al­ice's Ad­ven­tures Un­der­ground, which I un­der­took to write out for Al­ice.

“Al­ice! a child­ish sto­ry take, And with a gen­tle hand Lay it where Child­hood's dreams are twined In Mem­ory's mys­tic band, Like pil­grim's with­ered wreath of flow­ers Plucked in a far-​off land.”

CAR­ROLL, LEWIS (Pseudonym of C.L. Dodg­son). Al­ice in Won­der­land. Il­lus­trat­ed by Arthur Rack­ham. Dou­ble­day. 1.40

Those wish­ing to de­part from John Ten­niel's il­lus­tra­tions will find (p. 63) these pic­tures of Arthur Rack­ham very in­ter­est­ing. We are giv­en de­light­ful black and white work, though most of the full-​page pic­tures are in col­or.

En­chant­ing Al­ice! Black-​and-​white Has made your deeds peren­ni­al; And naught save “Chaos and old Night” Can part you now from Ten­niel; But still you are a Type, and based In Truth, like Lear and Ham­let; And Types may be re-​draped to taste In cloth of gold or cam­let. AUSTIN DOB­SON.

CAR­ROLL, LEWIS (Pseudonym of C.L. Dodg­son). Through the Look­ing-​Glass. Il­lus­trat­ed by John Ten­niel. Macmil­lan. 1.00

The se­quel to Al­ice's Ad­ven­tures in Won­der­land. The il­lus­tra­tions are the same as those that ap­peared in the orig­inal edi­tion.

“To the Look­ing-​Glass world it was Al­ice that said, 'I've a scep­tre in hand, I've a crown on my head. Let the Look­ing-​Glass crea­tures, what­ev­er they be, Come and dine with the Red Queen, the White Queen, and me!'”

COL­LO­DI, C. (Pseudonym of Car­lo Loren­zi­ni). Pinoc­chio, The Ad­ven­tures of a Mar­ionette. Il­lus­trat­ed by Charles Copeland. Ginn. .40

Of all the fairy sto­ries of Ital­ian lit­er­ature this is the (p. 64) best known and the best loved.... The Flo­ren­tines call it a lit­er­ary jew­el, and as such it should be known to all young read­ers.--_Pref­ace._

Though chil­dren can but dim­ly com­pre­hend this charm­ing al­le­go­ry, they will rec­og­nize its truth. Pinoc­chio, the way­ward and mis­chievous mar­ionette, through his kind­ly ac­tions grows to be a re­al lit­tle boy, with an un­selfish lov­ing heart. There are many at­trac­tive draw­ings.

CRUIK­SHANK, GEORGE (Il­lus­tra­tor). The Cruik­shank Fairy Book. Put­nam. 2.00

Puss in Boots, Jack and the Bean-​Stalk, Hop-​o'-my-​Thumb, and Cin­derel­la, are the four fa­mous fairy tales pic­tured by this fa­mous il­lus­tra­tor.

JUDD, M.C. Wig­wam Sto­ries. Ginn. .75

The book is di­vid­ed in­to three parts: Sketch­es of Var­ious Tribes of North Amer­ican In­di­ans; Tra­di­tions and Myths; and Sto­ries Re­cent­ly Told of Hi­awatha and Oth­er Heroes. It is in­ter­est­ing and in­form­ing. There are three sketch­es by An­gel de Co­ra, and many il­lus­tra­tions from pho­tographs.

LA FONTAINE, JEAN DE. La Fontaine's Fa­bles. Trans­lat­ed by Ed­ward Shirley. Il­lus­trat­ed by C.M. Park and Rene Bull. Nel­son. 1.50

An ac­cept­able se­lec­tion in verse. There are il­lus­tra­tions in col­or (p. 65) as well as in black and white.

“These fa­bles are much more than they ap­pear-- The sim­plest an­imals are teach­ers here. The bare dull moral weari­ness soon brings; The sto­ry serves to give it life and wings.”

LANG, AN­DREW (Ed­itor). The Blue Fairy Book. Long­mans. 2.00

This first vol­ume of An­drew Lang's col­ored fairy books con­tains the bet­ter known tales from the folk-​lore of many na­tions, and is, like the oth­ers of this se­ries, at­trac­tive­ly il­lus­trat­ed.

And when the cuck­oo clam­ours six We put away our games and bricks

And has­ten to the shelf where hang The books of Mr. An­drew Lang. . . . . . . . . . And when we read the Red, the Blue, The Green--small mat­ter what's the hue

Since joy is there in black and white-- Re­mem­ber him who cared to write,

For lit­tle ones, tales old and sweet, And ask the fairies (when you meet)

To al­ways keep un­harmed and well From ogre's maw and witch's spell,

From ge­nie's clutch and drag­on's fang, The kind ma­gi­cian, An­drew Lang! ST. JOHN LU­CAS.

MU­LOCK, D.M. (Mrs. D.M. (M.) CRAIK). (p. 66) The Ad­ven­tures of a Brown­ie. Harp­er. .60

“On­ly I think, if I could be a lit­tle child again, I should ex­ceed­ing­ly like a Brown­ie to play with me. Should not you?”

We should all say yes, af­ter read­ing this charm­ing mod­ern fairy sto­ry.

MUS­SET, PAUL DE. Mr. Wind and Madam Rain. Il­lus­trat­ed by Charles Ben­nett. Put­nam. 2.00

A fa­mous Bre­ton folk-​tale which is made ad­di­tion­al­ly at­trac­tive by the un­usu­al qual­ity of the il­lus­tra­tions.

I will not say that I have added noth­ing to the un­con­nect­ed recitals of the Bre­ton peas­ants, ... but I have added on­ly what was nec­es­sary to link to­geth­er the dif­fer­ent events, and to sup­ply pas­sages that were en­tire­ly want­ing.--_Pref­ace._

PAINE, A.B. The Hol­low Tree and Deep Woods Book. Il­lus­trat­ed by J.M. Condé. Harp­er. 1.50

Mr. Paine writes in his de­light­ful vein of Mr. Coon, Mr. Pos­sum, and Mr. Crow. The book is al­ways fun­ny, and Mr. Condé's pic­tures are in their way as good as the text.

WILLIS­TON, T.P. Japanese Fairy Tales. Il­lus­trat­ed by Sanchi Ogawa. Rand. .50

These eight won­der sto­ries in­ci­den­tal­ly il­lus­trate the ev­ery-​day (p. 67) life of the peo­ple. The Japanese pic­tures are re­pro­duced in col­or.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS.

So, in this mat­ter of lit­er­ature for the young, the in­flu­ence of the home teach­ing is enor­mous; all the school can do pales be­fore it. Let the moth­er add to the po­et's rhyme the mu­sic of her soft and beloved voice; let great fic­tion be read to the breath­less group of curly heads about the fire; and the won­ders of sci­ence be en­rolled, the thrilling scenes and splen­did per­son­al­ities of his­to­ry dis­played. Chil­dren thus in­spired may be trust­ed to be­come sen­si­tive to lit­er­ature long be­fore they know what the word means, or have rea­soned at all up­on their men­tal ex­pe­ri­ences. RICHARD BUR­TON.

LU­CAS, E.V. (Ed­itor). A Book of Vers­es for Chil­dren. Holt. 2.00

Mr. Lu­cas has shown his un­vary­ing good taste in com­pil­ing this charm­ing vol­ume. Most of the po­ems are British, and among them are many de­light­ful old songs and rhymes, vers­es of by­gone days, bal­lads, and car­ols.

WIG­GIN, K.D. (S.), and N.A. SMITH (Ed­itors). The Posy Ring. Dou­ble­day. 1.25

This ad­mirable col­lec­tion of po­ems, cho­sen from the stand­point of (p. 68) child­ish en­joy­ment, forms a lane of love­ly verse lead­ing in­to the great high­way of lit­er­ature. The po­ems are clas­si­fied un­der dif­fer­ent head­ings such as The Flow­er Folk, Oth­er Lit­tle Chil­dren, Play­time, Sto­ry time, and Bed­time.

RE­LI­GION AND ETHICS

Hon­est myrth in mea­sure, is a pleasaunt thyng, To wryte and to rede well, be gyftes of learnyng; Re­mem­ber this well, all you that be young, Ex­er­cise vertue, and rule well your toung. DIVES PRAG­MATI­CUS. _1563._

BUN­YAN, JOHN. The Pil­grim's Progress. Il­lus­trat­ed by the Broth­ers Rhead. Cen­tu­ry. 1.50

Chil­dren will en­joy the fine il­lus­tra­tions in this sober­ly bound vol­ume, whose brown coat is much the col­or of the one good Pil­grim wore on the long jour­ney where he led the way for so many earnest souls.

THE PSALMS OF DAVID. With an in­tro­duc­to­ry study by N.D. Hillis. Il­lus­trat­ed by Louis Rhead. Rev­ell. 2.50

No David can fall so low but that Christ's mer­cy and God's love can lift him from the depths of self­ish­ness and sin back to the throne of man­hood and the scep­tre of in­flu­ence.--_In­tro­duc­to­ry Study._

Even young chil­dren can grow to love the sim­pler and more peace­ful (p. 69) Psalms. The fine full-​page pic­tures in this large well-​print­ed vol­ume add to its beau­ty and in­ter­est.

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS

All things bright and beau­ti­ful, All crea­tures great and small, All things wise and won­der­ful, The Lord God made them all.

Each lit­tle flow­er that opens, Each lit­tle bird that sings, He made their glow­ing col­ors, He made their tiny wings. . . . . . . . He gave us eyes to see them, And lips that we might tell, How great is God Almighty, Who hath made all things well. KE­BLE.

AIKEN, JOHN, and A.L. (A.) BAR­BAULD. Eyes and No Eyes, and Oth­er Sto­ries. Heath. 20

“Dr. Oliv­er Wen­dell Holmes, in Over the Teacups, says of the sto­ry Eyes and No Eyes: I have nev­er seen any­thing of the kind half so good. I ad­vise you, if you are a child any­where un­der forty-​five, and do not yet wear glass­es, to send at once for Evenings at Home, and read that sto­ry. For my­self, I am al­ways grate­ful to the writ­er of it for call­ing my at­ten­tion to com­mon things.”

Eyes and No Eyes, and Trav­ellers' Won­ders, from Aiken and Bar­bauld's Evenings at Home, The Three Gi­ants, by Mrs. Marcet, and A Cu­ri­ous (p. 70) In­stru­ment, by Jane Tay­lor, are the tales giv­en. They all en­cour­age a child's pow­ers of ob­ser­va­tion.

PAR­SONS, F.T. (S.) (for­mer­ly Mrs. W.S. Dana). Plants and Their Chil­dren. Amer­ican Book. .65

While these el­emen­tary talks have been ar­ranged to ac­com­pa­ny the school year, they give so much in­for­ma­tion about fruits and seeds, young plants, roots and stems, flow­ers, et cetera, told in Mrs. Dana's clear, in­form­ing way, that we shall all want our chil­dren to know the book, and to learn the great les­son of how to see, which is taught them. The many il­lus­tra­tions are help­ful.

WEED, C.M. Sto­ries of In­sect Life. Vol­ume I. Ginn. .25

The in­sects de­scribed are the more in­ter­est­ing com­mon forms of Spring and ear­ly Sum­mer. The plain lit­tle vol­ume con­tains twen­ty short, ful­ly il­lus­trat­ed chap­ters.

STO­RIES

The fic­tion which chil­dren first hear should be adapt­ed in the most per­fect man­ner to the pro­mo­tion of virtue. PLA­TO.

AAN­RUD, HANS. Lis­beth Longfrock. Ginn. .65

A vivid de­scrip­tion of Nor­we­gian farm and saeter life. Lit­tle (p. 71) Lis­beth los­es her moth­er and goes to live with the good Kjer­sti, the mis­tress of Hoel Farm, help­ing to take care of the cat­tle.

Hans Aan­rud's short sto­ries are con­sid­ered by his own coun­try­men as be­long­ing to the most orig­inal and ar­tis­ti­cal­ly fin­ished life pic­tures that have been pro­duced by the younger literati of Nor­way.--_Pref­ace._

CAROVÉ, F.W. The Sto­ry with­out an End. With a pref­ace by Thomas Went­worth Hig­gin­son. Heath. .25

There is a very de­light­ful old sto­ry which used to be giv­en to chil­dren, though I have not seen it for a long time in the hands of any chil­dren. It was called The Sto­ry with­out an End. WAL­TER BE­SANT.

Writ­ten by an em­inent Ger­man philoso­pher, and trans­lat­ed by Mrs. Sarah Austin for her own daugh­ter, this beau­ti­ful tale, with its exquisite lan­guage, leads a child in­to the land of truth and beau­ty.

PEARY, J. (D.). The Snow Ba­by. Stokes. 1.20

An ac­count of Lieu­tenant Peary's lit­tle daugh­ter, who was born amid the ice and snow of the Po­lar re­gions. The book is well il­lus­trat­ed from pho­tographs.

SNED­DEN, G. (S.). Do­cas, the In­di­an Boy of San­ta Clara. Heath. .35

Three phas­es of In­di­an life in Cal­ifor­nia, giv­en in the form of a (p. 72) sto­ry. The ways and cus­toms of the red man are de­scribed as they ex­ist­ed dur­ing the ear­ly days of this boy, be­fore the com­ing of the whites. Lat­er Do­cas had his home at the Mis­sion in the days of Fa­ther Ju­nipero Ser­ra, and last of all, an old old man, dwelt, with his chil­dren and grand­chil­dren, on a ranch.

_NINE YEARS OF AGE_ (p. 73)

_Now I like a re­al­ly good saga, about gods and gi­ants, and the fire king­doms, and the snow king­doms, and the Ae­sir mak­ing men and wom­en out of two sticks, and all that._ KINGS­LEY.

AMUSE­MENTS AND HAND­ICRAFT

It is a poor sport that is not worth the can­dle. HER­BERT.

CAN­FIELD, DOROTHY, and Oth­ers. What Shall We Do Now? Stokes. 1.50

This book of sug­ges­tions for chil­dren's games and em­ploy­ments will be a help to the busy moth­er when her own sup­ply of in­door and out­door amuse­ments is ex­haust­ed. There are di­rec­tions for five hun­dred plays and pas­times, in­clud­ing gar­den­ing, can­dy-​mak­ing, and writ­ing, guess­ing, and act­ing, games.

BI­OG­RA­PHY, HIS­TO­RY, AND GOV­ERN­MENT

What we should ex­pect and de­mand is, that our chil­dren should be brought up to re­gard Amer­ican prin­ci­ples as mat­ters of course; and their books should take these prin­ci­ples for grant­ed, and il­lus­trate them with all pos­si­ble in­ter­est and pow­er. SAMUEL OS­GOOD.

AN­DREWS, JANE. (p. 74) Ten Boys Who Lived on the Road from Long Ago to Now. Ginn. .50

This ac­count of the boy­hood of ten lads il­lus­trates dif­fer­ent pe­ri­ods and civ­iliza­tions from Aryan days to the present time.

DRAKE, S.A. On Ply­mouth Rock. Lothrop. .60

The nar­ra­tive of the first two years of the Pil­grims at Ply­mouth, based large­ly on Gov­er­nor Brad­ford's his­to­ry. Maps and il­lus­tra­tions add to the book's in­ter­est.

I have giv­en as much of Brad­ford's own sto­ry as pos­si­ble in the fol­low­ing pages, in­ter­wo­ven with the re­la­tions of Mount and Winslow, to which Brad­ford him­self makes fre­quent ref­er­ence.--_Pref­ace._

GILMAN, ARTHUR. The Dis­cov­ery and Ex­plo­ration of Amer­ica. Lothrop. .40

The his­to­ry of our coun­try nat­ural­ly di­vides it­self in­to three por­tions. First, there is the pe­ri­od of Dis­cov­ery and Ex­plo­ration.... It is with this ro­man­tic time that the present vol­ume deals.... The lat­est au­thor­ities have been made trib­utary to this vol­ume, and the au­thor has spared no pains to have it cor­rect in ev­ery state­ment of facts, and in the dif­fi­cult mat­ter of dates.--_Pref­ace._

GUER­BER, H.A. The Sto­ry of the Greeks. Amer­ican Book. .60

An el­emen­tary ac­count of Hel­las from leg­endary times to its (p. 75) be­com­ing a Ro­man province. Many well-​known myth­ical and his­toric tales are in­clud­ed. There are maps and il­lus­tra­tions.

GUER­BER, H.A. The Sto­ry of the Ro­mans. Amer­ican Book. .60

This com­pan­ion to The Sto­ry of the Greeks gives, in like man­ner, a sim­ple re­la­tion of Ro­man his­to­ry from myth­ical days to the fall of the Em­pire. It con­tains maps and il­lus­tra­tions.

HORNE, O.B., and K.L. SCOBEY. Sto­ries of Great Artists. Amer­ican Book. .40

Chil­dren will find this small book in­ter­est­ing. It tells of the lives of some of the not­ed painters of dif­fer­ent lands and pe­ri­ods; among them Raphael, Rem­brandt, Reynolds, and Mil­let. The il­lus­tra­tions are from fa­mous paint­ings.

HORNE, O.B., and K.L. SCOBEY. Sto­ries of Great Mu­si­cians. Amer­ican Book. .40

A com­pan­ion to Sto­ries of Great Artists, which briefly re­counts the ca­reers of fa­mous mu­si­cians; among them Bach, Mozart, Beethoven, Schu­mann, and Wag­ner. Many of the il­lus­tra­tions are from paint­ings.

SMITH, E.B. The Sto­ry of Poc­ahon­tas and Cap­tain John Smith. Il­lus­trat­ed by the Au­thor. Houghton. 2.50

The brief pa­thet­ic life of Powhatan's daugh­ter is well por­trayed. (p. 76) This large ob­long vol­ume con­tains full-​page pic­tures in col­or.

STONE, G.L., and M.G. FICK­ETT. Ev­ery-​Day Life in the Colonies. Heath. .35

These short sketch­es of colo­nial life pic­ture the first New Eng­land Christ­mas and a Pu­ri­tan Sab­bath. They al­so tell of the use of the horn­book and the sun-​di­al, de­scribe the mak­ing of soap and can­dles, and so forth.

WRIGHT, H.C. Chil­dren's Sto­ries in Amer­ican His­to­ry. Scrib­ner. 1.25

Al­though we learn about our coun­try from pre­his­toric days to the time of Wash­ing­ton, most of the book is de­vot­ed to the ear­ly ex­plo­ration and set­tle­ment of North and South Amer­ica. The sec­ond chap­ter con­tains an ac­count of the Mound-​builders.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

I can­not cease from prais­ing these Japanese. They are tru­ly the de­light of my heart. ST. FRAN­CIS XAVIER.

AYR­TON, M.C. Child-​Life in Japan. Heath. .20

Mrs. Ayr­ton took a keen in­ter­est in the Japanese peo­ple and nev­er wea­ried of study­ing them and their beau­ti­ful coun­try.... (p. 77) Af­ter her re­turn to Eng­land, in 1879, she wrote this book. WILLIAM EL­LIOT GRIFF­IS.

Our young peo­ple will en­joy hear­ing of the amuse­ments and fes­ti­vals of these far-​away boys and girls. The vol­ume con­tains, in ad­di­tion, child sto­ries, and an ar­ti­cle en­ti­tled The Games and Sports of Japanese Chil­dren, by W.E. Griff­is.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

Where the bee sucks, there suck I: In a cowslip's bell I lie; There I couch when owls do cry. On the bat's back I do fly Af­ter sum­mer mer­ri­ly. Mer­ri­ly, mer­ri­ly shall I live now, Un­der the blos­som that hangs on the bough. SHAKSPERE.

AN­DER­SEN, H.C. Sto­ries. Houghton. .60

The tales in this ex­cel­lent lit­tle edi­tion are well cho­sen.

A prime ad­van­tage in an ear­ly ac­quain­tance with An­der­sen springs from the stim­ulus which his quaint fan­cy gives to the bud­ding imag­ina­tion of child­hood. It may be said with­out ex­ag­ger­ation that An­der­sen tru­ly rep­re­sents cre­ative child­hood in lit­er­ature. H.E. SCUD­DER.

AS­BJÖRNSEN, P.C. Fairy Tales from the Far North. Trans­lat­ed by H.L. Braek­stad. Nutt. 2.00

“The au­thor, a dis­tin­guished Nor­we­gian stu­dent of folk-​lore (p. 78) and zoöl­ogy, made long jour­neys on foot for sci­en­tif­ic pur­pos­es, in the course of which he col­lect­ed, among oth­ers, these pop­ular sto­ries and leg­ends. Mr. Braek­stad in his trans­la­tion en­deav­ors to re­tain the at­mo­sphere of the orig­inal.”

FRAN­CIL­LON, R.E. Gods and Heroes. Ginn. .40

It will be seen that the Mythol­ogy adopt­ed through­out is strict­ly of the old-​fash­ioned kind which goes to Ovid as its lead­ing au­thor­ity, and ig­nores the dif­fer­ence be­tween the gods of Greece and the gods of Rome.--_Pref­ace._

This small vol­ume is in­clud­ed be­cause it gives quite ful­ly the Labors of Her­cules.

FRERE, MARY. Old Dec­can Days. Mc­Donough. 1.25

Hin­doo fairy leg­ends of South­ern In­dia, record­ed by Miss Frere in 1865-1866, as they were re­lat­ed to her by her In­di­an _ayah_ dur­ing a tour through the South­ern Mahrat­ta coun­try, in the Bom­bay Pres­iden­cy, of which Sir Bar­tle Frere, her fa­ther, was then Gov­er­nor.

GRIMM, J.L. and W.K. Fairy Tales of the Broth­ers Grimm. Trans­lat­ed by Mrs. Edgar Lu­cas. Il­lus­trat­ed by Arthur Rack­ham. Lip­pin­cott. 1.50

Bar­ring a few hor­ri­ble in­ci­dents, this is an ex­cel­lent se­lec­tion of these fa­mous sto­ries. Mr. Rack­ham's il­lus­tra­tions help to place the edi­tion above many oth­ers.

GRIMM, J.L. and W.K. (p. 79) Ger­man House­hold Tales. Houghton. .60

With very few ex­cep­tions, an un­usu­al­ly wise choice of the Tales.

Grimm was the name of two Ger­man broth­ers.... Their stud­ies they car­ried on to­geth­er, though Ja­cob was the more learned, and made great con­tri­bu­tions to the sci­ence of lan­guage, while Wil­helm was more artis­tic in his tastes and was a cap­ital sto­ry-​teller.... They lived in the province of Hesse-​Cas­sel, ... and it was from the peas­ants in this province that they de­rived a great many tales. The best friend they had was the wife of a cowherd, a wom­an of about fifty, who had a ge­nius for sto­ry-​telling. H.E. SCUD­DER.

HAWTHORNE, NATHANIEL. A Won­der Book. Il­lus­trat­ed by Wal­ter Crane. Houghton. 3.00

No epoch of time can claim a copy­right in these im­mor­tal fa­bles. They seem nev­er to have been made; and cer­tain­ly, so long as man ex­ists, they can nev­er per­ish.--_Pref­ace._

Hawthorne wrote com­par­ative­ly lit­tle for chil­dren. Let us be thank­ful that he did retell with such charm these Greek myths. The full-​page pic­tures in col­or are wor­thy of the sto­ries, which com­prise The Gor­gon's Head, The Gold­en Touch, The Par­adise of Chil­dren, The Three Gold­en Ap­ples, The Mirac­ulous Pitch­er, and The Chimæra.

HOL­BROOK, FLO­RENCE. North­land Heroes. Houghton. .60

For cen­turies the songs of Homer ... have de­light­ed the (p. 80) chil­dren, young and old, of many lands. But part of our own her­itage, and near­er to us in race and time, are these sto­ries of the Dan­ish Be­owulf and the Swedish Fridthjof.--_Pref­ace._

These sim­ple ver­sions of saga and epic re­count for our chil­dren the brav­ery and en­durance of a rud­er age.

HOUGHTON, L. (S.). The Rus­sian Grand­moth­er's Won­der Tales. Il­lus­trat­ed by W.T. Ben­da. Scrib­ner. 1.50

Slavon­ic folk-​sto­ries told by a Rus­sian peas­ant to her lit­tle grand­son, with the vil­lage life of South­ern Rus­sia as a back­ground. Based on Dr. Fred­erich Kraus's Ger­man col­lec­tion of Tales and Leg­ends of South Slavo­nia. NEW YORK STATE LI­BRARY.

Chil­dren will love to dwell for a time in Rus­sia with the boy who was al­ways say­ing “Tell me a sto­ry, lit­tle grand­mam­ma.” The char­ac­ter of the grand­moth­er is drawn in a mea­sure from that of Dr. Kraus's peas­ant moth­er, who was, though il­lit­er­ate, in­tel­li­gent and learned in the won­der-​lore of her peo­ple.

JA­COBS, JOSEPH (Ed­itor). Celtic Fairy Tales. Il­lus­trat­ed by J.D. Bat­ten. Put­nam. 1.25

I have en­deav­ored to in­clude in this vol­ume the best and most typ­ical sto­ries told by the chief mas­ters of the Celtic folk-​tale, Camp­bell, Kennedy, Hyde, and Curtin, and to these I have added the best tales scat­tered else­where.... In mak­ing (p. 81) my se­lec­tion, and in all doubt­ful points of treat­ment, I have had re­source to the wide knowl­edge of my friend Mr. Al­fred Nutt in all branch­es of Celtic folk-​lore.... With him by my side I could ven­ture in­to re­gions where the non-​Celt wan­ders at his own risk.--_Pref­ace._

The charm and hu­mor of Celtic tra­di­tion is con­veyed to the read­er.

JA­COBS, JOSEPH (Ed­itor). In­di­an Fairy Tales. Il­lus­trat­ed by J.D. Bat­ten. Put­nam. 1.75

From all these sources--from the Jatakas, from the Bid­pai, and from the more re­cent col­lec­tions--I have se­lect­ed those sto­ries which throw most light on the ori­gin of fa­ble and folk-​tales, and at the same time are most like­ly to at­tract En­glish chil­dren.--_Pref­ace._

KEARY, AN­NIE and ELIZA. The Heroes of As­gard. Macmil­lan. .50

This is a rather unattrac­tive lit­tle vol­ume, but the myths are so well told that we feel while read­ing them that re­al events of hero­ic days are be­ing re­count­ed.

KINGS­LEY, CHARLES. The Heroes. Il­lus­trat­ed by M.H. Squire and E. Mars. Rus­sell. 2.50

In these Greek tales Kings­ley is at his best for chil­dren. He writes with­out di­gres­sion, the lan­guage is clear and dig­ni­fied, and we feel the spir­it of the by­gone age of which the sto­ry tells. Many of the il­lus­tra­tions are in col­or.

KINGS­LEY, CHARLES. (p. 82) The Wa­ter-​Ba­bies. A Fairy Tale for a Land-​Ba­by. Il­lus­trat­ed by Lin­ley Sam­bourne. Macmil­lan. 1.25

This orig­inal and charm­ing sto­ry is in some parts rather over the heads of chil­dren, and a few of the in­ci­dents seem grue­some to the com­pil­er. For this rea­son it is bet­ter to read the book to the child, so that these por­tions may be omit­ted.

LAGER­LÖF, S.O.L. The Won­der­ful Ad­ven­tures of Nils. Dou­ble­day. 1.50

Sel­ma Lager­löf, the fore­most writ­er of Swedish fic­tion, in re­sponse to a com­mis­sion to pre­pare a read­er for the pub­lic schools, de­vot­ed three years to na­ture study, and to seek­ing out hith­er­to un­pub­lished folk-​lore and leg­ends of the dif­fer­ent provinces. The re­sult, of which we have as yet on­ly the first vol­ume, is this re­mark­able book. Bad cru­el Nils is trans­formed in­to an elf, and on the back of a goosey-​gan­der, Thumbi­etot, as he is now called, vis­its dis­tant re­gions, and learns kind­ness to his an­imal broth­ers.

LANG, AN­DREW (Ed­itor). The Red Fairy Book. Long­mans. 2.00

In this vol­ume, sec­ond in or­der of pub­li­ca­tion, less fa­mil­iar fairy sto­ries are giv­en, in­clud­ing The Twelve Danc­ing Princess­es, Kari Wood­en­gown, and Moth­er Holle.

MU­LOCK, D.M. (Mrs. D.M. (M.) CRAIK). (p. 83) °The Lit­tle Lame Prince. Heath. .30

The sto­ry of Prince Do­lor of No­mans­land who float­ed out of Hope­less Tow­er on the won­der­ful trav­el­ing cloak of Imag­ina­tion. An al­le­gor­ical tale teach­ing pa­tience and true king­ship. PREN­TICE AND POW­ER.

This beau­ti­ful won­der sto­ry, be­cause of its pathos, should per­haps be with­held from a very sen­si­tive child.

NOR­TON, C.E. (Ed­itor). Heart of Oak Books. Vol­ume III. Fairy Tales, Bal­lads, and Po­ems. Heath. .40

These nat­ural­ly serve as the gate of en­trance in­to the wide open fields of lit­er­ature, es­pe­cial­ly in­to those of po­et­ry. Po­et­ry is one of the most ef­fi­cient means of ed­uca­tion of the moral sen­ti­ment, as well as of the in­tel­li­gence. It is the source of the best cul­ture.--_Pref­ace._

PAINE, A.B. *The Arkan­saw Bear. Il­lus­trat­ed by Frank Ver­beck. Al­te­mus. 1.00

The al­to­geth­er charm­ing­ly im­pos­si­ble sto­ry of the trav­els of a lit­tle boy and a bear who played the vi­olin.

“And they trav­elled on for­ev­er and they'll nev­er, nev­er sev­er, Bose­phus and the fid­dle and the old black bear.”

PYLE, HOWARD. (p. 84) The Won­der Clock. Il­lus­trat­ed by the Au­thor. Harp­er. 2.00

Any un­der­tak­ing of Mr. Pyle's is a guar­an­tee of dis­tinc­tion in ma­te­ri­al, style, and pro­duc­tion, and these four and twen­ty fairy tales, one for each hour of the day, are no ex­cep­tion. The il­lus­tra­tions are among the au­thor's best, and Miss Katharine Pyle sup­plies charm­ing lit­tle vers­es for the dif­fer­ent hours.

VALEN­TINE, L. (J.) (Ed­itor). The Old, Old Fairy Tales. Warne. 1.50

The tales con­tained in this vol­ume have been the de­light of many gen­er­ations of chil­dren, and can, in fact, claim a very dis­tant ori­gin, though they were re­told in their present form as late as the age of Louis XIV. They are gen­er­al­ly sup­posed to have come from the East, for they are to be found in var­ied forms in all the coun­tries of Eu­rope that sent forth Cru­saders.... As chil­dren al­ways like sto­ries to be re­told in the same words as far as pos­si­ble, these tales have not been rewrit­ten (ex­cept in two cas­es); the orig­inal trans­la­tions in their quaint sim­plic­ity have been col­lect­ed, and mere­ly cor­rect­ed so far as to meet the mod­ern ideas of the kind of tale to be giv­en to chil­dren; the old ones be­ing oc­ca­sion­al­ly a lit­tle coarse.--_Pref­ace._

Madame D'Aulnoy, Charles Per­rault, and La Princess de Beau­mont, are rep­re­sent­ed in this col­lec­tion, tak­en, with few ex­cep­tions, from French sources.

ZITKALA-​SA. (p. 85) Old In­di­an Leg­ends. Il­lus­trat­ed by An­gel de Co­ra. Ginn. .50

Un­der an open sky, nestling close to the earth, the old Dako­ta sto­ry-​tellers have told me these leg­ends.--_Pref­ace._

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS

The great man is he who does not lose his child's heart. MEN­CIUS.

LONGFEL­LOW, H.W. The Song of Hi­awatha. Il­lus­trat­ed by Fred­er­ic Rem­ing­ton. Houghton. 2.00

“Ye who love a na­tion's leg­ends, Love the bal­lads of a peo­ple That like voic­es from afar off Call to us to pause and lis­ten, . . . . . . . . ”Lis­ten to this In­di­an Leg­end, To this Song of Hi­awatha!"

LU­CAS, E.V. (Ed­itor). An­oth­er Book of Vers­es for Chil­dren. Macmil­lan. 1.50

Ad­mirable se­lec­tions, cho­sen part­ly with view to read­ing aloud, a large pro­por­tion not be­ing found in oth­er chil­dren's (p. 86) an­tholo­gies. They range from Shakspere, Blake, Ten­nyson, to mod­ern non­sense rhymes. At­trac­tive­ly il­lus­trat­ed. NEW YORK STATE LI­BRARY.

RE­LI­GION AND ETHICS

What can I give Him, Poor as I am? If I were a shep­herd I would bring a lamb, If I were a wise man I would do my part-- Yet what I can I give Him, Give my heart. C.G. ROS­SET­TI.

HODGES, GEORGE. When the King Came. Houghton. 1.25

The life of Christ told with sim­plic­ity and breadth, mak­ing re­al to chil­dren the events of the Gospel sto­ry. Test­ed by ten years' home use be­fore pub­li­ca­tion. The bib­li­cal text is not ad­hered to strict­ly.

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS

I love to rise in a sum­mer morn, When the birds sing on ev­ery tree; The dis­tant hunts­man winds his horn, And the sky­lark sings with me: O what sweet com­pa­ny! BLAKE.

CHAM­PLIN, J.D. (p. 87) The Young Folks' Cy­clopæ­dia of Com­mon Things. Holt. 3.00

In the present work the writ­er has at­tempt­ed to fur­nish in sim­ple lan­guage, aid­ed by pic­to­ri­al il­lus­tra­tions when thought nec­es­sary, a knowl­edge of things in Na­ture, Sci­ence, and the Arts, which are apt to awak­en a child's cu­rios­ity.--_Pref­ace._

Young peo­ple thor­ough­ly en­joy this ex­cel­lent book.

MILLER, O.T. (Pseudonym of Mrs. H. (M.) MILLER). The First Book of Birds. Houghton. 1.00

In­tend­ed to in­ter­est chil­dren in birds by an ac­count of their habits of eat­ing, sleep­ing, nest­ing, etc., with il­lus­tra­tive anec­dotes, many from orig­inal ob­ser­va­tion. AUDUBON SO­CI­ETY.

Though Mrs. Miller is her­self an ex­pert, she tells us that she has been care­ful to have the lat­est and the best au­thor­ities for the state­ments made, and presents a list of them. The au­thor, while nev­er a sen­ti­men­tal­ist, con­stant­ly teach­es kind­ness to the birds. There are both col­ored and plain plates.

MOR­LEY, M.W. The Bee Peo­ple. Il­lus­trat­ed by the Au­thor. Mc­Clurg. 1.25

Miss Apis Mel­li­fi­ca, with her won­der­ful eyes, her queer tongue, her use­ful fur­ry legs, and her mar­vel­lous ways, is de­scribed for us in (p. 88) de­light­ful­ly sim­ple fash­ion by Miss Mor­ley, who has al­so made many in­struc­tive and in­ter­est­ing small il­lus­tra­tions. The last chap­ter is on Bom­bus, the Bum­ble­bee.

The bee has a mighty soul in a lit­tle body. _Vir­gil._

MURT­FELDT, M.E., and C.M. WEED. Sto­ries of In­sect Life. Vol­ume II. Ginn. .30

“This book, like its pre­de­ces­sor, aims to give to young pupils an ac­cu­rate and read­able ac­count of the life his­to­ries of some com­mon in­sects. It is de­signed for use dur­ing the au­tumn months.”

There are many il­lus­tra­tions.

SAUN­DERS, M.M. Beau­ti­ful Joe. Amer­ican Bap­tist. .50

Pri­mar­ily in­tend­ed to in­cul­cate kind­ness to dogs, and oth­er an­imals. It is pleas­ant to know that the tale has se­cured an im­mense pop­ular­ity.

SEWELL, AN­NA. Black Beau­ty. Edit­ed by E.R. Shaw. New­son. .30

The horse gives his own ac­count of his life with good and bad mas­ters; the pur­pose of the book be­ing to in­stil care and con­sid­er­ation for an­imals. Many copies have been dis­tribut­ed among dray­men and cab­men. Chil­dren find the sto­ry very in­ter­est­ing.

STO­RIES (p. 89)

Con­sult the taste of your child in se­lect­ing or guid­ing his read­ing.... Let the boys and girls choose for them­selves with­in cer­tain lim­its, on­ly try­ing to guide them to the best books up­on the sub­ject of their in­ter­est, what­ev­er that may be. Mrs. G.R. FIELD.

BUR­NETT, F.E. (H.). Lit­tle Lord Fauntleroy. Scrib­ner. 1.25

Mrs. Bur­nett's well-​known sto­ry of the lit­tle Amer­ican boy who in the course of events be­comes heir to an En­glish earl­dom is in­clud­ed in this list be­cause of the beau­ti­ful and kind­ly spir­it shown by the child to those about him.

DRUM­MOND, HEN­RY. *The Mon­key That Would Not Kill. Il­lus­trat­ed by Louis Wain. Dodd. 1.00

Pro­fes­sor Drum­mond wrote these two tales--his first at­tempt at fic­tion--while act­ing as tem­po­rary ed­itor of a chil­dren's mag­azine. The first, that of Tricky, was so liked by chil­dren all over the world that the sec­ond, Gum, was writ­ten soon af­ter. Mr. Wain's pic­tures are very good.

JEW­ETT, S.O. Play Days. Houghton. 1.50

This lit­tle book for lit­tle girls has all the qui­et charm of Miss Jew­ett's books for old­er peo­ple. The au­thor has a great gift for mak­ing the fine and beau­ti­ful things which lie at the heart (p. 90) of ev­ery-​day life stand forth in their true col­ors, and mak­ing sim­ple plea­sures seem very pleas­ant. PREN­TICE AND POW­ER.

LU­CAS, E.V. (Ed­itor). Old-​Fash­ioned Tales. Il­lus­trat­ed by F.D. Bed­ford. Stokes. 1.50

Se­lec­tions from the writ­ings of Maria Edge­worth, Mary Lamb, Pe­ter Par­ley, and oth­ers.

“The chil­dren come, the chil­dren go; To-​day grows quick­ly yes­ter­day; And we, who quiz quaint fash­ions so, We soon shall seem as quaint as they.”

The chil­dren of those days--our great-​great-​grand­fa­thers--ex­pect­ed di­dac­ti­cism. It was part of the game.... In the present col­lec­tion there is, I think, no ex­am­ple ei­ther of con­de­scen­sion or show­ing-​off--the two prin­ci­pal faults of books for chil­dren. All the au­thors seem to me to be sim­ple and sin­gle-​mind­ed: they wished above all to be in­ter­est­ing.--_In­tro­duc­tion._

McIN­TYRE, M.A. The Cave Boy of the Age of Stone. Ap­ple­ton. .40

Writ­ten in ac­cor­dance with mod­ern views of sci­ence, and cal­cu­lat­ed to give chil­dren a good idea of pre­his­toric man and his ways. What is more, the sto­ry is suf­fi­cient­ly in­ter­est­ing to at­tract them.--_The Athenæum._

OTIS, JAMES (Pseudonym of J.O. Kaler). To­by Tyler, or Ten Weeks with a Cir­cus. Harp­er. .60

Lit­tle freck­led To­by runs away and joins a cir­cus, where he makes a (p. 91) friend of Mr. Stubbs, an old mon­key. Be­fore long, how­ev­er, he is glad to be wel­comed home again by old Un­cle Daniel. The tawdry life of the ring is well drawn.

OUI­DA (Pseudonym of Louise de la Ramé). Bim­bi. Lip­pin­cott. 1.50

Louise de la Ramé wrote these sto­ries in a way that charms alike grown peo­ple and chil­dren. Lit­tle Au­gust and his beloved Hirschvo­gel the great Nürn­berg stove, Flo­ren­tine Lo­lo and his faith­ful Mouf­flou, Raphael the child of old Urbino, and oth­ers, are vivid­ly pic­tured.

_TEN YEARS OF AGE_ (p. 92)

_There comes a voice that awakes my soul. It is the voice of years that are gone, they roll be­fore me with their deeds._ OS­SIAN.

AMUSE­MENTS AND HAND­ICRAFT

Where's the cook? is sup­per ready, the house trimmed, rush­es strewed, cob­webs swept? SHAKSPERE.

BEN­TON, C.F. A Lit­tle Cook-​Book for a Lit­tle Girl. Estes. .75

“But Mar­garet said, 'I don't want to wait till I'm big; I want to cook now; and I don't want to do cook­ing-​school cook­ing, but lit­tle girl cook­ing, all by my­self.'”

So they gave her this sim­ple cook-​book on her birth­day, and she learned to make all the dif­fer­ent dish­es be­fore an­oth­er birth­day came.

BEN­TON, C.F. Sat­ur­day Morn­ings. Estes. .75

Mar­garet loved house­keep­ing, and the big peo­ple taught her on Sat­ur­day morn­ings how to take care of the house and its con­tents, how to laun­der, to mar­ket, et cetera. The di­rec­tions, giv­en in sto­ry form, are very clear and sim­ple, and girls great­ly en­joy the book. In fact, work be­comes as joy­ful as play.

HALL, A.N. (p. 93) The Boy Crafts­man. Lothrop. 2.00

The Boy Crafts­man has been un­der­tak­en with a view of help­ing boys with their prob­lems of earn­ing mon­ey, as well as fur­nish­ing recre­ative and en­ter­tain­ing work, and to this end the first por­tion has been de­vot­ed to sug­ges­tions for the car­ry­ing on of a num­ber of small busi­ness en­ter­pris­es, and the sec­ond and third parts to out­door and in­door pas­times for all sea­sons of the year.--_Pref­ace._

The han­dling and care of tools, sim­ple car­pen­try, print­ing, pho­tog­ra­phy, the mak­ing of an out­door gym­na­si­um and a minia­ture the­atre, are among the top­ics in­clud­ed. There are many il­lus­tra­tions.

BI­OG­RA­PHY, HIS­TO­RY, AND GOV­ERN­MENT

“Here may we sit and con­verse hold With those whose names in ages old Were in the book of fame en­rolled.”

BROOKS, E.S. The True Sto­ry of Christo­pher Colum­bus. Lothrop. 1.50

Colum­bus ... left a record of per­sis­tence in spite of dis­cour­age­ment and of tri­umph over all ob­sta­cles, that has been the in­spi­ra­tion and guide for Amer­icans ev­er since his day.--_Pref­ace._

The life of the great ad­mi­ral is de­scribed in a sim­ple and in­ter­est­ing man­ner. Many pic­tures are giv­en.

BROOKS, E.S. (p. 94) The True Sto­ry of George Wash­ing­ton. Lothrop. 1.50

One of the best of mod­ern Amer­icans, James Rus­sell Low­ell, who was born on the same day of the month as Wash­ing­ton, Febru­ary twen­ty-​sec­ond, wrote, short­ly be­fore his death, to a school-​girl whose class pro­posed notic­ing his own birth­day: “What­ev­er else you do on the twen­ty-​sec­ond of Febru­ary, rec­ol­lect, first of all, that on that day a re­al­ly great man was born, and do not fail to warm your hearts with the mem­ory of his ser­vice, and to brace your minds with the con­tem­pla­tion of his char­ac­ter. The rest of us must wait un­cov­ered till he be served.”

This is a good text for those boys and girls who may be led to read this true sto­ry of George Wash­ing­ton.--_Pref­ace._

The book is ful­ly il­lus­trat­ed.

CATHER­WOOD, M. (H.). The Heroes of the Mid­dle West. Ginn. .50

The French dis­cov­ery and set­tle­ment of this coun­try to the time of Pon­ti­ac, and the com­ing of the En­glish. A vivid, care­ful­ly drawn pic­ture of those ad­ven­tur­ous days. Mar­quette, Joli­et, La Salle, and Ton­ty, are sketched for us.

CHAM­PLIN, J.D. The Young Folks' Cy­clopæ­dia of Per­sons and Places. Holt. 3.00

A com­pan­ion to The Young Folks' Cy­clopæ­dia of Com­mon Things, which tells, in the same sim­ple way, of well-​known per­sons and places. It is, as is the for­mer, most sat­is­fac­to­ry. There are many il­lus­tra­tions.

GILMAN, ARTHUR. (p. 95) The Col­oniza­tion of Amer­ica. Lothrop. .45

This vol­ume, like The Dis­cov­ery and Ex­plo­ration of Amer­ica, of which it is a con­tin­ua­tion, is a study of the best au­thor­ities. It is in­tend­ed to present to young read­ers the salient points in the sto­ry of the col­oniza­tion of the Unit­ed States.--_Pref­ace._

HILL, MA­BEL. Lessons for Ju­nior Cit­izens. In­tro­duc­tion by A.B. Hart. Ginn. .50

By this se­ries of talks about the make-​up and work­ings of dif­fer­ent civic de­part­ments and in­sti­tu­tions Miss Hill arous­es the at­ten­tion and holds the in­ter­est of our chil­dren. The po­lice, fire, and street de­part­ments, are de­scribed, and among oth­er sub­jects, ju­ve­nile courts, the school sys­tem, and the vil­lage im­prove­ment as­so­ci­ation, are pleas­ant­ly dis­cussed.

Mc­MUR­RY, C.A. Pi­oneers of the Rocky Moun­tains and the West. Macmil­lan. .40

A good ac­count of the ex­plor­ing ex­pe­di­tions of Coro­na­do, Lewis and Clark, Fre­mont, Pow­ell, Park­man, and oth­ers. The book con­tains maps and il­lus­tra­tions.

MAR­SHALL, H.E. An Is­land Sto­ry. Il­lus­trat­ed by A.S. For­rest. Stokes. 2.50

The child is to put this vol­ume, not at the les­son-​book end of the shelf, but with Robin­son Cru­soe and the like. So the pref­ace sug­gests, and right­ly. It is em­inent­ly read­able, a suc­cess, (p. 96) we should say, in what looks much eas­ier than it is, telling a sto­ry in sim­ple words.--_The Spec­ta­tor._

A his­to­ry of the Moth­er Coun­try, from ear­li­est leg­endary times de­light­ful­ly re­lat­ed. The thir­ty full-​page il­lus­tra­tions in col­or add to its at­trac­tion.

MAR­SHALL, H.E. Sto­ries of William Tell and His Friends. Dut­ton. .50

The Swiss na­tion­al hero is told of in a se­ries of thrilling nar­ra­tives, teach­ing chil­dren what brave men will dare and do for free­dom. There are eight pic­tures in col­or.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

So ge­og­ra­phers, in Afric maps, With sav­age pic­tures fill their gaps, And o'er un­hab­it­able downs Place ele­phants for want of towns. SWIFT.

DU CHAIL­LU, P.B. The Coun­try of the Dwarfs. Harp­er. 1.25

The au­thor re­lates in his in­for­mal way, among many oth­er ex­pe­ri­ences, his en­coun­ters with the lit­tle peo­ple of Herodotus; their tiny hous­es, cu­ri­ous cus­toms, and un­com­mon shy­ness. This trip to Africa was be­gun in 1863.

DU CHAIL­LU, P.B. (p. 97) Wild Life un­der the Equa­tor. Harp­er. 1.25

The hunt­ing of hip­popota­mi and go­ril­las is most in­ter­est­ing­ly nar­rat­ed by the great ex­plor­er who al­so tells about the method em­ployed in catch­ing ele­phants, about snake-​charm­ing, and so forth.

FINNEMORE, JOHN. Switzer­land. Il­lus­trat­ed by J.H. Lewis and A.D. Mc­Cormick. Macmil­lan. .75

These small books--the Peeps at Many Lands Se­ries--“are in­tend­ed to give chil­dren a glimpse at the scenes, peo­ple, and char­ac­ter­is­tics, of for­eign coun­tries.... A strong fea­ture is made of the work and play of chil­dren in the land de­scribed.” The il­lus­tra­tions, though as a rule some­what high­ly col­ored, are very at­trac­tive. There are many ti­tles in the se­ries, but on­ly the most im­por­tant are in­clud­ed in this list. Be­sides de­scrip­tions of beau­ti­ful lakes and great moun­tains, this vol­ume in­cludes tales of the strug­gle for Swiss free­dom, ac­counts of moun­tain-​climb­ing, sports, and chamois-​hunt­ing. There are twelve col­ored plates, among which are a num­ber of fine snow scenes.

SCHWAT­KA, FRED­ER­ICK. The Chil­dren of the Cold. Ed­uca­tion­al. 1.25

Fred­er­ick Schwat­ka says: To de­scribe these Arc­tic ba­bies is the main ob­ject of this book--to tell the boys and girls what kind of toys (p. 98) and plea­sures and pic­nics and all sorts of fun may be had where you would hard­ly think any could be had at all; al­so, some of the dis­com­forts of liv­ing in this most un­com­fort­able coun­try.

TAY­LOR, BA­YARD. Boys of Oth­er Coun­tries. Put­nam. 1.25

Ex­pe­ri­ences in the lives of five boys, whose re­spec­tive homes were Swe­den, Egypt, Ice­land, Ger­many, and Rus­sia.

The pur­pose of the au­thor, of course, was to give a glimpse of the habits and cus­toms of these coun­tries.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

It would be hard to es­ti­mate the amount of gen­tle­ness and mer­cy that has made its way among us through these slight chan­nels. For­bear­ance, cour­tesy, con­sid­er­ation for the poor and aged, kind treat­ment of an­imals, the love of Na­ture, ab­hor­rence of tyran­ny and brute force--many such good things have been nour­ished in the child's heart by this pow­er­ful aid. It has great­ly helped to keep us ev­er young, by pre­serv­ing through our world­ly ways one slen­der track, not over­grown with weeds, where we may walk with chil­dren, shar­ing their de­lights. DICK­ENS.

AN­DER­SEN, H.C. Fairy Tales from Hans Chris­tian An­der­sen. Trans­lat­ed by Mrs. Edgar Lu­cas. Il­lus­trat­ed by Thomas, Charles, and William Robin­son. Dut­ton. 2.50

Most tru­ly ren­dered in the edi­tion by Mrs. E. Lu­cas, (p. 99) il­lus­trat­ed by the Robin­sons. Mrs. H.L. EL­MEN­DORF.

Mrs. Lu­cas is well fit­ted for her of­fice of trans­la­tor, al­though there are a num­ber of tales in this se­lec­tion which, in the opin­ion of the com­pil­er of this List, might well have been omit­ted be­cause of their hor­ri­ble char­ac­ter. The pic­tures are so re­mark­able that in them the sto­ries live again.

BALD­WIN, JAMES. A Sto­ry of the Gold­en Age. Il­lus­trat­ed by Howard Pyle. Scrib­ner. 1.50

Mr. Bald­win's ob­ject, as he tells us, has been to pave the way to the en­joy­able read­ing of Homer. He has de­pict­ed for us the boy­hood and youth of Odysseus, tak­ing the var­ious leg­ends re­lat­ing to the caus­es of the Tro­jan War, and weav­ing them in­to one con­tin­uous nar­ra­tive, end­ing where Homer be­gins.

CHAPIN, A.A. The Sto­ry of the Rhine­gold. Harp­er. 1.25

A lit­tle vol­ume in­tend­ed for the use of chil­dren who may be tak­en to hear the op­eras of Richard Wag­ner. It gives briefly, in an in­ter­est­ing man­ner, the great myth up­on which Wag­ner based his fa­mous pro­duc­tion, the Ring of the Ni­belungs, fol­low­ing the lines of the op­eras. The mu­si­cal mo­tifs ac­com­pa­ny the text.

CHAPIN, A.A. (p. 100) Won­der Tales from Wag­ner. Harp­er. 1.25

This com­pan­ion to The Sto­ry of the Rhine­gold re­lates the leg­ends of the Fly­ing Dutch­man, Tannhäus­er, Lo­hen­grin, Tris­tan and Isol­de, and the Mas­tersingers of Nurem­berg. The mu­si­cal mo­tifs ac­com­pa­ny the text.

DIXON, E. (Ed­itor). Fairy Tales from the Ara­bi­an Nights. Il­lus­trat­ed by J.D. Bat­ten. Put­nam. 2.50

In Eu­rope they were not known till 1704, when a learned French­man, An­toine Gal­land, who had trav­elled wide­ly in the East, put them skill­ful­ly, if not too ac­cu­rate­ly, in­to the lan­guage of his own peo­ple.... With­in a com­par­ative­ly few years, an an­cient manuscript in the Lou­vre at Paris has been found to re­move from Gal­land the long-​stand­ing re­proach that he in­tro­duced in­to his Ara­bi­an Nights sto­ries which re­al­ly did not be­long to the col­lec­tion, but were tak­en from oth­er East­ern sources.... It will not be easy to change the form of the names which, through Gal­land's agen­cy, have be­come clas­sic words.--_In­tro­duc­tion to Sto­ries from the Ara­bi­an Nights._

The text of the present se­lec­tion from the Ara­bi­an Nights is that of Gal­land, 1821, slight­ly abridged and edit­ed. The edi­tion is de­signed vir­ginibus puerisque. E. DIXON.

Mr. Dixon presents these fa­mous Ori­en­tal sto­ries most ac­cept­ably, and Mr. Bat­ten's re­mark­able il­lus­tra­tions are all that can be de­sired. His genii are genii in­deed, and his fairy princess­es crea­tures of grace and beau­ty.

HAR­RIS, J.C. (p. 101) *Un­cle Re­mus; His Songs and His Say­ings. Il­lus­trat­ed by A.B. Frost. Ap­ple­ton. 2.00

I have en­deav­ored to give to the whole a gen­uine fla­vor of the old plan­ta­tion. Each leg­end has its vari­ants, but in ev­ery in­stance I have re­tained that par­tic­ular ver­sion which seemed to me to be the most char­ac­ter­is­tic, and have giv­en it with­out em­bel­lish­ment and with­out ex­ag­ger­ation.--_In­tro­duc­tion._

All chil­dren should have the op­por­tu­ni­ty to know and to love Un­cle Re­mus, as they can­not fail to do if they are fa­mil­iar with his nar­ra­tives. The Ne­gro di­alect of­ten makes it de­sir­able to have these read aloud.

HAWTHORNE, NATHANIEL. Tan­gle­wood Tales. Houghton. .75

In this sec­ond Won­der Book Hawthorne again tells us in sim­ple lan­guage of great heroes of Greek myth­ical days. The Mino­taur, the Pyg­mies, The Drag­on's Teeth, Circe's Palace, The Pomegranate Seeds, and The Gold­en Fleece, com­prise the con­tents of the vol­ume.

HODG­SON, GERAL­DINE. Ra­ma and the Mon­keys. Il­lus­trat­ed by W.H. Robin­son. Macmil­lan. .50

In fine and pic­turesque lan­guage, re­tained from the In­di­an orig­inal, Geral­dine Hodg­son has giv­en us this adap­ta­tion from the Ra­mayana. We learn, with de­light, to know the mon­key hosts: “Hanu­man, that strong, for­giv­ing, wise, brave, and hum­ble Ape,” and “Sug­ri­va, that best (p. 102) of Mon­keys.”

KIPLING, RUD­YARD. The Jun­gle Book. Cen­tu­ry. 1.50

Telling of Mowgli, the child of the jun­gle, and his brethren, the wild crea­tures of the for­est; to­geth­er with oth­er mar­vel­lous an­imal sto­ries.

“Oh, hear the call!--Good hunt­ing all That keep the Jun­gle Law!”

LANG, AN­DREW (Ed­itor). The Green Fairy Book. Long­mans. 2.00

This, the third of the col­ored fairy books, con­tains, as do the oth­ers, tales from many sources, among them The Half-​Chick, The Mag­ic Swan, and King Ko­ja­ta.

PYLE, HOWARD. The Sto­ry of King Arthur and His Knights. Il­lus­trat­ed by the Au­thor. Scrib­ner. 2.50

Mr. Pyle has re­lat­ed these great leg­ends right worthi­ly. The il­lus­tra­tions are full of in­ter­est, and while the text is suit­ed to a nar­ra­tive of this ear­ly pe­ri­od, it is well with­in child­ish com­pre­hen­sion.

Blow trum­pet, for the world is white with May; Blow trum­pet, the long night hath roll'd away! Blow thro' the liv­ing world--“Let the King reign.”

“Shall Rome or Hea­then rule in Arthur's realm? Flash brand and lance, fall bat­tleaxe up­on helm, Fall bat­tleaxe, and flash brand! Let the King reign.” TEN­NYSON.

RUSKIN, JOHN. (p. 103) The King of the Gold­en Riv­er. Heath. .20

An exquisite leg­end, beau­ti­ful in spir­it and lan­guage.

There have been writ­ten in our En­glish lan­guage a few tales bear­ing a rich moral les­son that are an un­fail­ing source of de­light, alike to child­hood and to youth, and that are at the same time not with­out in­ter­est to the adult. The King of the Gold­en Riv­er is one of these.... Its lessons are not ob­trud­ed; the read­er is re­al­ly not ex­plic­it­ly con­scious of them at all.--_In­tro­duc­tion._

STOCK­TON, F.R. Fan­ci­ful Tales. Scrib­ner. .50

Mr. Stock­ton had a wise, hu­mor­ous style of his own. In this small vol­ume, which con­tains some of his best writ­ing for chil­dren, will be found Old Pipes and the Dryad, The Bee-​Man of Orn, and The Clocks of Rondaine.

STO­RIES FROM THE ARA­BI­AN NIGHTS. Houghton. .60

From cen­turies and peo­ples al­most as dif­fer­ent from those we know as the North and the South Poles are far apart, through the over­throws of dy­nas­ties and the move­ments of whole races of men, by the work of Ara­bi­an schol­ars when print­ing was un­known, and by the labors of Eu­ro­peans al­most in our own day, these sto­ries have sur­vived to trans­port us in­to a world of splen­dor and mag­ic.--_In­tro­duc­tion._

A care­ful­ly edit­ed se­lec­tion of thir­teen of these fa­mous tales, with which, of course, ev­ery child should be fa­mil­iar.

THACK­ER­AY, W.M. (p. 104) The Rose and the Ring. Edit­ed by E.E. Hale. Il­lus­trat­ed by the Au­thor. Heath. .25

But in the mean­while, and for a brief hol­iday, let us laugh and be as pleas­ant as we can. And you el­der folks--a lit­tle jok­ing and danc­ing and fool­ing will do even you no harm. The au­thor wish­es you a Mer­ry Christ­mas, and wel­comes you to the Fire­side Pan­tomime. M.A. TIT­MARSH.

This fairy ex­trav­agan­za--Thack­er­ay's on­ly pro­duc­tion for chil­dren--was writ­ten for a lit­tle sick girl.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS.

Chil­dren are lucky to be chil­dren nowa­days, for the idea is pret­ty well dis­sem­inat­ed that the very choic­est from all the gar­nered rich­es of the great world of lit­er­ature should be giv­en them, that they may ear­ly be pos­sessed of thoughts and feel­ings that are true and large, sweet and beau­ti­ful. RICHARD BUR­TON.

GAY­LEY, C.M., and M.C. FLA­HER­TY (Ed­itors). Po­et­ry of the Peo­ple. Ginn. .50

Po­ems il­lus­tra­tive of the his­to­ry and na­tion­al spir­it of Eng­land, Scot­land, Ire­land, and Amer­ica.--_Ti­tle-​Page._

The com­pil­ers have giv­en us a vol­ume of verse cho­sen from that (p. 105) which is “most sim­ple, most hearty, most tru­ly char­ac­ter­is­tic of the peo­ple, their tra­di­tion, his­to­ry, and spir­it; ... po­et­ry some­times by, and some­times not, but al­ways for, the peo­ple; po­ems that were house­hold words with our fa­thers and moth­ers, and lay close to the heart be­cause _of_ the heart.”

HAWEIS, M.E. (Mrs. H.R. HAWEIS). Chaucer for Chil­dren. Il­lus­trat­ed by the Au­thor. Scrib­ner. 1.25

Mrs. Haweis be­gins with an ac­count of Chaucer's life and the Lon­don of his day. Por­tions of a num­ber of the Tales fol­low, the orig­inal and the mod­ern text be­ing giv­en in par­al­lel columns, with prose abridg­ments con­nect­ing the se­lec­tions. There are eight full-​page col­ored pic­tures and a num­ber of small wood­cuts. Though pos­si­bly on­ly an ex­cep­tion­al child will en­joy the book, it helps to bring the youth­ful read­er clos­er to the time of Chaucer than any oth­er ver­sion for chil­dren.

RASPÉ, R.E. *Tales from the Trav­els of Baron Mun­chausen. Edit­ed by E.E. Hale. Heath. .20

“Some trav­ellers are apt to ad­vance more than is strict­ly true; if any of the com­pa­ny en­ter­tain a doubt of my ve­rac­ity, I shall on­ly say to such, I pity their want of faith.”

Raspé was schol­ar enough to mix up with the re­al Mun­chausen's (p. 106) amus­ing bur­lesques, ex­ag­ger­ations and fan­cies which are cen­turies old­er, and which can be cit­ed now from the crabbed lan­guage of the Mid­dle Ages.--_Note._

SWIFT, JONATHAN. Gul­liv­er's Trav­els. Ed­uca­tion­al. .40

His voy­age to Lil­liput, his stay with the lit­tle peo­ple, and his ad­ven­tures lat­er among the gi­ants of Brob­ding­nag, are clas­sic. Writ­ten as a po­lit­ical satire, the nar­ra­tive has served a gen­tler pur­pose than its orig­inal one. The lit­tle­ness of the Lil­liputians and the great­ness of the gi­ants ap­peal strong­ly to chil­dren.

And lo! the book from all its end be­guiled, A harm­less won­der to some hap­py child. BUL­WER-​LYT­TON.

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS

In that for­est to and fro I can wan­der, I can go; See the spi­der and the fly, And the ants go march­ing by Car­ry­ing parcels with their feet Down the green and grassy street. STEVEN­SON.

DUN­CAN, FRANCES. Mary's Gar­den and How It Grew. Cen­tu­ry. 1.25

The old gar­den­er teach­es Mary how to pre­pare and tend her gar­den (p. 107) through the year. Much prac­ti­cal in­for­ma­tion is giv­en in a charm­ing way with a thread of sto­ry.

HER­RICK, S.M. (B.). The Earth in Past Ages. Amer­ican Book. .60

A clear ac­count of the ge­olog­ical sto­ry, in­ter­est­ing­ly told. Many of the il­lus­tra­tions are tak­en from Lyell, and Winchell.

MILLER, O.T. (Pseudonym of Mrs. H. (M.) MILLER). The Sec­ond Book of Birds. Houghton. 1.00

Il­lus­trat­ed with col­ored and plain plates.... Sys­tem­at­ical­ly ar­ranged; non-​tech­ni­cal de­scrip­tions. This takes the learn­er a step far­ther than The First Book, and in­tro­duces him to clas­si­fi­ca­tion, giv­ing ex­am­ples of the best known species, east, west, and south, of thir­ty fam­ilies of land-​birds, with ac­count of habits, and il­lus­tra­tive anec­dotes. An ap­pendix con­tains a sim­ple non-​tech­ni­cal char­ac­ter­iza­tion of the sev­er­al fam­ilies, in lan­guage a child can un­der­stand. AUDUBON SO­CI­ETY.

PAT­TER­SON, A.J. The Spin­ner Fam­ily. Il­lus­trat­ed by Bruce Hors­fall. Mc­Clurg. 1.25

Chil­dren, while they do not like spi­ders, are in­vari­ably cu­ri­ous about them. This de­scrip­tion of var­ious species, with its good il­lus­tra­tions, will turn child­ish cu­rios­ity in­to gen­uine in­ter­est.

WOOD, THEODORE. (p. 108) A Nat­ural His­to­ry for Young Peo­ple. Dut­ton. 2.50

In mod­er­ate com­pass this book gives us much in­for­ma­tion about the liv­ing crea­tures of the world. Mr. Wood is an au­thor­ity. There are twelve col­ored and over three hun­dred black-​and-​white il­lus­tra­tions.

WRIGHT, M.O. Gray La­dy and the Birds. Macmil­lan. 1.75

Al­though as a rule sto­ry-​telling and sci­ence are best kept sep­arate, their com­bi­na­tion in this pleas­ant tale, writ­ten in the in­ter­est of bird-​pro­tec­tion, can have on­ly our hearty com­men­da­tion. It arous­es the in­ter­est of chil­dren not on­ly by its style, but be­cause there is such a fund of in­for­ma­tion about our birds. The vol­ume con­tains twelve col­ored plates and thir­ty-​six full-​page il­lus­tra­tions in half-​tone.

STO­RIES

Oh for a Booke and a shadie nooke, Eyther in-​a-​doore or out, With the greene leaves whisp'ring over­hede, Or the Streete cryes all about. Where I maie Reade all at my ease, Both of the Newe and Olde, For a jol­lie goode Booke, where­on to looke, Is bet­ter to me than Golde. _Old En­glish Song._

AL­COTT, L.M. (p. 109) Un­der the Lilacs. Il­lus­trat­ed by Al­ice Bar­ber Stephens. Lit­tle. 2.00

The sto­ry tells how lit­tle Ben and good San­cho, his won­der­ful trained poo­dle, ran away from the cir­cus, and found refuge and hap­pi­ness with Bab and Bet­ty in the old home un­der the lilacs.

BAY­LOR, F.C. (Mrs. F.C. (B.) BEL­GER). Juan and Juani­ta. Houghton. 1.50

This ac­count of the cap­ture of Juan and Juani­ta by Co­manch­es is found­ed on fact. A num­ber of years ago two Mex­ican chil­dren were dis­cov­ered by In­di­ans on the oth­er side of the Rio Grande, and car­ried away to the Llanos Es­ta­ca­dos. Af­ter four years of cap­tiv­ity they made their es­cape, walk­ing back three hun­dred miles through a wild coun­try, and fi­nal­ly reach­ing their moth­er. The tale gives an in­ter­est­ing pic­ture of ha­cien­da life.

BOYE­SEN, H.H. The Mod­ern Vikings. Scrib­ner. 1.25

The au­thor orig­inal­ly re­lat­ed these nar­ra­tives of life and sport in the Norse­land to his own chil­dren.

“For my Vikings love song and saga, Like their con­quer­ing fa­thers of old; And these are some of the sto­ries To the three lit­tle tyrants I told.”

CRICH­TON, F.E. (p. 110) Peep-​in-​the-​World. Long­mans. 1.25

An al­to­geth­er charm­ing de­scrip­tion of a lit­tle girl's hap­py year spent with her Ger­man un­cle in the old fam­ily cas­tle. Peep-​in-​the-​World's friend­ship with Knut the dwarf, who lives in the for­est sur­round­ed by the an­imals he loves and cares for, and the found­ing of an Or­der of Knights by the chil­dren, are sweet and nat­ural in­ci­dents.

DI­AZ, A. (M.). *The William Hen­ry Let­ters. Lothrop. 1.00

Writ­ten by William Hen­ry dur­ing the two years he was away at school. One of the best books for boys, and they love it. It has high stan­dards, abounds in home­ly com­mon-​sense, and is very fun­ny.

EDGE­WORTH, MARIA Tales from Maria Edge­worth. Il­lus­trat­ed by Hugh Thom­son. Stokes. 1.50

Austin Dob­son, in his in­tro­duc­tion, gives us a sketch of Maria Edge­worth's up­bring­ing and of the con­di­tions which helped to pro­duce the fa­mous Par­ent's As­sis­tant, from which twelve of the six­teen sto­ries are here reprint­ed, ac­com­pa­nied by Mr. Thom­son's de­light­ful pic­tures.

“Fairies were not much in her line,” says Mrs. Rich­mond Ritchie, Thack­er­ay's daugh­ter, “but phil­an­thropic man­ufac­tur­ers, (p. 111) lib­er­al no­ble­men, and benev­olent ladies in trav­el­ling car­riages, do as well and ap­pear in the nick of time to dis­tribute re­wards or to point a moral.”--_In­tro­duc­tion._

HALE, L.P. *The Pe­terkin Pa­pers. Houghton. 1.50

“Mr. Pe­terkin, Agamem­non, and Solomon John, took the postal card to the post-​of­fice ear­ly one morn­ing.... It must have been read along its way: for by each mail came piles of postals and let­ters from town af­ter town, in an­swer to the ques­tion, and all in the same tone: 'Yes, yes; pub­lish the ad­ven­tures of the Pe­terkin fam­ily.'”

The tri­als and trou­bles of the Pe­terkins and the help­ful sug­ges­tions of the re­source­ful la­dy from Philadel­phia will long be a source of amuse­ment to folks both old and young.

JENKS, A.E. The Child­hood of Ji-​shib, the Ojib­wa. Il­lus­trat­ed by the Au­thor. The Amer­ican Thresh­er­man. 1.00

The sto­ry is writ­ten with no oth­er thought than to have con­stant­ly in mind what the Ojib­wa child be­lieves about the events of his ev­ery-​day life as giv­en in the sto­ry. And the fol­low­ing in­ci­dents are tak­en di­rect­ly from the com­mon life of the tribe. A.E. JENKS.

And now comes Dr. Jenks with a sto­ry of a Red Child, in which he dis­plays deep in­sight in­to In­di­an char­ac­ter, and de­scribes the Red Child as that in­ter­est­ing per­son might have de­scribed him­self in his own wig­wam and to his own grand­chil­dren in the evening of his life. May many White Chil­dren read the sto­ry and learn there­in of our pass­ing race. W.J. McGEE.

This mys­te­ri­ous tale of Ji-​shib the Chippe­wa, and A-​mi-​kons the (p. 112) lit­tle beaver, his totem, fol­lows In­di­an life from birth to ear­ly man­hood. Dr. Jenks has pre­pared many small ac­com­pa­ny­ing sketch­es.

LAMB, CHARLES and MARY. Mrs. Le­ices­ter's School. Il­lus­trat­ed by Winifred Green. Macmil­lan. 2.25

Nar­ra­tives of the ear­ly days of some lit­tle school-​girls of long ago, re­lat­ed by them­selves. Charm­ing­ly il­lus­trat­ed in col­or; the cos­tumes those of the pe­ri­od.

My Sis­ter's part in the Le­ices­ter School (about two-​thirds) was pure­ly her own; as it was (to the same quan­ti­ty) in the Shake­speare Tales which bear my name. I wrote on­ly the Witch Aunt, the First Go­ing to Church, and the fi­nal sto­ry about a lit­tle In­di­an Girl in a Ship. LAMB.

SMITH, M.P. (W.). Jol­ly Good Times. Lit­tle. 1.25

Child­hood days on a farm near old Deer­field, fifty or six­ty years ago. The sto­ry has a fresh, whole­some at­mo­sphere, and chil­dren of to-​day love the sim­ple hap­pen­ings.

SMITH, M.P. (W.). Jol­ly Good Times at School. Lit­tle. 1.25

A con­tin­ua­tion of the farm life of the chil­dren we learned to know (p. 113) in Jol­ly Good Times, telling of school-​days and win­ter fun.

SPYRI, JO­HAN­NA. Hei­di. De Wolfe. 1.50

This de­light­ful book is gen­er­al­ly ac­cept­ed as giv­ing the best pic­ture of child-​life in the Swiss Alps.

STOD­DARD, W.O. Two Ar­rows. Harp­er. .60

The ex­ploit by which a young Nez Per­cé won his name, and his fur­ther prowess, are re­lat­ed. The ad­ven­tures of a min­ing par­ty and the pur­suit of re­bel­lious Apach­es by a com­pa­ny of Unit­ed States cav­al­ry are just what boys will en­joy read­ing about.

WYSS, J.D. The Swiss Fam­ily Robin­son. Il­lus­trat­ed by H. Kley. Dut­ton. 2.50

The ex­pe­ri­ences of this ship­wrecked fam­ily are thus hap­pi­ly char­ac­ter­ized by the _Spec­ta­tor_: They _did_ sail in the tubs, and train ze­bras and os­trich­es for rid­ing, and grow ap­ples and pines in the same gar­den; and why shouldn't they?

YONGE, C.M. The Lit­tle Duke. Macmil­lan. 1.25

An ac­count of the boy­hood days of Richard the Fear­less, Duke of Nor­mandy, vas­sal of Louis IV, one of the last of the de­gen­er­ate line of Charle­magne.

_ELEVEN YEARS OF AGE_ (p. 114)

_Clothes for the back, books for the head: Read, and re­mem­ber them when they are read._ THACK­ER­AY.

AMUSE­MENTS AND HAND­ICRAFT

He talks of wood: it is some car­pen­ter. SHAKSPERE.

WHEEL­ER, C.G. Wood­work­ing for Be­gin­ners. Put­nam. 2.50

This very com­pre­hen­sive vol­ume gives in­for­ma­tion about tools, dif­fer­ent kinds of woods, and the fit­ting up of work­shops; with full di­rec­tions for the build­ing of sim­ple hous­es, boats, to­bog­gans, and nu­mer­ous small ar­ti­cles. There are many work­ing di­agrams.

BI­OG­RA­PHY, HIS­TO­RY, AND GOV­ERN­MENT

I sing of heroes and of kings, In mighty num­bers mighty things. COW­LEY.

BROOKS, E.S. The Cen­tu­ry Book for Young Amer­icans. Cen­tu­ry. 1.50

Is­sued un­der the aus­pices of the Na­tion­al So­ci­ety of the Sons of the Amer­ican Rev­olu­tion, this vol­ume gives an ac­count of the vis­it of (p. 115) a par­ty of young peo­ple to Wash­ing­ton, where they learned much of in­ter­est re­gard­ing our gov­ern­ment and the work­ings of its dif­fer­ent de­part­ments. There are many il­lus­tra­tions.

“For Mr. Dun­lop had said to his broth­er: 'Take them, first, to the cen­tre of things, Tom. Go to Wash­ing­ton. Let them see why our gov­ern­ment was made, how it was made, and how it is run.'”

Much re­gret has been felt from the fact that there has been no book pub­lished hereto­fore in which the prin­ci­ples con­tend­ed for in the Amer­ican Rev­olu­tion, and a de­scrip­tion of the in­sti­tu­tions of the Gov­ern­ment, have been set forth in a suf­fi­cient­ly in­ter­est­ing form to make the study at­trac­tive to chil­dren.... This work has now been pro­duced, and it is pre­sent­ed in a form which com­mends it­self high­ly to the So­ci­ety, and has re­ceived its cor­dial ap­proval. HO­RACE PORTER.

BROOKS, E.S. The Cen­tu­ry Book of Fa­mous Amer­icans. Cen­tu­ry. 1.50

This com­pan­ion to The Cen­tu­ry Book for Young Amer­icans, is­sued un­der the aus­pices of the Na­tion­al So­ci­ety of the Daugh­ters of the Amer­ican Rev­olu­tion, gives a de­scrip­tion of the pil­grim­age of the same young peo­ple to his­toric homes. It is ful­ly il­lus­trat­ed.

BROOKS, E.S. The True Sto­ry of Ben­jamin Franklin. Lothrop. 1.50

As one who had a hand in shap­ing the des­tinies and se­cur­ing the in­de­pen­dence of his na­tive land, by word and pen, by brain (p. 116) and hand, it is most fit­ting that the sto­ry of his life should be re­told for young Amer­icans.--_Pref­ace._

The vol­ume con­tains many pic­tures.

Be­ing ig­no­rant is not so much a shame as be­ing un­will­ing to learn.--_Poor Richard's Al­manac._

BROOKS, E.S. The True Sto­ry of Lafayette. Lothrop. 1.50

The whole life of Lafayette was a long strug­gle for con­sti­tu­tion­al lib­er­ty, the free­dom he had seen Amer­ica se­cure and which he so ar­dent­ly de­sired for France.--_Pref­ace._

Mr. Brooks's ac­count em­pha­sizes the great French­man's dis­in­ter­est­ed ser­vices to our coun­try at a time of dire need. Many il­lus­tra­tions add to the book's val­ue.

CHENOWETH, C. (V.D.). Sto­ries of the Saints. Houghton. 1.25

“And as those of us who are men and wom­en look with rev­er­ent and smil­ing in­ter­est up­on the out­grown gar­ments, and books, and toys, of our child­hood, even so I think must Chris­ten­dom ev­er look up­on these out­grown be­liefs of an ear­li­er day. There is not one of the sto­ries we can yet af­ford to lose. For we find, as we ar­range the al­le­go­ry and ro­mance, and the re­al, his­toric bits, in a way to suit our wis­er time, that the lessons they hold are as true for us as they were for the child­like peo­ple who cher­ished them a thou­sand years ago.”

The lives and leg­ends of Saint George, Saint De­nis, Saint Nicholas, Saint Eliz­abeth, and oth­ers less well known in the great broth­er­hood of all lands, are told with dig­ni­ty and sim­plic­ity. The (p. 117) il­lus­tra­tions are tak­en from old pic­tures.

COF­FIN, C.C. The Boys of '76. Harp­er. 2.00

In this vol­ume an at­tempt has been made to give a con­cise, plain, and au­then­tic nar­ra­tive of the prin­ci­pal bat­tles of the Rev­olu­tion as wit­nessed by those who took part in them.--_Pref­ace._

A com­pan­ion to Old Times in the Colonies, with maps and many pic­tures.

COF­FIN, C.C. Old Times in the Colonies. Harp­er. 2.00

Mr. Cof­fin's writ­ings are full of re­li­able his­tor­ical in­for­ma­tion, in­ter­est­ing­ly told. This, the first of a se­ries, takes us from the dis­cov­ery of San Sal­vador to the sur­ren­der of Mon­tre­al to Gen­er­al Amherst, in 1760. There are maps and many il­lus­tra­tions.

CREIGHTON, L.H. (V.G.). A First His­to­ry of France. Long­mans. 1.25

There is no rea­son why his­to­ry should not be made de­light­ful, though it so of­ten fails in this re­spect. This lit­tle book of Mrs. Man­dell Creighton's, with its good maps, and il­lus­tra­tions, many of them from old prints, is tru­ly in­ter­est­ing to chil­dren.

GILMAN, ARTHUR. The Mak­ing of the Amer­ican Na­tion. Lothrop. .50

The term Mak­ing of the Amer­ican Na­tion, as used in the ti­tle (p. 118) of the present vol­ume, is in­tend­ed to mean the pro­cess by which the loose­ly con­nect­ed Amer­ican com­mu­ni­ties out­grew their colo­nial con­di­tion of so­cial and po­lit­ical life, and de­vel­oped in­to a na­tion.--_Pref­ace._

HART, A.B., and B.E. HAZ­ARD (Ed­itors). Colo­nial Chil­dren. Macmil­lan. .40

This is the first of four read­ers which por­tray the life and con­di­tions of our coun­try at dif­fer­ent pe­ri­ods by means of ex­tracts from con­tem­po­rary sources, freely edit­ed. Many il­lus­tra­tions are giv­en.

The sto­ries are the same in sub­stance as when they were first told, two and three cen­turies ago; but their garb has been changed with­out adding a de­tail or al­ter­ing a state­ment of fact.--_In­tro­duc­tion._

HAWTHORNE, NATHANIEL. Grand­fa­ther's Chair, and Bi­ograph­ical Sto­ries. Houghton. .70

In writ­ing this pon­der­ous tome, the au­thor's de­sire has been to de­scribe the em­inent char­ac­ters and re­mark­able events of our an­nals in such a form and style that the YOUNG may make ac­quain­tance with them of their own ac­cord. For this pur­pose, while os­ten­si­bly re­lat­ing the ad­ven­tures of a chair, he has en­deav­ored to keep a dis­tinct and un­bro­ken thread of au­then­tic his­to­ry.... The au­thor, it is true, has some­times as­sumed the li­cense of fill­ing up the out­line of his­to­ry with de­tails for which he has none but imag­ina­tive au­thor­ity, but which, he hopes, do not vi­olate nor give a false col­or­ing to the truth.--_Pref­ace._

Grand­fa­ther's Chair records, in nar­ra­tive form, New Eng­land (p. 119) chron­icles from 1620 to the War for In­de­pen­dence. Bi­ograph­ical Sto­ries are tales of West, New­ton, John­son, Cromwell, Franklin, and Queen Christi­na, told to a lit­tle boy with de­fec­tive sight. The book has a bi­ograph­ical sketch, notes, and il­lus­tra­tions.

HEM­STREET, CHARLES. The Sto­ry of Man­hat­tan. Scrib­ner. 1.00

Here the his­to­ry of New York City is told as a sto­ry, in few words. The ef­fort has been to make it ac­cu­rate and in­ter­est­ing. The il­lus­tra­tions are large­ly from old prints and wood en­grav­ings. Few dates are used. In­stead, a Ta­ble of Events has been added which can read­ily be re­ferred to. The In­dex to Chap­ters al­so gives the years in which the sto­ry of each chap­ter oc­curs.--_Pref­ace._

HILL, C.T. Fight­ing a Fire. Cen­tu­ry. 1.50

An in­ter­est­ing ac­count of the meth­ods used in ex­tin­guish­ing fires and the thrilling ex­pe­ri­ences of the fire­men in the city of New York, which will en­thrall boys.

Mc­MAS­TER, J.B. A Pri­ma­ry His­to­ry of the Unit­ed States. Amer­ican Book. .60

This book has been writ­ten in the be­lief that a pri­ma­ry his­to­ry of the Unit­ed States should be short, as in­ter­est­ing as pos­si­ble, and well il­lus­trat­ed.... The il­lus­tra­tions are his­tor­ical­ly au­then­tic.--_Pref­ace._

PRICE, L.L. (p. 120) Wan­der­ing Heroes. Sil­ver. .50

The deeds of great men be­long­ing to dif­fer­ent no­madic peo­ples are re­count­ed. We are told about Abra­ham, Moses, Prince Sid­dartha, Clo­vis, At­ti­la, God­win, and Knut.

TAP­PAN, E.M. In the Days of Al­fred the Great. Lothrop. 1.00

As stat­ed in the pref­ace, this nar­ra­tive of the life of the fa­mous king is the re­sult of a thought­ful study of his char­ac­ter and an earnest ef­fort to be as ac­cu­rate as the scant­iness of ma­te­ri­al and the thou­sand years' in­ter­val would per­mit.

I have sought to live my life worthi­ly. AL­FRED THE GREAT.

TAP­PAN, E.M. In the Days of Queen Eliz­abeth. Lothrop. 1.00

Of all the sovereigns that have worn the crown of Eng­land, Queen Eliz­abeth is the most puz­zling, the most fas­ci­nat­ing, the most blind­ly praised, and the most un­just­ly blamed.... At a dis­tance of three hun­dred years it is not easy to bal­ance these claims to cen­sure and to ad­mi­ra­tion, but at least no one should for­get that the lit­tle white hand of which she was so vain guid­ed the ship of state with most con­sum­mate skill in its per­ilous pas­sage through the trou­bled wa­ters of the lat­ter half of the six­teenth cen­tu­ry.--_Pref­ace._

The book is il­lus­trat­ed from well-​known paint­ings.

TAP­PAN, E.M. (p. 121) In the Days of William the Con­queror. Lothrop. 1.00

The sto­ry of William the Con­queror is the sto­ry of the man who for more than a quar­ter of a cen­tu­ry was the most promi­nent per­son­age of West­ern Eu­rope.... What­ev­er in the char­ac­ter of the Con­queror the twen­ti­eth cen­tu­ry may find wor­thy of blame or of praise, no stu­dent of his life will de­ny that his faults were those of his time, that his virtues were his own.--_Pref­ace._

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

Our coun­try is the world; our coun­try­men are all mankind. GAR­RI­SON.

FINNEMORE, JOHN. Eng­land. Macmil­lan. .75

Lon­don Town is de­scribed, there are two chap­ters on Fa­ther Thames, and we are led through old Wes­sex, War­wick­shire, the Broads and Fen-​coun­try, and the beau­ti­ful Lake­land. Twelve plates in col­or are giv­en.

FINNEMORE, JOHN. The Holy Land. Il­lus­trat­ed by John Ful­leylove. Macmil­lan. .75

This ac­count of peas­ant homes and the life of the peo­ple through­out the year makes many al­lu­sions in the Gospel sto­ry eas­ily un­der­stood. There are chap­ters on Jerusalem and Beth­le­hem, and one en­ti­tled (p. 122) From Nazareth to Galilee. The vol­ume con­tains twelve col­ored plates.

HOPE, A.R. The World. Macmil­lan. 1.50

Al­though from its na­ture and size this book can give on­ly a glimpse of each coun­try, yet it does seem to con­vey, in mod­er­ate com­pass, a gen­er­al view of the world, and quite a vivid im­pres­sion of the dif­fer­ent lands is ab­sorbed from the col­ored pic­tures, which chil­dren al­ways en­joy. The plates are thir­ty-​sev­en in num­ber.

JUNG­MAN, BEAT­RIX. Hol­land. Il­lus­trat­ed by Nico Jung­man. Macmil­lan. .75

A pleas­ant ac­count of the man­ners and cus­toms, the cos­tumes and feast-​days, of Wa­ter land. The twelve col­ored plates add to the book's at­trac­tion.

PELTI­ER, FLO­RENCE (Mrs. F. (P.) POPE). A Japanese Gar­land. Lothrop. 1.00

Charm­ing ac­counts of the leg­ends, sto­ries, and cus­toms, of the Flow­ery King­dom, re­lat­ed by a lit­tle Japanese boy to his child friends in Amer­ica.

STRANGE LANDS NEAR HOME. Ginn. .25

This small vol­ume con­tains a se­ries of brief ar­ti­cles, by dif­fer­ent per­sons, on Mex­ico and South Amer­ica. Some of the sub­jects touched (p. 123) on are A Venezue­lan Rail­way, The Land of the Lla­ma, and The Ar­gen­tine Cap­ital.

TO­WARD THE RIS­ING SUN. Ginn. .25

This com­pan­ion vol­ume to Strange Lands Near Home tells us of life in Chi­na, Japan, Ko­rea, Bor­neo, and oth­er East­ern coun­tries. There is an in­ter­est­ing chap­ter on House­keep­ing in East In­dia, by Sara Jean­nette Dun­can.

HY­GIENE

That man has a lib­er­al ed­uca­tion who has been so trained in youth that his body is the ready ser­vant of his will, and does with ease and plea­sure all the work that, as a mech­anism, it is ca­pa­ble of. HUX­LEY.

JEW­ETT, F.G. Good Health. Ginn. .40

A clear state­ment of facts con­cern­ing the body and the at­ten­tion that should be giv­en to it. There are chap­ters on fresh air, eye­sight, the ear, the care of the nails, hair, and teeth, and valu­able in­for­ma­tion about to­bac­co and al­co­hol, and their ef­fects on an­imals as well as peo­ple.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

So it is; yet let us sing Hon­our to the old bow­string! Hon­our to the bu­gle-​horn! Hon­our to the woods un­shorn! Hon­our to the Lin­coln green! (p. 124) Hon­our to the archer keen! Hon­our to tight lit­tle John, And the horse he rode up­on! Hon­our to bold Robin Hood, Sleep­ing in the un­der­wood: Hon­our to Maid Mar­ian, And to all the Sher­wood clan! Though their days have hur­ried by Let us two a bur­den try. KEATS.

BALD­WIN, JAMES. The Sto­ry of Roland. Scrib­ner. 1.50

This ro­mance tells of the great Charle­magne, and of his war­riors, Roland and Oliv­er and Ogi­er the Dane, all com­pan­ions in arms. As James Bald­win states, Roland is un­known to his­to­ry, yet he is the typ­ical knight, the great­est hero of the Mid­dle Ages. The sto­ry is culled from the song-​writ­ers and po­ets of five cen­turies and of as many lan­guages.

BALD­WIN, JAMES. The Sto­ry of Siegfried. Il­lus­trat­ed by Howard Pyle. Scrib­ner. 1.50

From the many ver­sions, El­der and Younger Ed­da, Vol­sun­ga Saga, and Ni­belun­gen Lied, in­clud­ing mod­ern sources, Mr. Bald­win has re­shaped this an­cient tale. Though he some­times draws ma­te­ri­al from his own imag­ina­tion, the es­sen­tial parts of the myth re­main un­al­tered.

CHURCH, A.J. (p. 125) The Æneid for Boys and Girls. Macmil­lan. 1.50

The fa­mous wan­der­ings are re­told from Vir­gil in sim­ple lan­guage. Twelve il­lus­tra­tions in col­or ac­com­pa­ny the text.

CHURCH, A.J. The Il­iad for Boys and Girls. Macmil­lan. 1.50

In a straight­for­ward man­ner Mr. Church re­lates the in­ci­dents of the great siege. The vol­ume con­tains twelve col­ored il­lus­tra­tions.

HAR­RIS, J.C. *Nights with Un­cle Re­mus. Houghton. 1.50

This sec­ond book of folk-​lore is sup­ple­men­tary to Un­cle Re­mus; His Songs and His Say­ings, and gives a large num­ber of ad­di­tion­al myths and leg­ends of the South.

HUTCHIN­SON, W.M.L. The Gold­en Porch. Long­mans. 1.40

In adding one more to the in­nu­mer­able col­lec­tions of sto­ries from the Greek, I have hoped to break fresh ground by re­pro­duc­ing the myths of Pin­dar's Odes, as far as pos­si­ble in a free trans­la­tion, and with such ad­di­tions on­ly as were need­ed to form a frame­work. Some of these leg­ends are al­ready whol­ly or part­ly fa­mil­iar, but sev­er­al will be new, I think, to En­glish read­ers.--_Pref­ace._

These old tales are ren­dered in exquisite lan­guage. They in­clude, among oth­ers, the sto­ries of Tan­ta­lus, the Heav­en­ly Twins, Ja­son, (p. 126) and the Pan­sy Ba­by. The po­et was bid­den to pre­pare the Ode, from which this last sto­ry is tak­en, in hon­or of a friend's vic­to­ry in the Olympic Games. The il­lus­tra­tions are in ter­ra-​cot­ta and black.

KIPLING, RUD­YARD. The Sec­ond Jun­gle Book. Cen­tu­ry. 1.50

Telling more of Mowgli, the child of the jun­gle, and his brethren the wild crea­tures of the for­est; to­geth­er with oth­er mar­vel­lous an­imal sto­ries.

“Now these are the Laws of the Jun­gle, and many and mighty are they; But the head and the hoof of the Law and the haunch and the hump is--Obey!”

MAR­VIN, F.S., R.J.C. MAY­OR, and F.M. STAWELL (Ed­itors). The Ad­ven­tures of Odysseus. Il­lus­trat­ed by Charles Robin­son. Dut­ton. 1.50

It has been our aim in this book to re­pro­duce the sub­stance of Homer's Odyssey in sim­ple mod­ern En­glish. We have not hes­itat­ed to omit and com­press where we thought fit, but we have done our best to make a faith­ful trans­la­tion with­in our lim­its, and to keep what we could of the Home­ric spir­it.--_Pref­ace._

PYLE, HOWARD. The Mer­ry Ad­ven­tures of Robin Hood. Il­lus­trat­ed by the Au­thor. Scrib­ner. 3.00

Hen­ry II and Queen Eleanor, the Lord Bish­op of Here­ford, the (p. 127) Sher­iff of Not­ting­ham, and Richard of the Li­on's Heart, come forth from the land of min­gled fact and fan­cy, with Robin Hood and his mer­ry train, and live for us. While the text of this lux­uri­ous vol­ume is dig­ni­fied and some­what ar­cha­ic, chil­dren de­light in read­ing it, nev­er­the­less. There are many full-​page il­lus­tra­tions.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS

But if he is a re­al clas­sic, if his work be­longs to the class of the very best (for this is the true and right mean­ing of the word clas­sic, clas­si­cal), then the great thing for us is to feel and en­joy his work as deeply as ev­er we can, and to ap­pre­ci­ate the wide dif­fer­ence be­tween it and all work which has not the same high char­ac­ter. MATTHEW ARNOLD.

CER­VANTES, MIGUEL DE. *Don Quixote of the Man­cha. Edit­ed by E.A. Par­ry. Il­lus­trat­ed by Wal­ter Crane. Lane. 1.50

Let it be un­der­stood that all I have at­tempt­ed to do is to tell a well-​known sto­ry in print, as one who loves it would seek to tell it in words to those around his own fire­side; in the hope that some may gath­er from this sto­ry that there is a vast store­house of hu­mour and wis­dom await­ing them in the book it­self.--_Pref­ace._

HOLMES, O.W. (p. 128) *The One Hoss Shay, and Com­pan­ion Po­ems. Il­lus­trat­ed by Howard Pyle. Houghton. 1.50

How the Old Horse Won the Bet, and The Broom­stick Train, are the oth­er po­ems.

“You see, of course, if you're not a dunce, How it went to pieces all at once-- All at once, and noth­ing first-- Just as bub­bles do when they burst.”

MacLEOD, MARY. Sto­ries from the Faerie Queene. Il­lus­trat­ed by A.G. Walk­er. Stokes. 1.50

Do we not most of us be­long to the group “who at present know noth­ing or next to noth­ing of what is cer­tain­ly one of the mas­ter­pieces of En­glish lit­er­ature”?

The tale of Spenser's great po­em is sim­ply re­lat­ed in ac­cept­able prose.

NOR­TON, C.E. (Ed­itor). Heart of Oak Books. Vol­ume IV. Fairy Sto­ries and Clas­sic Tales. Heath. .45

The imag­ina­tion is the supreme in­tel­lec­tu­al fac­ul­ty, and yet it is of all the one which re­ceives least at­ten­tion in our com­mon sys­tems of ed­uca­tion.--_Pref­ace._

RE­LI­GION AND ETHICS (p. 129)

The Bible it­self did not be­gin in the dry let­ter, but was a rich and var­ious life with Na­ture and among men be­fore it was made in­to a book. SAMUEL OS­GOOD.

THOMAS, E.L. The Ear­ly Sto­ry of Is­rael. Long­mans. .60

This small vol­ume presents a gen­er­al view of the ear­ly his­to­ry of the Jews, in ac­cor­dance with the re­sults of the best Bib­li­cal and his­tor­ical crit­icism. In ad­di­tion to the maps and il­lus­tra­tions, there are six full-​page plates from fa­mous paint­ings.

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS

When I sur­vey the bright Ce­les­tial sphere, So rich with jew­els hung, that night Doth like an Ethiop bride ap­pear; My soul her wings doth spread, And heav­en­ward flies, The Almighty's mys­ter­ies to read In the large vol­umes of the skies. HABING­TON.

BALL, R.S. Star­land. Ginn. 1.00

The Roy­al In­sti­tu­tion of Great Britain each year pro­vides at Christ­mas-​time a course of lec­tures for chil­dren. In 1881 and 1887 Sir R.S. Ball gave talks on as­tron­omy, and on them the present vol­ume (p. 130) is found­ed.

BLAN­CHAN, NELT­JE (Pseudonym of Mrs. N.B. (DeG.) DOU­BLE­DAY.) Bird Neigh­bors. With an in­tro­duc­tion by John Bur­roughs. Dou­ble­day. 2.00

Il­lus­trat­ed with full-​page col­or plates. Non-​tech­ni­cal. Birds grouped ac­cord­ing to size and col­or; no spe­cif­ic col­or key. Rather full bi­ogra­phies. There are chap­ters giv­ing the char­ac­ter­is­tics of the fam­ilies, the habi­tats, and the sea­sons of oc­cur­rence. AUDUBON SO­CI­ETY.

Mr. Bur­roughs states that this book, which de­scribes one hun­dred and fifty of our more com­mon birds, is re­li­able, and is writ­ten in a vi­va­cious strain by a re­al bird-​lover, and should prove help­ful and stim­ulat­ing to any one who seeks by the aid of its pages to be­come bet­ter ac­quaint­ed with our song­sters. There are forty-​eight plates in col­or.

BLAN­CHAN, NELT­JE (Pseudonym of Mrs. N.B. (DeG.) DOU­BLE­DAY). Na­ture's Gar­den. Dou­ble­day. 3.00

Mrs. Dou­ble­day has clas­si­fied over five hun­dred flow­ers ac­cord­ing to col­or, months of bloom­ing, their pre­ferred lo­cal­ities or habi­tats, and fi­nal­ly ac­cord­ing to their prop­er fam­ilies--by the clas­si­fi­ca­tion adopt­ed by the In­ter­na­tion­al Botan­ical Congress. Spe­cial at­ten­tion has been giv­en to the flow­ers' in­sect vis­itors. This large vol­ume (p. 131) con­tains thir­ty-​two pages of col­or plates, and forty-​eight in black and white. Chil­dren learn so much from as­so­ci­ation with a book of this sort that it has been placed, be­cause of the pic­tures, un­der a younger head­ing than the text alone would war­rant.

Mr. Dug­more's very beau­ti­ful pho­tographs in col­or from the liv­ing flow­ers, and the no less exquisite por­traits from life in black and white by Mr. Troth, can­not but prove the most at­trac­tive, as they are the most use­ful, fea­ture of this book.--_Pref­ace._

BUR­ROUGHS, JOHN. Squir­rels and Oth­er Fur-​Bear­ers. Houghton. 1.00

This wise old na­ture-​lover tells us in his de­light­ful way of the fox, mink, skunk, weasel, por­cu­pine, muskrat, and oth­er wild crea­tures. There are fif­teen col­ored il­lus­tra­tions re­duced from Audubon's large pic­tures.

CRA­GIN, B.S. Our In­sect Friends and Foes. Put­nam. 1.75

A boy of eleven once asked me, in the midst of a school­room talk on the us­es of par­tici­ples, where a grasshop­per's ears were.... I did not won­der that he found grasshop­pers more in­ter­est­ing than par­tici­ples--I do my­self--and so, I am sure, do the young peo­ple for whom, most of all, this book has been writ­ten.--_Pref­ace._

But­ter­flies, moths, and in­sects, are de­scribed, and full di­rec­tions for col­lect­ing, pre­serv­ing, and study­ing them, giv­en in this (p. 132) sat­is­fac­to­ry vol­ume, which con­tains many il­lus­tra­tions. A list of pop­ular and sci­en­tif­ic names is in­clud­ed.

ECK­STORM, F.H. The Wood­peck­ers. Houghton. 1.00

Il­lus­trat­ed with col­ored plates and fig­ures in the text; non-​tech­ni­cal; col­or key. This is an in­tro­duc­tion to the study of Wood­peck­ers. Not ar­ranged as a man­ual, but giv­ing in­for­ma­tion as to struc­ture and habits of the fam­ily, with sev­er­al stud­ies of in­di­vid­ual species. AUDUBON SO­CI­ETY.

LANG, AN­DREW (Ed­itor). The Red Book of An­imal Sto­ries. Long­mans. 2.00

Crea­tures myth­ical and re­al, ex­tinct mon­sters and an­imals of to-​day, dwell at peace with­in this book of many tales. Ad­ven­tures of fa­mous men, ex­pe­ri­ences of an­imal train­ers, and sto­ries of a qui­eter na­ture, are in­clud­ed.

MOR­LEY, M.W. Wasps and Their Ways. Il­lus­trat­ed by the Au­thor. Dodd. 1.50

To learn so eas­ily and pleas­ant­ly about the wasp from an au­thor­ity may keep boys from de­stroy­ing their nests and wan­ton­ly an­noy­ing them.

And still, they say, in for­eign lands, do men this lan­guage hold, There's noth­ing like your At­tic wasp, so testy and so bold. ARISTO­PHANES.

PROC­TOR, R.A. (p. 133) Half-​Hours with the Stars. Put­nam. 2.00

A plain and easy guide to the knowl­edge of the con­stel­la­tions, show­ing, in twelve maps, the po­si­tion for the Unit­ed States of the prin­ci­pal star groups night af­ter night through­out the year, with in­tro­duc­tion and a sep­arate ex­pla­na­tion of each map.--_Ti­tle-​page._

STO­RIES

The books that charmed us in youth re­call the de­light ev­er af­ter­wards; we are hard­ly per­suad­ed there are any like them, any de­serv­ing equal­ly our af­fec­tions. For­tu­nate if the best fall in our way dur­ing this sus­cep­ti­ble and form­ing pe­ri­od of our lives. A. BRON­SON AL­COTT.

ALDEN, W.L. The Moral Pi­rates. Harp­er. .60

Four boys cruise in a large row­boat up the Hud­son Riv­er and on some of the Adiron­dack Lakes, camp­ing out, and hav­ing many fun­ny and ex­cit­ing ex­pe­ri­ences.

BLACK, WILLIAM. The Four Mac­Ni­cols, and An Ad­ven­ture in Thule. Harp­er. .60

This vol­ume is giv­en be­cause of the first of these two sto­ries, which is not pub­lished sep­arate­ly. It tells of the fish­ing ex­pe­ri­ences of four Scotch broth­ers, and shows how much plucky lads can ac­com­plish. In An Ad­ven­ture in Thule two boys dis­cov­er a young French­wom­an (p. 134) strand­ed on an is­land, and suc­ceed in res­cu­ing her.

CHURCH, A.J. Three Greek Chil­dren. Put­nam. 1.25

An abun­dance of in­for­ma­tion about Greek life and cus­toms is wo­ven in­ter­est­ing­ly in­to the fab­ric of this tale. The bat­tles of Marathon and Salamis are fought anew for the chil­dren by old men who were par­tic­ipants there­in, and the Isth­mi­an games are al­so de­scribed.

COOLIDGE, SU­SAN (Pseudonym of S.C. Woolsey). What Katy Did. Lit­tle. 1.25

TO FIVE

Six of us once, my dar­lings, played to­geth­er Be­neath green boughs, which fad­ed long ago, Made mer­ry in the gold­en sum­mer weath­er, Pelt­ed each oth­er with new-​fall­en snow. . . . . . . . . . . . So, dar­lings, take this lit­tle child­ish sto­ry, In which some gleams of the old sun­shine play, And, as with care­less hands you turn the pages, Look back and smile, as here I smile to-​day.

This ac­count of the live­ly do­ings of the six lit­tle Carrs is full of ac­tion and in­ter­est. In the midst of her hap­py life poor Katy has to stop and learn, through the in­va­lidism which comes as the re­sult of an ac­ci­dent, the great lessons of pa­tience, cheer­ful­ness, and liv­ing for oth­ers. Hap­pi­ly, in the end, af­ter her bat­tle has been won, full health re­turns to her.

DE­FOE, DANIEL. (p. 135) Robin­son Cru­soe. Il­lus­trat­ed by the Broth­ers Rhead. Harp­er. 1.50

Ev­ery child com­pre­hends ev­ery­thing in Robin­son Cru­soe save one sole point--what con­ceiv­able rea­son he could have had for feel­ing dis­con­tent­ed. THOMAS WENT­WORTH HIG­GIN­SON.

The il­lus­tra­tions are the re­sult of a spe­cial trip to the is­land of To­ba­go, the scene of the great nar­ra­tive, and are from sketch­es made on the is­land.

DODGE, M. (M.). Hans Brinker. Scrib­ner. 1.50

First pub­lished in 1865, and since trans­lat­ed in­to many lan­guages, this book still stands as _the_ pic­ture of life in Hol­land to give to boys and girls.

EGGLE­STON, ED­WARD. The Hoosier School-​Boy. Scrib­ner. 1.00

School life in town and vil­lage of the Mid­dle West, in 1850. First pub­lished in 1883, the sto­ry has re­tained pop­ular­ity.

JACK­SON, H.M. (F.) H. Nel­ly's Sil­ver Mine. Lit­tle. 1.50

Rob and Nel­ly leave their New Eng­land home and jour­ney with their par­ents to Col­orado. There they have many in­ter­est­ing ex­pe­ri­ences in the sil­ver min­ing coun­try, which are told in Mrs. Jack­son's (p. 136) charm­ing nat­ural style.

JEW­ETT, S.O. Bet­ty Le­ices­ter. Houghton. 1.25

Fif­teen-​year-​old Bet­ty spends a hap­py and sat­is­fac­to­ry sum­mer at Tideshead with her two aged aunts, bring­ing bright­ness and plea­sure in­to their qui­et lives.

JOHN­SON, ROSSITER. *Phaeton Rogers. Scrib­ner. 1.50

Phaeton was so in­ven­tive that he was al­ways in hot wa­ter. Boys love to read of his pranks and plea­sures.

LU­CAS, E.V. Anne's Ter­ri­ble Good Na­ture, and Oth­er Sto­ries for Chil­dren. Macmil­lan. 1.75

The at­mo­sphere of these eleven tales is de­cid­ed­ly En­glish, but they are so un­usu­al­ly good that our chil­dren will read them with en­joy­ment notwith­stand­ing the un­fa­mil­iar set­ting. The Thou­sand Three­pen­ny Bits, The An­ti-​Bur­glars, and the un­com­mon­ly fun­ny one called The Mon­key's Re­venge, are among the num­ber.

MAR­RY­AT, FRED­ER­ICK. Mas­ter­man Ready. Il­lus­trat­ed by Fred Pe­gram. Macmil­lan. 1.50

As chil­dren we par­ents learned to love old Mas­ter­man, the faith­ful (p. 137) and re­source­ful friend of the good Sea­graves. Even now our eyes grow a lit­tle misty as we think of his brave death.

Mar­ry­at be­gan a con­tin­ua­tion of The Swiss Fam­ily Robin­son for his chil­dren, at their re­quest, but its ge­ograph­ical anachro­nisms were too much for him, and he de­cid­ed to write this sto­ry in­stead. No one will find fault with the change of plan.

MOR­RI­SON, S.E. Chil­howee Boys. Crow­ell. .75

This ac­count of pi­oneer days is es­sen­tial­ly true, hav­ing been gath­ered from fam­ily records which tell how, in 1811, “Par­son Craig,” with his wife, six chil­dren, and a num­ber of friends, made the four-​hun­dred-​mile jour­ney from North Car­oli­na in­to Ten­nessee.

PAGE, T.N. Two Lit­tle Con­fed­er­ates. Scrib­ner. 1.50

While this de­scrip­tion of the life of two boys on a South­ern plan­ta­tion dur­ing the Civ­il War is dra­mat­ic and full of pathos, it is hard­ly nec­es­sary to say that Mr. Page, with his unerring touch, has not over­drawn a sin­gle de­tail of those days, hap­pi­ly long gone.

PHELPS, E.S. (Mrs. E.S. (P.) WARD). Gyp­sy Breyn­ton. Dodd. 1.50

Ev­ery girl will love im­pul­sive, care­less Gyp­sy with her many (p. 138) faults and the many more win­ning qual­ities of her warm-​heart­ed na­ture.

Wher­ev­er there is mis­chief, there is Gyp­sy. Yet, wher­ev­er there is fun, and health, and hope, and hap­pi­ness--and I think, wher­ev­er there is truth­ful­ness and gen­eros­ity--there is Gyp­sy, too.--_Pref­ace._

PHELPS, E.S. (Mrs. E.S. (P.) WARD). Gyp­sy's Cousin Joy. Dodd. 1.50

Gyp­sy didn't want Joy to come and live with them at all, nei­ther did she care for her at first, but through for­bear­ance, gen­tle­ness, and Joy's great sor­row, they grew to love each oth­er warm­ly.

SEA­WELL, M.E. °Lit­tle Jarvis. Ap­ple­ton. 1.00

The hero, mid­ship­man on the Con­stel­la­tion, in the fight be­tween that ship and the French frigate Vengeance, gave his life with no­table brav­ery in the ser­vice of his coun­try.

SMITH, M.P. (W.). Jol­ly Good Times at Hack­mat­ack. Lit­tle. 1.25

A faith­ful de­scrip­tion of farm life among the hills of West­ern Mas­sachusetts sev­en­ty-​five years ago.

Be­fore these times be­come whol­ly tra­di­tion­al, it seems good to pic­ture them, as vivid­ly as may be, for the ben­efit of the young folks who will grow up un­der in­flu­ences dif­fer­ing so wide­ly from those that shaped the youth of their an­ces­tors.... They, and (p. 139) such as they, made the old New Eng­land the New Eng­land of glo­ri­ous his­to­ry and mem­ories.--_Pref­ace._

SMITH, N.A. Three Lit­tle Marys. Houghton. .85

Lit­tle girls of our own coun­try will en­joy read­ing these three sketch­es which tell of faith­ful Gyp­sy Mairi of Scot­land, En­glish Mol­ly of Sus­sex, and Irish Mau­reen. Each one of the three is nat­ural, lov­able, and worth know­ing.

STOWE, H.B. Lit­tle Pussy Wil­low. Houghton. 1.25

This old-​fash­ioned sto­ry of the coun­try mouse and the city mouse pos­sess­es charm, and abounds in home­ly com­mon-​sense. Moth­ers, for­tu­nate­ly, no longer bring up their daugh­ters in the fool­ish way in which Emi­ly Proudie was reared. The sec­ond sto­ry is in­clud­ed on­ly be­cause there is no oth­er edi­tion of Pussy Wil­low.

ZOLLINGER, GULIEL­MA (Pseudonym of WILLIAM Z. GLAD WIN). *The Wid­ow O'Callaghan's Boys. Il­lus­trat­ed by Flo­rence Scov­el Shinn. Mc­Clurg. 1.50

An ac­count of sev­en lads, who, af­ter their fa­ther's death, help their brave lit­tle moth­er to keep the fam­ily to­geth­er. Sim­ply told; full of ster­ling com­mon-​sense and un­selfish pre­cept. The col­ored il­lus­tra­tions are de­light­ful.

The staunch wid­ow and her sev­en sons are an ad­mirable (p. 140) ob­ject-​les­son in faith­ful­ness to the claims of small things. Quite inim­itable is Mrs. O'Callaghan's Irish way of putting things, which fur­nish­es the salt to the sol­id nu­tri­ment of the sto­ry.--_The Na­tion._

_TWELVE YEARS OF AGE_ (p. 141)

_The True Uni­ver­si­ty of these days is a col­lec­tion of books._ CAR­LYLE.

AMUSE­MENTS AND HAND­ICRAFT

When Youth and Plea­sure meet To chase the glow­ing Hours with fly­ing feet. BY­RON.

BOND, A.R. The Sci­en­tif­ic Amer­ican Boy. Munn. 2.00

In the course of this camp­ing sto­ry di­rec­tions are giv­en for mak­ing tents and oth­er ap­pur­te­nances of camp-​life, bridges, wind­mills, ice-​boats, sledges, et cetera. There are many il­lus­tra­tions.

TAY­LOR, C.M., JR. Why My Pho­tographs Are Bad. Ja­cobs. 1.00

Most of this very prac­ti­cal vol­ume is de­vot­ed to the mis­takes so fa­mil­iar to those of us who have at­tempt­ed pho­tog­ra­phy. The short chap­ters are ac­com­pa­nied by pic­tures il­lus­trat­ing the fail­ures de­scribed. Ex­am­ples of twelve suc­cess­ful pho­tographs and in­for­ma­tion with each about the plate and time of ex­po­sure will give en­cour­age­ment to the be­gin­ner.

WHITE, MARY. (p. 142) How to Make Bas­kets. Dou­ble­day. 1.00

A ful­ly il­lus­trat­ed lit­tle book which con­tains clear di­rec­tions for weav­ing many sorts of bas­kets, mats, bags, and oth­er small ar­ti­cles.

The use of dyes is taught, and in­for­ma­tion giv­en about raf­fia, rat­tan, and oth­er nec­es­sary ma­te­ri­als. There is a chap­ter on can­ing chairs, and one by Nelt­je Blan­chan on What the Bas­ket Means to the In­di­an.

BI­OG­RA­PHY, HIS­TO­RY, AND GOV­ERN­MENT

There is no Past so long as Books shall live! BUL­WER-​LYT­TON.

ARNOLD, E.J. Sto­ries of An­cient Peo­ples. Amer­ican Book. .50

An ex­ceed­ing­ly in­ter­est­ing schol­ar­ly ac­count of the an­cient Ori­en­tals--Egyp­tians, Hit­tites, Medes and Per­sians, Chi­nese, and oth­ers. De­scrip­tions of their meth­ods of writ­ing and trans­la­tions from manuscripts and tablets are giv­en.

BARNES, JAMES. The Hero of Erie. Ap­ple­ton. 1.00

The bril­liant ca­reer of Oliv­er Haz­ard Per­ry is sim­ply pre­sent­ed. There is a de­tailed de­scrip­tion of the Bat­tle of Lake Erie, ac­com­pa­nied (p. 143) by di­agrams, and il­lus­tra­tions from con­tem­po­rary en­grav­ings.

CLEMENT, C.E. (Mrs. C.E. (C.) WA­TERS). Sto­ries of Art and Artists. Houghton. 4.00

Mrs. Wa­ters speaks with au­thor­ity, and this ful­ly il­lus­trat­ed vol­ume, pre­pared with her own lit­tle daugh­ter in mind, will be en­joyed by art-​lov­ing chil­dren. Many anec­dotes are re­lat­ed. The first part is de­vot­ed to An­cient Art, in­clud­ing Sculp­ture.

COF­FIN, C.C. Build­ing the Na­tion. Harp­er. 2.00

The sto­ry of our coun­try from the Rev­olu­tion to the be­gin­ning of the Civ­il War. Like the oth­ers of this se­ries, it has maps and many il­lus­tra­tions.

CUSTER, E. (B.). Boots and Sad­dles. Harp­er. 1.50

Mrs. Custer gives us a pic­ture, drawn from her own ex­pe­ri­ences, of gar­ri­son and camp life on the fron­tier. The book ends with brief men­tion of the bat­tle of the Lit­tle Big Horn, of Sun­day, June twen­ty-​fifth, 1876, in which Gen­er­al Custer lost his life.

DICK­ENS, CHARLES. A Child's His­to­ry of Eng­land. Houghton. 2.50

Its adap­ta­tion to the needs of chil­dren lies in its live­ly (p. 144) nar­ra­tive form, and the pic­turesque­ness of many of the scenes which it presents.--_In­tro­duc­tion._

This vol­ume, writ­ten with Dick­ens' own eight chil­dren in mind, now more than fifty years ago, holds the in­ter­est of the boys and girls of to-​day as keen­ly as when it first ap­peared. The many ex­cel­lent il­lus­tra­tions add to its at­trac­tion and val­ue.

DOLE, C.F. The Young Cit­izen. Heath. .45

Per­me­at­ed by the spir­it of a broad and no­ble pa­tri­otism, and writ­ten in the in­ter­ests of na­tion­al peace, law, and good gov­ern­ment, in re­gard to which it gives, very sim­ply, much in­for­ma­tion. There are al­so chap­ters on vot­ing, the prop­er use of the peo­ple's mon­ey, the ide­al city and town, po­lice­men and their du­ties, et cetera; all quite with­in the com­pre­hen­sion of a child. The book con­tains many il­lus­tra­tions.

FOA, EU­GÉNIE. The Boy Life of Napoleon. Edit­ed by E.S. Brooks. Lothrop. 1.25

Chil­dren will en­joy read­ing of the child­hood days of Napoleon and his broth­ers and sis­ters, and of the school-​boy life of this re­mark­able lad who grew up from pover­ty to be­come the most won­der­ful man of his time. Napoleon's ex­pe­ri­ences as a “king's schol­ar” in Paris, and as lieu­tenant of an ar­tillery reg­iment, are al­so de­scribed. Madame (p. 145) Foa's work is his­tor­ical­ly ac­cu­rate, and her style very in­ter­est­ing.

HART, A.B., and MA­BEL HILL (Ed­itors). Camps and Fire­sides of the Rev­olu­tion. Macmil­lan. .50

The sec­ond vol­ume of Source Read­ers is, like the first, whol­ly made up of pieces writ­ten at the time of the events and in­ci­dents here de­scribed. The lan­guage is mod­ern­ized wher­ev­er nec­es­sary.--_Pref­ace._

LANG, JEANIE. The Sto­ry of Gen­er­al Gor­don. Dut­ton. .50

The char­ac­ter, as well as the deeds, of this re­mark­able man, whose life stands for faith, courage, and char­ity, is in­ter­est­ing­ly drawn. There are eight pic­tures in col­or.

SCUD­DER, H.E. Boston Town. Houghton. 1.50

Events in the ear­ly an­nals of this old city re­count­ed in pleas­ant fa­mil­iar fash­ion by a grand­fa­ther who vis­its the fa­mous spots with the boys. Many il­lus­tra­tions help to make re­al the hap­pen­ings de­scribed.

See, saw, sacrad­own! Which is the way to Boston Town? One foot up, the oth­er foot down, That is the way to Boston Town. OLD RHYME.

SEA­WELL, M.E. (p. 146) Paul Jones. Ap­ple­ton. 1.00

Al­though this sto­ry is pro­fess­ed­ly and con­fess­ed­ly a ro­mance, his­to­ry has been con­sult­ed at ev­ery point. Log-​books, jour­nals, and bi­ogra­phies, have been searched, es­pe­cial­ly the logs, jour­nals, and let­ters, of Paul Jones him­self. Much re­lat­ing to him has been left out, but noth­ing of con­se­quence has been put in that is not his­tor­ical­ly true. The lan­guage as­cribed to him is, when­ev­er pos­si­ble, that used by him at the time, or af­ter­ward, in his let­ters and jour­nals.--_In­tro­duc­tion._

For Cap­tain Paul Jones ev­er loved close fight­ing. FRANKLIN.

SEA­WELL, M.E. Twelve Naval Cap­tains. Scrib­ner. 1.25

Brief ac­counts of the lives of some fa­mous Amer­ican com­man­ders, many of them of the pe­ri­od from 1798 to 1815. Pre­ble, De­catur, Somers, and Lawrence, are among the num­ber. The book con­tains por­traits.

SHEP­ARD, WILLIAM (Ed­itor). Our Young Folks' Jose­phus. Lip­pin­cott. 1.25

“Flav­ius Jose­phus was born at Jerusalem A.D. 37.... His his­to­ry of The Jew­ish War, which was fin­ished A.D. 75, was un­der­tak­en at the com­mand of Ves­pasian, and is a no­ble and pa­thet­ic nar­ra­tive of events that had been wit­nessed by him­self. His oth­er im­por­tant work, The An­tiq­ui­ties of the Jews, was fin­ished about A.D. 93, and was an at­tempt to fa­mil­iar­ize the Ro­man peo­ple with the ear­ly his­to­ry of the Jews as it is record­ed in the Scrip­ture.”

The fol­low­ing pages are ... a sim­pli­fi­ca­tion of the sto­ry of (p. 147) the Jews as re­lat­ed by Jose­phus.... Jose­phus wrote his his­to­ries for the Ro­mans, and we need not there­fore won­der ... at his mod­ify­ing and ton­ing down the his­tor­ical state­ments of the Mo­sa­ic records to rec­om­mend them to the prej­udices of his read­ers.--_Pref­ace._

STOCK­TON, F.R. Buc­ca­neers and Pi­rates of Our Coasts. Macmil­lan. 1.50

“When I was a boy I strong­ly de­sired to be a pi­rate.... In fact, I had a great de­sire to be­come what might be called a ma­rine Robin Hood.”

All boys will sym­pa­thize with this point of view, and will en­joy read­ing of Mor­gan, Black­beard, Kidd, and many less fa­mous or in­fa­mous men who sailed our coasts.

FINE ARTS

Paint­ing is silent po­et­ry, and po­et­ry is paint­ing with the gift of speech. SI­MONIDES.

STEED­MAN, AMY. Knights of Art. Ja­cobs. 2.00

Best book on art for chil­dren (1907). Con­tains sketch­es of eigh­teen Ital­ian painters from Giot­to to Paul Veronese, based on Vasari, and at­trac­tive­ly writ­ten. Six­teen col­or and eight black and white re­pro­duc­tions. NEW YORK STATE LI­BRARY.

This vol­ume seems to the com­pil­er of this List one of the few books on art which chil­dren will read with re­al en­joy­ment. It is not (p. 148) in­clud­ed with a view to hav­ing it take the place of a his­to­ry of art, but to give a part of the in­for­ma­tion which old Vasari has hand­ed down to us with such charm. The lan­guage is de­light­ful, and we car­ry away some of the at­mo­sphere of that sun­ny Ital­ian pe­ri­od. It is a pity that we are not giv­en il­lus­tra­tions pho­tographed from the orig­inals, in­stead of more or less mod­ified draw­ings.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

Up! up! let us a voy­age take; Why sit we here at ease? Find us a ves­sel tight and snug, Bound for the North­ern Seas. WILLIAM HOWITT.

BROOKS, NOAH. The Sto­ry of Mar­co Po­lo. Cen­tu­ry. 1.50

The man­ner of the re­turn of the Po­los long af­ter they had been giv­en up for dead, the sub­se­quent ad­ven­tures of Mar­co Po­lo, the in­creduli­ty with which his book of trav­els was re­ceived, the grad­ual and slow con­fir­ma­tion of the truth of his re­ports as lat­er ex­plo­rations pen­etrat­ed the mys­te­ri­ous Ori­ent, and the fact that he may be just­ly re­gard­ed as the founder of the ge­og­ra­phy of Asia, have all com­bined to give to his nar­ra­tive a cer­tain fas­ci­na­tion, with which no oth­er sto­ry of trav­el has been in­vest­ed.--_Pref­ace._

As far as pos­si­ble, Mr. Brooks has al­lowed the trav­el­er to speak for him­self.

BULL, J.B. (p. 149) Fridtjof Nansen. Heath. .30

This high­ly in­ter­est­ing ac­count of the great ex­plor­er, his cross­ing of Green­land, and his Po­lar ex­pe­di­tion, will en­thrall young peo­ple as Far­thest North did their el­ders.

CAR­PEN­TER, F.G. South Amer­ica. Amer­ican Book. .60

In this good ge­ograph­ical read­er the chil­dren are tak­en “up­on a per­son­al­ly con­duct­ed tour through the most char­ac­ter­is­tic parts of the South Amer­ican con­ti­nent.... The book has the mer­it of be­ing writ­ten from orig­inal sources of in­for­ma­tion. It com­pris­es the ob­ser­va­tions of the au­thor gath­ered in a trip of more than twen­ty-​five thou­sand miles along the routes here­in de­scribed. Most of the de­scrip­tions were writ­ten on the ground, and a very large num­ber of the pho­tographs were made by the au­thor es­pe­cial­ly for this book.”

DU CHAIL­LU, P.B. The Land of the Long Night. Scrib­ner. 2.00

Du Chail­lu vis­it­ed the North­ern lands in win­ter, trav­el­ing over­land to Nord­kyn, liv­ing among the Lapps, and lat­er go­ing in a fish­ing-​boat off the coast of Fin­marken for cod.

FINNEMORE, JOHN. France. Il­lus­trat­ed by Nico Jung­man and Oth­ers. Macmil­lan. .75

Three chap­ters are de­vot­ed to the Loire coun­try, and we are told (p. 150) of Nor­mandy and Brit­tany, as well as oth­er parts of France, in­clud­ing Paris. There is a sketch of boy and girl life which will make our young peo­ple glad of their freer en­vi­ron­ment. The twelve col­ored pic­tures add to the book's in­ter­est.

HOR­TON, EDITH. The Frozen North. Heath. .40

This ac­count of Arc­tic ex­plo­ration con­sists of a se­ries of sketch­es of dif­fer­ent Po­lar ex­pe­di­tions, from the days of Sir John Franklin to the Ziegler-​Bald­win and oth­er un­der­tak­ings of 1902. Here chil­dren may read con­sec­utive­ly of Kane, Nor­den­skjöld, Greely, Nansen, and oth­ers, and ac­quire a gen­er­al view of Po­lar dis­cov­ery.

KEL­LY, R.T. Egypt. Il­lus­trat­ed by the Au­thor. Macmil­lan. .75

An in­ter­est­ing pic­ture of this most in­ter­est­ing coun­try. The Nile is ful­ly de­scribed, and there are chap­ters on the peo­ple, the desert, and the mon­uments. The vol­ume con­tains twelve plates in col­or.

NORD­HOFF, CHARLES. Sailor Life on a Man-​of-​War. Dodd. 2.00

To give a sailor's im­pres­sions of a sailor's life ... has been the aim. Nei­ther ex­ag­ger­at­ing its hard­ships--they do not need it--nor high­ly col­or­ing its de­lights, what­ev­er those may be, the very plainest truth has been thought suf­fi­cient for the pur­pose in view.--_Orig­inal Pref­ace._

Many changes and im­prove­ments have come about since 1854, when (p. 151) this vol­ume was writ­ten, but it is re­pub­lished with­out al­ter­ation of the text, so as to give a pic­ture of sailor days be­fore the in­tro­duc­tion of steam.

PLUM­MER, M.W. Roy and Ray in Mex­ico. Holt. 1.75

Two wide-​awake chil­dren, with their par­ents, vis­it mod­ern cities and an­cient ru­ins, learn much of cus­toms and his­to­ry, meet Pres­ident Di­az, and com­pare things Mex­ican and Amer­ican. Map, six­teen half-​tone plates, and Mex­ican songs with mu­sic. Use­ful as a trav­el guide, and help­ful to teach­ers and school chil­dren. NEW YORK STATE LI­BRARY.

STARR, FRED­ER­ICK. Strange Peo­ples. Heath. .40

A se­ries of brief ac­counts of some of the many peo­ples of the world, ac­com­pa­nied by au­then­tic il­lus­tra­tions. The au­thor is Pro­fes­sor of An­thro­pol­ogy in the Uni­ver­si­ty of Chica­go.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

Lo! I must tell a tale of chival­ry; For large white plumes are danc­ing in mine eye. KEATS.

HIG­GIN­SON, T.W. Tales of the En­chant­ed Is­lands of the At­lantic. Il­lus­trat­ed by Al­bert Hert­er. Macmil­lan. 1.50

Hawthorne, in his Won­der Book, has de­scribed the beau­ti­ful (p. 152) Greek myths and tra­di­tions, but no one has yet made sim­ilar use of the won­drous tales that gath­ered for more than a thou­sand years about the is­lands of the At­lantic deep.... The or­der of the tales in the present work fol­lows rough­ly the or­der of de­vel­op­ment, giv­ing first the leg­ends which kept near the Eu­ro­pean shore, and then those which, like St. Bran­dan's or An­til­lia, were as­signed to the open sea or, like No­rum­be­ga or the Isle of Demons, to the very coast of Amer­ica.... Ev­ery tale in this book bears ref­er­ence to some ac­tu­al leg­end, fol­lowed more or less close­ly.--_Pref­ace._

LAMB, CHARLES. The Ad­ven­tures of Ulysses. Il­lus­trat­ed by M.H. Squire and E. Mars. Rus­sell. 2.50

In­tend­ed to be an in­tro­duc­tion to the read­ing of Telemachus; it is done out of the Odyssey, not from the Greek. I would not mis­lead you; nor yet from Pope's Odyssey, but from an old­er trans­la­tion of one Chap­man. LAMB.

This chil­dren's clas­sic, with its pure and force­ful En­glish, is pre­sent­ed in an at­trac­tive man­ner. The full-​page il­lus­tra­tions are in black and buff.

LANIER, SID­NEY (Ed­itor). Knight­ly Leg­ends of Wales, or The Boy's Mabino­gion. Scrib­ner. 2.00

The Mabino­gion, or Welsh leg­ends of King Arthur, be­long to a much ear­li­er pe­ri­od than Mal­ory. In this edi­tion the orig­inal text is scrupu­lous­ly pre­served, ex­cept for nec­es­sary ex­ci­sion, and oc­ca­sion­al con­den­sa­tion which is al­ways placed in brack­ets.

WIL­SON, C.D. (p. 153) The Sto­ry of the Cid. Lothrop. 1.25

“Thus lived and died the great Cid Campeador of Spain, most won­der­ful of heroes, who was nev­er de­feat­ed, and who be­came the an­ces­tor of kings.”

This edi­tion is found­ed up­on the trans­la­tion of Southey.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS

In the best books, great men talk to us, with us, and give us their most pre­cious thoughts. Books are the voic­es of the dis­tant and the dead.... They give to all who will faith­ful­ly use them the so­ci­ety and the pres­ence of the best and great­est of our race. CHAN­NING.

DAR­TON, F.J.H. Tales of the Can­ter­bury Pil­grims. Stokes. 1.50

Mr. Dar­ton has so de­light­ful­ly made re­al the times of Richard II, and has so well adapt­ed the tales told by the im­mor­tal pil­grims, that we owe him a debt of thanks. I say we, for cer­tain­ly we old­er peo­ple will en­joy them as much as our chil­dren. In retelling the tales in prose the ed­itor has in­tro­duced ma­te­ri­al from Ly­dgate and oth­ers. Dr. Fur­ni­vall con­tributes an il­lu­mi­nat­ing in­tro­duc­tion, and Hugh Thom­son's il­lus­tra­tions are, as usu­al, very sat­is­fac­to­ry.

He (Chaucer) car­ried his sun­shine with him as he rode and (p. 154) walked about, ob­serv­ing with quick eye the var­ied life around him, and then re­pro­duc­ing it for us in words which en­able us to recre­ate it, and to see the sun of his ge­nius over the land we love. F.J. FUR­NI­VALL.

LAMB, CHARLES and MARY. Tales from Shak­speare. Il­lus­trat­ed by N.M. Price. Scrib­ner. 2.50

The fol­low­ing Tales are meant to be sub­mit­ted to the young read­er as an in­tro­duc­tion to the study of Shak­speare, for which pur­pose his words are used when­ev­er it seemed pos­si­ble to bring them in; ... words in­tro­duced in­to our lan­guage since his time have been as far as pos­si­ble avoid­ed.... What these Tales shall have been to the _young_ read­ers, that and much more it is the writ­ers' wish that the true Plays of Shak­speare may prove to them in old­er years--en­rich­ers of the fan­cy, strength­en­ers of virtue, a with­draw­ing from all self­ish and mer­ce­nary thoughts, a les­son of all sweet and hon­ourable thoughts and ac­tions, to teach cour­tesy, be­nig­ni­ty, gen­eros­ity, hu­man­ity: for of ex­am­ples, teach­ing these virtues, his pages are full.--_Pref­ace._

I have done Oth­el­lo and Mac­beth, and mean to do all the tragedies. I think it will be pop­ular among the lit­tle peo­ple, be­sides mon­ey. LAMB.

This edi­tion of an En­glish clas­sic con­tains en­graved por­traits of Charles and Mary Lamb, af­ter those in the Na­tion­al Por­trait Gallery, and twen­ty full-​page il­lus­tra­tions in col­or.

MACAULAY, T.B. Lays of An­cient Rome. Il­lus­trat­ed by J.R. Weguelin. Long­mans. 1.25

This at­trac­tive edi­tion of Macaulay's fa­mous po­ems con­tains, in (p. 155) ad­di­tion, Ivry and The Ar­ma­da.

NOR­TON, C.E. (Ed­itor). Heart of Oak Books. Vol­ume V. Mas­ter­pieces of Lit­er­ature. Heath. .50

To make good read­ing more at­trac­tive than bad, to give right di­rec­tion to the choice, the grow­ing in­tel­li­gence of the child should be nour­ished with se­lect­ed por­tions of the best lit­er­ature, the virtue of which has been ap­proved by long con­sent.--_Pref­ace._

WIG­GIN, K.D. (S.) and N.A. SMITH (Ed­itors). Gold­en Num­bers. Dou­ble­day. 2.00

Mrs. Wig­gin tells us that she and her sis­ter have searched the pages of the great En­glish-​speak­ing po­ets to find vers­es that chil­dren will love. The quest has been suc­cess­ful, for the col­lec­tion gives us full mea­sure of that which is among the best in En­glish po­et­ry. The se­lec­tions are ar­ranged un­der head­ings, such as The World Beau­ti­ful, For Home and Coun­try, and In Mer­ry Mood. One di­vi­sion is de­vot­ed to Christ­mas songs and car­ols.

RE­LI­GION AND ETHICS

Oh books!... Ye are the gold­en ves­sels of the tem­ple, the arms of the sol­diers of the Church, with which to quench all the fiery darts of the wicked. RICHARD DE BURY.

GILLIE, R.C. (p. 156) The Sto­ry of Sto­ries. Macmil­lan. 1.25

An ex­cep­tion­al­ly good book, de­scrib­ing as a con­nect­ed nar­ra­tive the events of Christ's life. The lan­guage is sim­ple and dig­ni­fied, and the words of the Gospel, when­ev­er used, are giv­en with­out vari­ation. Ful­ly il­lus­trat­ed from pho­tographs of fa­mous paint­ings.

STRONG, SYD­NEY. Talks to Boys and Girls. Rev­ell. .50

Un­der three di­vi­sions, Kite Talks, Ran­dom Talks, and The Life I Ought to Live, Mr. Strong gives us prac­ti­cal, in­ter­est­ing, and help­ful sug­ges­tions for lead­ing broad spir­itu­al lives of love and use­ful­ness. Many anec­dotes en­liv­en the text.

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS

If we do not plant knowl­edge when young, it will give us no shade when we are old. CHESTER­FIELD.

BAK­ER, R.S. The Boy's Book of In­ven­tions. Dou­ble­day. 2.00

These ac­counts of the won­ders of mod­ern sci­ence tell of liq­uid air, wire­less teleg­ra­phy, X-​Ray pho­tog­ra­phy, and oth­er mar­vels. There are many il­lus­tra­tions.

BAM­FORD, M.E. (p. 157) Up and Down the Brooks. Houghton. .75

A care­ful ob­serv­er and na­ture-​lover gives us a fa­mil­iar ac­count of the won­der­ful lives of the lit­tle brook crea­tures. The in­sects men­tioned in these pages are those of Alame­da Coun­ty, Cal­ifor­nia, but mem­bers of the same fam­ilies will be found in or be­side al­most any brook, East or West.

CHAP­MAN, F.M. Bird-​Life. Il­lus­trat­ed by E.E. Thomp­son-​Se­ton. Ap­ple­ton. 2.00

Il­lus­trat­ed with sev­en­ty-​five full-​page plates in col­or and fig­ures in the text. Non-​tech­ni­cal, with a col­or key to about one hun­dred and fifty of the more com­mon species. This book is in two parts. The first chap­ters de­fine the bird, its place in Na­ture, and its re­la­tion to man, and out­line the lead­ing facts in its life-​his­to­ry. The sec­ond part gives a Field Key based on col­or, and bi­ogra­phies of some of the com­mon birds. AUDUBON SO­CI­ETY.

CLODD, ED­WARD. The Child­hood of the World. Kegan Paul. 1.25

This book ... is an at­tempt, in the ab­sence of any kin­dred el­emen­tary work, to nar­rate, in as sim­ple lan­guage as the sub­ject will per­mit, the sto­ry of man's progress from the un­known time of his ear­ly ap­pear­ance up­on the earth to the pe­ri­od from which writ­ers of his­to­ry or­di­nar­ily be­gin. ... The First Part of this book de­scribes the progress of man in ma­te­ri­al things, while (p. 158) the Sec­ond Part seeks to ex­plain his mode of ad­vance from low­er to high­er stages of re­li­gious be­lief.--_Pref­ace._

And step by step, since time be­gan, I see the steady gain of man. WHIT­TI­ER.

The sub­ject of this vol­ume seems a lit­tle ap­palling for chil­dren, but it is treat­ed in so re­mark­able a man­ner and with such sim­plic­ity that the book should be in the hands of all young peo­ple. It is not sur­pris­ing to learn that it has been trans­lat­ed in­to many lan­guages.

ECK­STORM, F. (H.). The Bird Book. Heath. .60

Il­lus­trat­ed with full-​page wood­cuts and fig­ures in the text. Writ­ten in pop­ular style; chap­ters on Wa­ter-​Birds in their Homes; Struc­ture and Com­par­ison; Prob­lems of Bird-​Life; Some Com­mon Land-​Birds. Much orig­inal mat­ter about lit­tle-​known wa­ter-​birds. AUDUBON SO­CI­ETY.

GEIKIE, ARCHIBALD. Phys­ical Ge­og­ra­phy. Amer­ican Book. .35

Chil­dren of in­quir­ing minds will find in this tiny vol­ume ex­pert an­swers to their ques­tions about the earth and its won­ders.

HOL­LAND, W.J. The But­ter­fly Book. Dou­ble­day. 3.00

Dr. Hol­land, Di­rec­tor of the Carnegie Mu­se­um, Pitts­burgh, has giv­en us an au­thor­ita­tive ac­count of the but­ter­fly-​life of North Amer­ica (p. 159) north of Mex­ico, and at the same time has kept this book en­tire­ly with­in the com­pre­hen­sion of the un­sci­en­tif­ic na­ture-​lover. Di­rec­tions are giv­en for the cap­ture, prepa­ra­tion, and preser­va­tion, of spec­imens. There are forty-​eight pages of col­or plates, re­pro­duc­ing more than a thou­sand North Amer­ican but­ter­flies, and sev­er­al hun­dred black and white text il­lus­tra­tions.

IN­GER­SOLL, ERNEST. The Book of the Ocean. Cen­tu­ry. 1.50

Waves, tides, and cur­rents, ear­ly ex­plo­ration, war-​ships and naval bat­tles, mer­chant­men, yachts and yacht­ing, ma­rine in­dus­tries, and the an­imal life of the ocean, are all dis­cussed in this good-​sized, ful­ly il­lus­trat­ed vol­ume.

MEAD­OWCROFT, W.H. The ABC of Elec­tric­ity. Ex­cel­sior Pub­lish­ing. 50

A sim­ple trea­tise on elec­tric­ity and its us­es in con­nec­tion with the tele­phone, tele­graph, elec­tric light, et cetera.

MOR­LEY, M.W. A Song of Life. Il­lus­trat­ed by the Au­thor and Robert Forsyth. Mc­Clurg. 1.25

How few thought­ful par­ents have not been per­plexed by the ques­tion of when and how best to tell their chil­dren the great truths of the be­gin­ning and de­vel­op­ment of life in the world of na­ture. Miss (p. 160) Mor­ley is well qual­ified to treat this most dif­fi­cult sub­ject, which she does del­icate­ly and rev­er­ent­ly, from a sci­en­tif­ic stand­point. As there is so great a dif­fer­ence of opin­ion as to the ad­vis­abil­ity of giv­ing books of this na­ture to ado­les­cent boys and girls, it is strong­ly rec­om­mend­ed that this one be care­ful­ly read be­fore­hand by the par­ent.

ST. JOHN, T.M. How Two Boys Made Their Own Elec­tri­cal Ap­pa­ra­tus. St. John. 1.00

Di­rec­tions for mak­ing sim­ple elec­tri­cal ap­pli­ances, such as bat­ter­ies and elec­tric bells.

STONE, WIT­MER, and W.E. CRAM. Amer­ican An­imals. Dou­ble­day. 3.00

A read­able book, beau­ti­ful­ly il­lus­trat­ed, ... and in many of its life-​his­to­ries much fuller, fresh­er, and more in­ter­est­ing­ly writ­ten than any oth­er work on an­imals that I know. DAL­LAS LORE SHARP.

In prepar­ing the present vol­ume the aim has been to pro­duce a work suf­fi­cient­ly free from tech­ni­cal­ities to ap­peal to the gen­er­al read­er and at the same time to in­clude such sci­en­tif­ic in­for­ma­tion rel­ative to our North Amer­ican mam­mals as would be de­sired by one be­gin­ning their study.--_Pref­ace._

The il­lus­tra­tions which ac­com­pa­ny these de­scrip­tions of the mam­mals of North Amer­ica north of Mex­ico com­prise six plates in col­or from paint­ings by A.B. Dug­more, and nine­ty-​four half-​tones from (p. 161) re­mark­able pho­tographs from life by Messrs. Dug­more, Car­lin, Beebe, and oth­er ex­pert na­ture-​pho­tog­ra­phers. Some of the pho­tographs were tak­en in the New York and Wash­ing­ton Zoö­log­ical Parks, and some in the open.

STO­RIES

The best ro­mance be­comes dan­ger­ous if by its ex­cite­ment it ren­ders the or­di­nary course of life un­in­ter­est­ing, and in­creas­es the mor­bid thirst for scenes in which we shall nev­er be called on to act. RUSKIN.

AL­COTT, L.M. Lit­tle Wom­en. Il­lus­trat­ed by Al­ice Bar­ber Stephens. Lit­tle. 2.00

Meg, Jo, Beth, and Amy, are as great fa­vorites with the girls of this gen­er­ation as they were with their moth­ers. The book gives a pic­ture drawn from the youth­ful days of Miss Al­cott and her sis­ters, and its sweet nat­ural home at­mo­sphere and high stan­dards make it one that should be read by ev­ery lit­tle wom­an of to-​day.

ALDRICH, T.B. *The Sto­ry of a Bad Boy. Il­lus­trat­ed by A.B. Frost. Houghton. 2.00

“This is the sto­ry of a bad boy. Well, not such a very bad, but a pret­ty bad boy; and I ought to know, for I am, or rather I was, that boy my­self.”

This much loved vol­ume should be put in the hands of ev­ery (p. 162) Amer­ican lad. Mr. Frost's il­lus­tra­tions are de­light­ful­ly sym­pa­thet­ic.

BEN­NETT, JOHN. Mas­ter Sky­lark. Cen­tu­ry. 1.50

A sweet fresh tale of the days when Will Shakspere trod the boards. Lit­tle Nicholas Attwood joins a com­pa­ny of ac­tors, and the head play­er, dub­bing him Mas­ter Sky­lark be­cause of his won­der­ful voice, takes him with them to Lon­don against his will. Good Mas­ter Shakspere, how­ev­er, helps him in time of need, and lit­tle Nick gets safe­ly home again to his moth­er in Strat­ford town.

BROOKS, NOAH. The Boy Em­igrants. Scrib­ner. 1.25

An ac­count of an over­land trip to Cal­ifor­nia in 1849.

The scenery of the book is all tak­en from na­ture; many of the char­ac­ters were re­al peo­ple; and al­most all the in­ci­dents which here be­fall the Boy Em­igrants came un­der my own ob­ser­va­tion, or un­der that of peo­ple whom I knew on the trail or in Cal­ifor­nia. NOAH BROOKS.

CANA­VAN, M.J. Ben Comee. Macmil­lan. 1.50

This eigh­teenth-​cen­tu­ry Colo­nial nar­ra­tive gives a vivid de­scrip­tion of Roger's Rangers. The Rangers were for the most part New (p. 163) Hamp­shire fron­tiers­men.

COOLIDGE, SU­SAN (Pseudonym of S.C. WOOLSEY). What Katy Did at School. Lit­tle. 1.25

The se­quel to What Katy Did tells of the board­ing-​school days of Katy and Clover Carr. While the sto­ry is in­ter­est­ing and amus­ing, it is at the same time an ad­van­tage to any girl to make the ac­quain­tance of these two de­light­ful sis­ters, with their sim­ple hon­or­able stan­dards.

COOP­ER, J.F. The Deer­slay­er. Houghton. 1.25

“The in­ci­dents of this tale oc­curred be­tween the years 1740 and 1745.... Broad belts of the vir­gin wilder­ness ... af­ford­ing for­est cov­ers to the noise­less moc­casin of the na­tive war­rior, as he trod the se­cret and bloody war-​path.”

Coop­er's style is, ac­cord­ing to present-​day stan­dards, some­what pompous and stilt­ed, but all boys should read this ac­count of the New York set­tlers' war­fare against the Iro­quois and know Deer­slay­er, the pic­turesque fron­tiers­man.

And Nat­ty won't go to obliv­ion quick­er Than Adams the par­son or Prim­rose the vicar. LOW­ELL.

COOP­ER, J.F. The Last of the Mo­hi­cans. Houghton. 1.25

Sto­ry of the French and In­di­an war. It tells of the siege (p. 164) of Fort William Hen­ry, the cap­ture of two young girls by the In­di­ans, and the ad­ven­tures of an En­glish of­fi­cer while try­ing to res­cue them. Hawk-​eye the scout and Un­cas, the last of the Mo­hi­cans, are two of the oth­er char­ac­ters. CARNEGIE LI­BRARY OF PITTS­BURGH.

EGGLE­STON, G.C. The Last of the Flat­boats. Lothrop. 1.50

The ad­ven­tures of five boys on a trip down the Mis­sis­sip­pi at the time of a great flood. The tone of the book is man­ly.

FORBES, C.B. Eliz­abeth's Charm-​String. Lit­tle. 1.50

Eliz­abeth's aunt brings home from Eu­rope var­ious tiny sym­bols re­lat­ing to dif­fer­ent fa­mous places, build­ings, and paint­ings. The leg­ends con­nect­ed with them are told to a group of ea­ger girls.

FRENCH, H.W. °The Lance of Kanana. Lothrop. 1.00

This Arab tale of a Bedouin boy of many years ago is so in­stinct with splen­did pa­tri­otism that it is dif­fi­cult to char­ac­ter­ize it as sad, though in the end Kanana gives up his life for Al­lah and Ara­bia. A graph­ic pic­ture of Ori­en­tal life, full of ex­cit­ing ex­pe­ri­ences.

HUGH­ES, THOMAS. (p. 165) Tom Brown's School Days at Rug­by. Il­lus­trat­ed by E.J. Sul­li­van. Macmil­lan. 2.00

The one great sto­ry of school-​boy life, telling of days at Rug­by un­der the fa­mous Dr. Arnold, and re­veal­ing the spir­itu­al in­flu­ence of a great mas­ter.

IN­MAN, HEN­RY. The Ranche on the Ox­hide. Macmil­lan. 1.50

Tale of pi­oneer days in Kansas when wolves and pan­thers, buf­faloes and In­di­ans, were fa­mil­iar sights to the ranch­man. Buf­fa­lo Bill and Gen­er­al Custer ap­pear in the sto­ry. CARNEGIE LI­BRARY OF PITTS­BURGH.

Colonel In­man served un­der Gen­er­als Custer, Gibbs, Sul­ly, and oth­er fa­mous In­di­an fight­ers, of whose staffs he was a mem­ber. Over forty years on the ex­treme fron­tier gave him a rare op­por­tu­ni­ty to study the In­di­an char­ac­ter.--_Na­tion­al Cy­clopæ­dia of Amer­ican Bi­og­ra­phy._

JAN­VI­ER, T.A. The Aztec Trea­sure House. Harp­er. 1.50

The scene of these stir­ring ad­ven­tures is laid in Mex­ico of the present day, and the heroes, a lit­tle band of plucky men, pen­etrate to the heart of an un­known Aztec city. The well-​writ­ten nar­ra­tive is so full of ex­cit­ing hap­pen­ings that it is a fa­vor­able sub­sti­tute for the or­di­nary sen­sa­tion­al vol­ume in which many boys find de­light.

KIPLING, RUD­YARD. (p. 166) Cap­tains Coura­geous. Cen­tu­ry. 1.50

An in­dulged lad, the son of rich par­ents, falls over­board from a transat­lantic steam­er and is res­cued by the crew of a fish­ing-​smack off the Banks of New­found­land. The boy has to stay with the men and make him­self use­ful un­til the fish­ing sea­son is over. The hardy life of the sea makes a man of him by the time he is re­stored to his par­ents.

“Now Aprile is over and melt­ed the snow, And out­er Noo Bed­ford we short­ly must tow; Yes, out o' Noo Bed­ford we short­ly must clear, We're the whalers that nev­er see wheat in the ear.”

MAR­TINEAU, HAR­RI­ET. Feats on the Fiord. Macmil­lan. .50

A vivid pic­ture of Nor­we­gian life of the eigh­teenth cen­tu­ry. Full of ac­tion and in­ter­est, and con­vey­ing much in­for­ma­tion as to North­ern ways and cus­toms in such a man­ner that it be­comes a part of the sto­ry.

MAR­TINEAU, HAR­RI­ET. The Peas­ant and the Prince. Houghton. .40

What­ev­er we may think of the lit­er­ary qual­ity of Miss Mar­tineau's work, the prac­ti­cal achieve­ments of her life were re­mark­able.... The Peas­ant and the Prince is a good ex­am­ple of her method. It is a sketch of the con­di­tion of French so­ci­ety just be­fore the out­break of the Rev­olu­tion. On­ly the first part can be called fic­tion, and that on­ly in a su­per­fi­cial sense.... So deep a (p. 167) sym­pa­thy, so pas­sion­ate an earnest­ness, in­forms much of her work, that it is still worth read­ing for its own sake as well as for the sake of the dis­tin­guished wom­an who pro­duced it. H.W. BOYN­TON.

The book is ex­treme­ly in­ter­est­ing.

MATTHEWS, BRAN­DER. Tom Pauld­ing. Cen­tu­ry. 1.50

The de­scrip­tion of a suc­cess­ful, yet un­suc­cess­ful, search for buried trea­sure in the streets of New York will sat­is­fy in a harm­less way the de­sire which all nor­mal boys have for books of this char­ac­ter.

MUNROE, KIRK. The Flamin­go Feath­er. Harp­er. .60

The ex­cit­ing ex­pe­ri­ences of a French lad dur­ing the set­tle­ment of Flori­da by France in the six­teenth cen­tu­ry. Many in­ci­dents hinge on the faith­ful friend­ship ex­ist­ing be­tween a young In­di­an and the hero.

PYLE, HOWARD. Men of Iron. Harp­er. 2.00

A his­tor­ical sto­ry of the time of Hen­ry IV, giv­ing an ac­count of the train­ing and knight­ing of Myles Fal­worth, and of his strug­gle as cham­pi­on for his old blind fa­ther in the or­deal by bat­tle; of Prince Hal, and the wild hard days that bred fight­ing men.

SHAW, F.L. (p. 168) Cas­tle Blair. Lit­tle. 1.00

This charm­ing pic­ture of child-​life on an Irish es­tate was high­ly com­mend­ed by Ruskin in these words: There is a quite love­ly lit­tle book just come out about chil­dren, Cas­tle Blair!... The book is good, and love­ly, and true, hav­ing the best de­scrip­tion of a no­ble child in it (Win­nie) that I ev­er read; and near­ly the best de­scrip­tion of the next best thing--a no­ble dog.

SMITH, M.P. (W.). More Good Times at Hack­mat­ack. Lit­tle. 1.25

A fur­ther ac­count of farm life in West­ern Mas­sachusetts be­gun in Jol­ly Good Times at Hack­mat­ack.

Sit with me by the home­stead hearth, And stretch the hands of mem­ory forth To warm them at the wood-​fire's blaze! WHIT­TI­ER.

To fear God, do your du­ty, tell the truth, and be in­dus­tri­ous--this was the New Eng­land ide­al; and un­til we can re­place it by a bet­ter, we can hard­ly af­ford to be­lit­tle it.--_Pref­ace._

STEIN, EVALEEN. Gabriel and the Hour Book. Page. 1.00

This sim­ply-​told sto­ry presents in a charm­ing way a sketch of French life in the reign of Louis XII. It tells of how lit­tle Gabriel helped Broth­er Stephen to il­lu­mi­nate a won­der­ful Book of Hours for the King to give as a wed­ding gift to Anne of Brit­tany, and of the (p. 169) hap­pi­ness that came to the faith­ful work­ers there­from.

STOCK­TON, F.R. The Sto­ry of Viteau. Scrib­ner. 1.50

A tale of two French lads, the sons of the Count­ess of Viteau, who lived in the rude days of Louis IX. Many of the du­ties and plea­sures of mediæ­val life are in­ci­den­tal­ly de­scribed.

THOMP­SON, A.R. Gold-​Seek­ing on the Dal­ton Trail. Lit­tle. 1.50

These ad­ven­tures of two New Eng­land boys in Alas­ka and the North­west Ter­ri­to­ry are based on re­al hap­pen­ings. The scenery of the re­gion is de­scribed, and use­ful in­for­ma­tion giv­en about the Klondike, and its flo­ra and fau­na.

TRUE, J.P. The Iron Star. Lit­tle. 1.50

The iron star was a me­te­or, whose sto­ry is that of the ages from the days of the Cave­men to the time of Miles Stan­dish.

TWAIN, MARK (Pseudonym of S.L. Clemens). The Prince and the Pau­per. Harp­er. 1.75

This nev­er-​was-​but-​might-​have-​been sto­ry is tru­ly one “for young peo­ple of all ages.” It tells of the ex­change of sta­tion which oc­curred be­tween young Ed­ward Prince of Wales and Tom Canty the (p. 170) beg­gar's son. Tom grows to like the state­ly life, but the no­ble young prince learns many a bit­ter truth about his realm. We are glad for both boys when the lat­ter, now King Ed­ward VI, comes to his own again. The au­thor fol­lows close­ly the life and cus­toms of the day.

In spite of the main in­ci­dent and its con­se­quences be­ing his­tor­ical­ly fac­ti­tious, the tale presents a vivid pic­ture of the young King and his peo­ple, and the Lon­don of that time.

_THIR­TEEN YEARS OF AGE_ (p. 171)

_Where go the chil­dren? Trav­el­ling! Trav­el­ling! Where go the chil­dren, trav­el­ling ahead? Some go to con­quer things; some go to try them; Some go to dream them; and some go to bed._ RI­LEY.

AMUSE­MENTS AND HAND­ICRAFT

To a young heart ev­ery­thing is fun. DICK­ENS.

HASLUCK, P.N. (Ed­itor). Knot­ting and Splic­ing Ropes and Cordage. Cas­sell. .50

A com­pre­hen­sive lit­tle book on a sub­ject about which all boys are anx­ious to know some­thing. There are many il­lus­tra­tions.

WELLS, CAR­OLYN. Rainy Day Di­ver­sions. Mof­fat. 1.00

Un­cle Robert ex­plains arith­meti­cal puz­zles, and card and oth­er tricks. There are sug­ges­tions for cel­ebrat­ing the dif­fer­ent hol­idays, and two chil­dren's plays are giv­en.

BI­OG­RA­PHY, HIS­TO­RY, AND GOV­ERN­MENT (p. 172)

Where'er a sin­gle slave doth pine, Where'er one man may help an­oth­er-- Thank God for such a birthright, broth­er-- That spot of earth is thine and mine! There is the true man's birth­place grand, His is a world-​wide fa­ther­land! LOW­ELL.

BOLTON, S.E. (K). Lives of Girls Who Be­came Fa­mous. Crow­ell. 1.50

The achieve­ments of nine­teen wom­en of note are briefly re­count­ed. Among the num­ber are Har­ri­et Beech­er Stowe, Maria Mitchell, Madame de Stael, Eliz­abeth Bar­rett Brown­ing, and Flo­rence Nightin­gale. An en­cour­ag­ing book for am­bi­tious girls.

CHURCH, A.J. Sto­ries of the East from Herodotus. Dodd. 1.00

The Fa­ther of His­to­ry tells us of Croe­sus, his war with and de­feat by the Per­sians; of Cyrus and his tri­umphs; of cer­tain kings of Egypt and the man­ners of the peo­ple; of Cam­by­ses and the Per­sian con­quest; of the False Smerdis; and of Dar­ius, lord of all Asia.

DRAKE, F.S. In­di­an His­to­ry for Young Folks. Harp­er. 3.00

This stan­dard work gives a gen­er­al ac­count of the North Amer­ican (p. 173) In­di­an, and of our var­ious wars with the dif­fer­ent tribes to re­cent times. There are maps and many il­lus­tra­tions.

GRIFF­IS, W.E. Young Peo­ple's His­to­ry of Hol­land. Houghton. 1.50

Ev­ery Amer­ican should know the his­to­ry of the Nether­lands, the fa­ther­land of mil­lions of Amer­icans and the store­house of prece­dents in fed­er­al gov­ern­ment from which those who made our na­tion bor­rowed most freely. Nowhere in Eu­rope, ex­cept in Eng­land, can one find the ori­gin of so much that is deep­est and best in our na­tion­al life--in­clud­ing the high­est jew­el of civ­iliza­tion, re­li­gious lib­er­ty--as in Hol­land, as John Adams and Ben­jamin Franklin long ago con­fessed.--_Pref­ace._

The sat­is­fac­to­ry il­lus­tra­tions to this ex­cel­lent book are tak­en from old prints.

HART, A.B., and A.B. CHAP­MAN (Ed­itors). How Our Grand­fa­thers Lived. Macmil­lan. .60

This vol­ume re­lates chiefly to the first half of the nine­teenth cen­tu­ry. Our grand­fa­thers and even our fa­thers passed lives full of in­ter­est and of un­usu­al in­ci­dents: the school, the field, the for­est, the hunt, the stage­coach, and the steam­boat, are al­ready re­mote from our present gen­er­ation.... Spe­cial pains have been tak­en to il­lus­trate the re­mark­able life of the West­ern fron­tier, now fast be­com­ing a tra­di­tion.--_Pref­ace._

Girls will en­joy the in­for­mal let­ters, de­scrib­ing the cus­toms and cos­tumes at the En­glish Court, as well as those of our own land.

HIG­GIN­SON, T.W. (p. 174) Young Folks' His­to­ry of the Unit­ed States. Long­mans. 1.00

There are many his­to­ries of our coun­try to choose from, but none is more sat­is­fac­to­ry for young peo­ple than this, with its choice lan­guage and in­ter­est­ing style. It con­tains maps and nu­mer­ous il­lus­tra­tions.

It will be no­ticed that less space than usu­al is giv­en, in these pages, to the events of war, and more to the af­fairs of peace. This course has been de­lib­er­ate­ly pur­sued.... Times of peace, the proverb says, have few his­to­ri­ans; but this may be more the fault of the his­to­ri­ans than of the times.--_Pref­ace._

KI­EF­FER, H.M. The Rec­ol­lec­tions of a Drum­mer-​Boy. Houghton. 1.50

The au­thor was drum­mer-​boy dur­ing the Civ­il War in the 150th reg­iment of Penn­syl­va­nia vol­un­teers, and he tells his own ex­pe­ri­ences in camp and on the bat­tle­field from the time of his en­list­ment to the “muster-​out.” CARNEGIE LI­BRARY OF PITTS­BURGH.

LANIER, SID­NEY (Ed­itor). The Boy's Frois­sart. Scrib­ner. 2.00

These tales, which re­tain to a con­sid­er­able ex­tent the ar­cha­ic style of the orig­inal, will in­ter­est on­ly the ex­cep­tion­al boy or girl.

PAR­TON, JAMES. Cap­tains of In­dus­try. Houghton. Two vol­umes. 2.50

The ca­reers of suc­cess­ful busi­ness men who had aims be­yond mere (p. 175) mon­ey-​get­ting. Among those told of are Eli­hu Bur­ritt, Hen­ry Besse­mer, Sir William Phips, and Ezra Cor­nell.

SCOTT, WAL­TER. Tales of a Grand­fa­ther. Edit­ed by Ed­win Ginn. Ginn. .40

This well-​known book gives the his­to­ry of Scot­land from the ear­li­est pe­ri­od to the close of the reign of James V.

The present work has been slight­ly abridged by the omis­sion of de­tailed de­scrip­tions of some of the more bar­barous cru­el­ties of those times and oth­er unim­por­tant mat­ter. The sto­ry unim­paired has been giv­en in Scott's own lan­guage.--_Pref­ace._

SCUD­DER, H.E. George Wash­ing­ton. Houghton. .75

A re­li­able con­ser­va­tive bi­og­ra­phy. It is not on­ly a his­tor­ical por­trait, but a pic­ture of eigh­teenth-​cen­tu­ry colo­nial life in Vir­ginia.

THE SHIP OF STATE, BY THOSE AT THE HELM. Ginn. .40

Twelve ar­ti­cles de­scrib­ing the life and du­ties of the ser­vants of the na­tion. Among the sub­jects in­clud­ed are The Pres­iden­cy, by Roo­sevelt; The Life of a Sen­ator, by Lodge; How Jack Lives, by Long; Good Man­ners and Diplo­ma­cy, by Day; The Amer­ican Post Of­fice, by Wil­son.

TAP­PAN, E.M. (p. 176) In the Days of Queen Vic­to­ria. Lothrop. 1.00

The cel­ebrat­ed reign of the good queen is faith­ful­ly por­trayed.

Queen, as true to wom­an­hood as Queen­hood, Glo­ry­ing in the glo­ries of her peo­ple, Sor­row­ing with the sor­rows of the low­est! . . . . . . . . . . Hen­ry's fifty years are all in shad­ow, Gray with dis­tance Ed­ward's fifty sum­mers, Ev'n her Grand­sire's fifty half for­got­ten. TEN­NYSON.

WHITE, J.S. (Ed­itor). The Boys' and Girls' Plutarch. Put­nam. 1.75

Plutarch wrote a hun­dred books and was nev­er dull. Most of these have been lost, but the por­tions which re­main have found, with the ex­cep­tion of Holy Writ, more read­ers through eigh­teen cen­turies than the works of any oth­er writ­er of an­cient times.--_In­tro­duc­tion._

If any sub­sti­tute for a full trans­la­tion is de­sired, this abridg­ment will serve. It is il­lus­trat­ed.

WRIGHT, H.C. Chil­dren's Sto­ries of the Great Sci­en­tists. Scrib­ner. 1.25

Miss Wright's lan­guage is pic­turesque and in­ter­est­ing. These six­teen chap­ters on the fa­mous sci­en­tists from Galileo to Dar­win and Hux­ley will fas­ci­nate in­tel­li­gent chil­dren.

ZIM­MERN, AL­ICE. Greek His­to­ry for Young Read­ers. Long­mans. 1.00

A sim­ple, schol­ar­ly his­to­ry; the En­glish ex­cel­lent. There are maps (p. 177) and many un­com­mon­ly good il­lus­tra­tions.

FINE ARTS

Where gripinge grefes the hart would wounde, And dole­fulle dumps the myn­de op­presse, There mu­sicke with her sil­ver-​sound With spede is wont to send re­dresse. At­tribut­ed to RICHARD ED­WARDS.

CHAM­PLIN, J.D. The Young Folks' Cy­clopæ­dia of Lit­er­ature and Art. Holt. 3.00

In this an at­tempt has been made to give a brief ac­count of the ac­knowl­edged mas­ter­pieces in lit­er­ature and in art, the lat­ter term be­ing un­der­stood to in­clude ar­chi­tec­ture, sculp­ture, paint­ing, and mu­sic.--_Pref­ace._

Short de­scrip­tions of great books, pop­ular fairy tales, no­table char­ac­ters and ob­jects in fic­tion, cel­ebrat­ed build­ings, stat­ues, pic­tures, and op­eras, are in­clud­ed in this ful­ly il­lus­trat­ed vol­ume.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

When all the world is young, lad, And all the trees are green; And ev­ery goose a swan, lad, And ev­ery lass a queen: Then hey for boot and horse, lad, And round the world away; Young blood must have its course, lad, And ev­ery dog his day. KINGS­LEY.

DANA, R.H. (p. 178) Two Years Be­fore the Mast. Houghton. 1.00

It does not of­ten hap­pen that a young man of twen­ty-​five writes a book which be­comes a clas­sic in the lan­guage.... Yet this is the his­to­ry of Dana's Two Years be­fore the Mast.--_Bi­ograph­ical Sketch._

The au­thor, a boy of nine­teen, left Har­vard Col­lege in 1834 and shipped as a sailor, hop­ing by this open-​air life to cure a se­ri­ous weak­ness of the eyes. He sailed around Cape Horn, coast­ed along the Cal­ifor­nia shore, and re­turned home by the same route.

EAST­MAN, C.A. In­di­an Boy­hood. Il­lus­trat­ed by E.L. Blu­men­schein. Dou­ble­day. 1.60

Dr. East­man is him­self a Sioux, and this ac­count is the record of his own youth among this wild peo­ple when their war­riors went on the warpath against the “Big Knives,” and his high­est am­bi­tion was to join them.

FINNEMORE, JOHN. In­dia. Il­lus­trat­ed by Mor­timer Men­pes. Macmil­lan. .75

We jour­ney to the court of a na­tive prince, trav­el through the bazaars, and vis­it vil­lage, jun­gle, and even the great Hi­malayas them­selves. The book is par­tic­ular­ly in­ter­est­ing, be­cause In­dia is less well known to young peo­ple than many oth­er lands. Of the twelve col­ored pic­tures, two are spe­cial­ly good,--a tai­lor at work, and a (p. 179) Sikh war­rior.

FINNEMORE, JOHN. Japan. Il­lus­trat­ed by El­la du Cane. Macmil­lan. .75

The vol­ume is de­vot­ed rather to the habits, man­ners, and cus­toms, of this won­der­ful peo­ple than to a de­scrip­tion of the coun­try it­self. Boy and girl life, games, feast-​days, the oc­cu­pa­tions of a Japanese day, the po­lice, and the sol­dier, are told about in an en­ter­tain­ing man­ner. There are eight plates in col­or.

JENKS, TU­DOR. The Boy's Book of Ex­plo­rations. Dou­ble­day. 2.00

A sat­is­fac­to­ry in­tro­duc­tion to ex­plo­ration in gen­er­al, and a com­pre­hen­sive ac­count of the trav­el and dis­cov­ery of re­cent times in Africa, Asia, and Aus­tralia. The jour­neys of Liv­ing­stone, Stan­ley, and many oth­er well-​known African ex­plor­ers, are re­lat­ed; Rock­hill's ad­ven­tures in Ti­bet; the ex­pe­ri­ences of Hedin and Lan­dor; and the open­ing up of Aus­tralia. The beau­ty of Liv­ing­stone's char­ac­ter is dwelt up­on. Maps and many il­lus­tra­tions add to the book's val­ue.

LANG, JOHN. The Sto­ry of Cap­tain Cook. Dut­ton. .50

A brief life of Eng­land's great ex­plor­er, giv­ing de­tails of his three fa­mous voy­ages and his trag­ic end. There are eight pic­tures in col­or.

LEE, YAN PHOU. (p. 180) When I was a Boy in Chi­na. Lothrop. .75

This in­form­ing sketch of Chi­nese boy­hood is by a na­tive who left home at the age of twelve years to be ed­ucat­ed in the Unit­ed States.

PARK­MAN, FRAN­CIS. The Ore­gon Trail. Il­lus­trat­ed by Fred­er­ic Rem­ing­ton. Lit­tle. 2.00

Valu­able not on­ly as lit­er­ature, but in that it gives the per­son­al ex­pe­ri­ences of an in­tel­li­gent ob­serv­er in cross­ing the plains, long be­fore the build­ing of a trans-​con­ti­nen­tal rail­way. Park­man made this trip in 1846.

The Wild West is tamed, and its sav­age charms have with­ered. If this book can help to keep their mem­ory alive, it will have done its part. It has found a pow­er­ful helper in the pen­cil of Mr. Rem­ing­ton, whose pic­tures are as full of truth as of spir­it, for they are the work of one who knew the prairies and the moun­tains be­fore ir­re­sistible com­mon­place had sub­dued them.--_Pref­ace to the Il­lus­trat­ed Edi­tion._

PLUM­MER, M.W. Roy and Ray in Cana­da. Holt. 1.75

“This com­pan­ion vol­ume to Roy and Ray in Mex­ico em­bod­ies much that is in­ter­est­ing con­cern­ing Cana­di­an his­to­ry, man­ners, and cus­toms.... The book will be use­ful as a trav­el guide, but it is pri­mar­ily in­tend­ed to cov­er a hith­er­to ne­glect­ed field for chil­dren.” Il­lus­trat­ed from pho­tographs, with map, and words and mu­sic of Cana­di­an na­tion­al songs.

Our old friends Roy and Ray en­joyed their trip through East­ern (p. 181) Cana­da, and so will the boys and girls who join them on their trav­els.

STARR, FRED­ER­ICK. Amer­ican In­di­ans. Heath. .45

Mr. Starr, an ac­knowl­edged au­thor­ity, tells us of many dif­fer­ent In­di­an tribes; their lan­guage, cus­toms, pic­ture-​writ­ing, dances, and cer­emonies. The au­thor has him­self had ac­quain­tance with some thir­ty tribes. The book is very ful­ly and sat­is­fac­to­ri­ly il­lus­trat­ed.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

Those that Hob­gob­lin call you and sweet Puck, You do their work, and they shall have good luck. SHAKSPERE.

KIPLING, RUD­YARD. Puck of Pook's Hill. Il­lus­trat­ed by Arthur Rack­ham. Dou­ble­day. 1.50

To Dan and Una, sit­ting, on Mid­sum­mer's Eve, in the old fairy ring, ap­pears Puck. By his mag­ic pow­er on this and suc­ceed­ing vis­its in­ci­dents based on events in Old Eng­land's his­to­ry are told to the chil­dren by those who shared in them. A se­ries of re­mark­able sto­ries, al­ter­nat­ing with even more re­mark­able po­ems. The av­er­age child will bet­ter en­joy hear­ing them read aloud, as they pre­sup­pose a fuller (p. 182) knowl­edge of En­glish his­to­ry than most Amer­ican chil­dren are like­ly to pos­sess. Mr. Rack­ham's pic­tures in col­or are fine work.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM GREAT AU­THORS

Olympian bards who sung Di­vine ideas be­low, Which al­ways find us young And al­ways keep us so. EMER­SON.

LANG, AN­DREW. The Blue Po­et­ry Book. Long­mans. 2.00

The Ed­itor trusts that this book may be a guide in­to ro­mance and fairy-​land to many chil­dren.... By way of lend­ing no aid to what is called Ed­uca­tion, very few notes have been added. The child does not want ev­ery­thing to be ex­plained; in the un­ex­plained is great plea­sure. Noth­ing, per­haps, crush­es the love of po­et­ry more sure­ly and swift­ly than the use of po­ems as school­books.--_In­tro­duc­tion._

This ex­cel­lent col­lec­tion, for the most part British verse, con­tains a large pro­por­tion of Scotch songs and bal­lads. The pro­duc­tions of con­tem­po­rary po­ets are not in­clud­ed.

LANIER, SID­NEY. The Boy's Per­cy. Scrib­ner. 2.00

Old Bal­lads of War, Ad­ven­ture, and Love, from Bish­op Thomas (p. 183) Per­cy's Reliques of An­cient En­glish Po­et­ry.--_Ti­tle-​page._

But, pass­ing far be­yond the plans of these small an­ti­quar­ian plea­sures, Per­cy's book im­me­di­ate­ly en­riched our whole or­di­nary ex­is­tence by mak­ing com­mon prop­er­ty of those gold­en fig­ures which the undy­ing bal­lad-​mak­er had enam­eled in­to the sol­id tis­sue of En­glish life.... Each bal­lad is giv­en here ex­act­ly as it stands in the orig­inal ex­cept that the spelling has been mod­ern­ized and such parts cut away as clean­li­ness re­quired.--_In­tro­duc­tion._

NOR­TON, C.E. (Ed­itor). Heart of Oak Books. Vol­ume VI. Mas­ter­pieces of Lit­er­ature. Heath. .55

The worth of the mas­ter­pieces of any art in­creas­es with use and fa­mil­iar­ity of as­so­ci­ation. They grow fresh­er by cus­tom; and the love of them deep­ens in pro­por­tion to the time we have known them, and to the mem­ories with which they have be­come in­vest­ed.--_Pref­ace._

REP­PLI­ER, AGNES (Ed­itor). A Book of Fa­mous Verse. Houghton. 1.25

In se­lect­ing these few po­ems I have had no oth­er mo­tive than to give plea­sure to the chil­dren who may read them; and I have tried to study their tastes, and feel­ings, and de­sires.--_In­tro­duc­tion._

Though is­sued in 1892, Miss Rep­pli­er's ex­cel­lent col­lec­tion still holds its own among the very best, be­cause of the high qual­ity and in­ter­est of the po­ems cho­sen. The lit­tle book is of a most con­ve­nient size to car­ry about with one.

RE­LI­GION AND ETHICS (p. 184)

Who is the hap­py War­rior? Who is he That ev­ery man in arms should wish to be? --It is the gen­er­ous Spir­it, who, when brought Among the tasks of re­al life, hath wrought Up­on the plan that pleased his boy­ish thought: Whose high en­deav­ors are an in­ward light That makes the path be­fore him al­ways bright. WORDSWORTH.

CAR­RUTH, W.H. Let­ters to Amer­ican Boys. Amer­ican Uni­tar­ian As­so­ci­ation. .80

Un­cle William (who in re­al life is Vice Chan­cel­lor of the Uni­ver­si­ty of Kansas) has a se­ries of clear-​head­ed talks with the boys on read­ing, sports, man­ners, var­ious pro­fes­sions, and pol­itics. He is nev­er pa­tron­iz­ing, and al­ways has the boy's point of view in mind.

GILLIE, R.C. The Kins­folk and Friends of Je­sus. Macmil­lan. 2.25

This se­quel to The Sto­ry of Sto­ries, is told in sim­ple lan­guage. The il­lus­tra­tions, part of them in col­or, are from fa­mous paint­ings.

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS (p. 185)

Sci­ence is, like virtue, its own ex­ceed­ing great re­ward. KINGS­LEY.

BAK­ER, R.S. Boy's Sec­ond Book of In­ven­tions. Dou­ble­day. 1.60

This sec­ond vol­ume is like un­to the first in giv­ing ac­counts of re­cent mar­vel­lous dis­cov­er­ies and in­ven­tions, such as ra­di­um, fly­ing ma­chines, and the seis­mo­graph, used in the mea­sure­ment of earth­quakes. It is ful­ly il­lus­trat­ed.

BLAN­CHAN, NELT­JE (Pseudonym of Mrs. N.B. (DEG.) Dou­ble­day). Birds That Hunt and Are Hunt­ed. Dou­ble­day. 2.00

Il­lus­trat­ed with full-​page col­or plates. Non-​tech­ni­cal. Birds grouped ac­cord­ing to size and col­or; no spe­cif­ic col­or key. Rather full bi­ogra­phies. There are chap­ters giv­ing the char­ac­ter­is­tics of the fam­ilies, the habi­tats, and the sea­sons of oc­cur­rence. AUDUBON SO­CI­ETY.

One hun­dred and sev­en­ty birds of prey, game birds, and wa­ter-​fowls, are de­scribed. The col­or plates are forty-​eight in num­ber.

DICK­ER­SON, M.C. The Frog Book. Dou­ble­day. 4.00

“The orig­inal manuscript for this book con­cerned Toads and (p. 186) Frogs of North­east­ern North Amer­ica on­ly.... Brief ac­counts of the species of oth­er parts of North Amer­ica were added lat­er.”

There are six­teen pages of col­or plates and near­ly three hun­dred half-​tones from pho­tographs from life by the au­thor. The won­der­ful trans­for­ma­tion of the tad­pole is ful­ly de­scribed.

GOOD, ARTHUR. Mag­ical Ex­per­iments. McK­ay. 1.25

Some of the won­ders here de­scribed are in­tend­ed mere­ly for amuse­ment, oth­ers are of a sci­en­tif­ic char­ac­ter and de­signed to act as an in­tro­duc­tion to the study of Physics. No ap­pa­ra­tus is need­ed be­yond the sim­ple ar­ti­cles, such as knives, forks, and plates, which ev­ery house­hold pos­sess­es. The book is in­struc­tive and en­ter­tain­ing alike to ex­per­imenter and ob­serv­er.

HEIL­PRIN, AN­GE­LO. The An­imal Life of Our Sea-​shore. Lip­pin­cott. 1.25

An au­thor­ita­tive man­ual, pre­pared with spe­cial ref­er­ence to the New Jer­sey coast and the South­ern shore of Long Is­land. It is ful­ly il­lus­trat­ed.

HOWARD, L.O. The In­sect Book. Dou­ble­day. 3.00

Dr. Howard, Chief of the Di­vi­sion of En­to­mol­ogy, Unit­ed States De­part­ment of Agri­cul­ture, and the fore­most au­thor­ity in this (p. 187) coun­try, gives us full life-​his­to­ries of the bees, wasps, ants, grasshop­pers, flies, and oth­er North Amer­ican in­sects--ex­clu­sive of the but­ter­flies, moths, and bee­tles. A sep­arate sec­tion is de­vot­ed to the sub­ject of col­lect­ing and pre­serv­ing the dif­fer­ent spec­imens. There are six­teen pages of col­or plates, thir­ty-​two pages of half-​tones, and about three hun­dred black and white text il­lus­tra­tions.

MOF­FETT, CLEVE­LAND. Ca­reers of Dan­ger and Dar­ing. Cen­tu­ry. 1.50

Vivid ac­counts of the courage and achieve­ments of steeple-​climbers, deep-​sea divers, bal­loon­ists, ocean and riv­er pi­lots, bridge-​builders, fire­men, ac­ro­bats, wild-​beast train­ers, lo­co­mo­tive en­gi­neers, and the men who han­dle dy­na­mite. CARNEGIE LI­BRARY OF PITTS­BURGH.

MOR­LEY, M.W. Grasshop­per Land. Mc­Clurg. 1.25

Not on­ly the grasshop­pers but oth­er fam­ily mem­bers of the Or­thoptera are here de­scribed, in­clud­ing mantes, walk­ing-​sticks, katy­dids, and crick­ets. There is a long and in­ter­est­ing ac­count of lo­custs and their mi­gra­tions. The text il­lus­tra­tions are many and sat­is­fac­to­ry.

The po­et­ry of earth is nev­er dead: When all the birds are faint with the hot sun, And hide in cool­ing trees, a voice will run From hedge to hedge about the new-​mown mead. That is the grasshop­per's--he takes the lead (p. 188) In sum­mer lux­ury--he has nev­er done With his de­lights, for when tired out with fun, He rests at ease be­neath some pleas­ant weed. KEATS.

PAR­SONS, F.T. (S.) (for­mer­ly MRS. W.S. DANA). How to Know the Wild Flow­ers. Scrib­ner. 2.00

Ev­ery flow­er-​lover who has spent weary hours puz­zling over a botan­ical key in the ef­forts to name un­known plants will wel­come this sat­is­fac­to­ry book, which stands ready to lead him to the de­sired knowl­edge by a roy­al road. The book is well fit­ted to the need of many who have no botan­ical knowl­edge and yet are in­ter­est­ed in wild flow­ers.--_The Na­tion._

The pri­ma­ry char­ac­ter­is­tic of this guide to the names, haunts, and habits, of our com­mon wild flow­ers is that, in mod­er­ate com­pass, it groups and de­scribes them un­der their dif­fer­ent col­ors. This ar­range­ment was sug­gest­ed by a pas­sage in one of John Bur­roughs's Talks about Flow­ers. There are in­dices to the Latin and En­glish names and to tech­ni­cal terms. The forty-​eight full-​page col­ored and one hun­dred and ten black and white il­lus­tra­tions are of val­ue.

ST. JOHN, T.M. Re­al Elec­tric Toy-​Mak­ing for Boys. St. John. 1.00

Suf­fi­cient di­rec­tions for mak­ing and us­ing many sim­ple elec­tric toys.

SHALER, N.S. (p. 189) A First Book in Ge­ol­ogy. Heath. .60

It is dif­fi­cult to see how this sub­ject could be made more in­ter­est­ing to be­gin­ners. The ful­ly il­lus­trat­ed vol­ume is of a handy size to be car­ried on ge­olog­ical tramps.

STO­RIES

The first time I read an ex­cel­lent book, it is to me just as if I had gained a new friend. When I read over a book I have pe­rused be­fore, it re­sem­bles the meet­ing with an old one. GOLD­SMITH.

AL­COTT, L.M. Lit­tle Men. Il­lus­trat­ed by R.B. Birch. Lit­tle. 2.00

This se­quel to Lit­tle Wom­en tells of the home school which Jo and her hus­band loved and worked for, and from which they sent out in­to the world, as men, the boys who had sore­ly need­ed their lov­ing care.

BAR­BOUR, R.H. For the Hon­or of the School. Ap­ple­ton. 1.50

A sat­is­fac­to­ry ac­count of mod­ern board­ing-​school life. Its stan­dards are good and its tone healthy and sound. There are de­scrip­tions of a cross-​coun­try race, a foot-​ball game, a base-​ball match, and in­ter­scholas­tic track ath­let­ics. Lads, how­ev­er, en­joy the writ­ings of this au­thor to such an ex­tent that many, doubt­less, read them to (p. 190) the ex­clu­sion of more wor­thy books.

BAR­BOUR, R.H. Four in Camp. Ap­ple­ton. 1.50

The com­pil­er of this List be­lieves that young peo­ple as well as old oc­ca­sion­al­ly wish for light lit­er­ature. This sto­ry of va­ca­tion days spent in a sum­mer camp for boys in the New Hamp­shire woods is pleas­ant­ly di­vert­ing. Its stan­dards make for self-​con­trol, courage, hon­esty, and good-​fel­low­ship.

CHURCH, A.J. A Young Mace­do­nian in the Army of Alexan­der the Great. Put­nam. 1.25

Young folks of to­day will like to read of the lad who took part in the great strug­gle be­tween Mace­do­nia and Per­sia. Alexan­der's vis­it to Jerusalem, record­ed by Jose­phus, is re­lat­ed, and men­tion is made of De­mos­thenes and Dio­genes.

COOP­ER, J.F. The Pi­lot. Houghton. 1.00

From the boy's point of view, any le­git­imate need for con­ceal­ment gives an added charm to a nar­ra­tive, and this ac­count of the se­cret ex­pe­di­tion of John Paul Jones to the En­glish coast is no ex­cep­tion.

COOP­ER, J.F. (p. 191) The Spy. Houghton. 1.00

Sto­ry of the Rev­olu­tion and the “neu­tral grounds” around White Plains. The hero, the spy, is a cool, shrewd, fear­less man, who is em­ployed by Gen­er­al Wash­ing­ton in ser­vice which in­volves great per­son­al haz­ard. CARNEGIE LI­BRARY OF PITTS­BURGH.

COTES, S.J. (D.). The Sto­ry of Son­ny Sahib. Ap­ple­ton. 1.00

The ex­pe­ri­ences of a lit­tle En­glish boy saved, when a ba­by, by his ayah, at the time of the Cawn­pore Mas­sacre, and brought up at the court of the Ma­hara­jah of Lal­pore. Learn­ing that the En­glish are about to at­tack the city, Son­ny seeks his coun­try­men, re­fus­ing how­ev­er to give any in­for­ma­tion in re­gard to the Ma­hara­jah's de­fens­es. In the camp he finds his fa­ther, Colonel Starr.

DIX, B.M. Mer­rylips. Macmil­lan. 1.50

The ad­ven­tures of a lit­tle Cav­alier maid­en dur­ing the civ­il wars that led to the es­tab­lish­ment of Cromwell. Mer­rylips, who had al­ways wished to be a lad, is obliged to wan­der in the dis­guise of boy's cloth­ing, and through her ex­pe­ri­ences learns to pre­fer to be her­self, Mis­tress Sybil Ven­ner. In all her vi­cis­si­tudes she proves her­self a stead­fast ser­vant of the King. While the book pic­tures the rude times of war, the charm of wom­an­li­ness is em­pha­sized through­out.

DIX, B.M. (p. 192) Sol­dier Rig­dale. Macmil­lan. 1.50

An ac­count of Mayflow­er days and the found­ing of the Ply­mouth colony. Miles Rig­dale and lit­tle Dol­ly lose both moth­er and fa­ther. Dol­ly is brought up by Mis­tress Brew­ster, while Miles fi­nal­ly goes to live with Cap­tain Stan­dish. This faith­ful re­la­tion of the pri­va­tions our an­ces­tors en­dured ends with the ar­rival of the ship For­tune with re­in­force­ments for the colony.

EW­ING, J.H. Jack­anapes. Dad­dy Dar­win's Dove­cot. The Sto­ry of a Short Life. With a sketch of her life by her sis­ter, H.K.F. Gat­ty. Lit­tle. .50

°JACK­ANAPES.

We love the gold­en-​haired army ba­by who lived to fight and die with glo­ry for Old Eng­land. The at­mo­sphere of the tale is most charm­ing.

DAD­DY DAR­WIN'S DOVE­COT.

In the beau­ti­ful En­glish coun­try dwell old Dad­dy Dar­win and Jack March, the lit­tle work­house boy. A de­light­ful anec­dote is told about the pi­geons, of whom Jack says, “I love them tum­blers as if they was my own.”

°THE STO­RY OF A SHORT LIFE.

The in­spir­ing sto­ry of the life of a boy--a short life filled with glo­ri­ous brav­ery. This En­glish army sketch is so sad that it should be read by the par­ent be­fore de­cid­ing to give it to a child.

FRENCH, ALLEN. (p. 193) Heroes of Ice­land. Lit­tle. 1.50

Ice­land in the tenth cen­tu­ry is pic­tured for us in this adap­ta­tion from Sir George Webbe Dasent's trans­la­tion of The Sto­ry of Burnt Njal--the Njal's Saga. It was this cen­tu­ry that saw the change of faith of a brave hea­then peo­ple.

But at the same time, dur­ing their long win­ters, the Ice­landers wrote the tales of their own ear­ly times, which are still too lit­tle known. This book con­tains the great­est of them, a saga or sto­ry which is to be com­pared, in in­ter­est and beau­ty, with the great epics of the ear­li­er races.--_Pref­ace._

FRENCH, ALLEN. Pel­ham and His Friend Tim. Lit­tle. 1.50

The af­fec­tion­ate fel­low­ship of two boys, the son of the own­er of a mill and the son of one of the work­men. A mill strike is the prin­ci­pal in­ci­dent of this whole­some sto­ry.

GOSS, W.L. Jed. Crow­ell. .75

The in­ci­dents of the book are re­al ones, drawn in part from the writ­er's per­son­al ex­pe­ri­ences and ob­ser­va­tions, as a sol­dier of the Union, dur­ing that war. He is al­so in­debt­ed, to many com­rades for rem­inis­cences of bat­tle and prison life.--_Pref­ace._

The sim­ple brav­ery of this boy-​sol­dier will stim­ulate the la­tent courage and pa­tri­otism of the boys of our day. They will like the scene where Dick and Jed join the army as drum­mer-​boys, tak­ing (p. 194) with them Mink, Jed's “aw­ful nice dog,” who could do all sorts of cun­ning tricks.

GREENE, HOMER. The Blind Broth­er. Crow­ell. .50

A nar­ra­tive of the ex­pe­ri­ences of two lit­tle boys in the Penn­syl­va­nia coal mines. The sketch, which treats of an un­usu­al sub­ject and is full of stir­ring in­ter­est, took the first prize, of­fered by _The Youth's Com­pan­ion._

HALE, E.E. °The Man With­out a Coun­try. Lit­tle. .75

The sto­ry of Philip Nolan was writ­ten in the dark­est pe­ri­od of the Civ­il War, to show what love of coun­try is.--_In­tro­duc­tion._

Nolan cursed his na­tive land and wished that he might nev­er hear of her again, and for fifty years his wish was ful­filled.

HAMP, S.F. Dale and Fras­er, Sheep­men. Wilde. 1.50

An ac­count of Col­orado sheep-​rais­ing which will in­ter­est boys great­ly, es­pe­cial­ly as there is a tale of hid­den gold in­ter­wo­ven with that of West­ern life.

HAR­RIS, J.C. On the Plan­ta­tion. Il­lus­trat­ed by E.W. Kem­ble. Ap­ple­ton. 1.50

This de­scrip­tion of a Geor­gia boy's ad­ven­tures dur­ing the Civ­il (p. 195) War gives an un­ex­ag­ger­at­ed pic­ture of plan­ta­tion life.

NASH, H.A. Pol­ly's Se­cret. Lit­tle. 1.50

Pol­ly was a staunch lit­tle Maine girl of the long-​ago days. She held an im­por­tant trust sa­cred for many years, prov­ing her­self of ster­ling worth.

PYLE, HOWARD. The Sto­ry of Jack Bal­lis­ter's For­tunes. Cen­tu­ry. 2.00

This ex­cit­ing nar­ra­tive of Colo­nial days tells of the no­to­ri­ous pi­rate Black­beard and al­so of the kid­nap­ping and trans­port­ing from Eng­land to the South­ern colonies which was so com­mon dur­ing the first half of the eigh­teenth cen­tu­ry. A thread of ro­mance runs through the sto­ry.

STEVEN­SON, R.L. Trea­sure Is­land. Il­lus­trat­ed by Wal Paget. Scrib­ner. 1.25

Steven­son's fas­ci­nat­ing tale of ad­ven­ture is al­ready a clas­sic. Noth­ing of the sort, per­haps, since Robin­son Cru­soe, has so ap­pealed to both old boys and young ones.

THANET, OC­TAVE (Pseudonym of Al­ice French). We All. Ap­ple­ton. 1.50

A good pic­ture of boy and girl life on an Arkansas plan­ta­tion. An ab­surd Ku-​klux in­ci­dent and an ex­cit­ing ex­pe­ri­ence with coun­ter­feit­ers add to the vol­ume's in­ter­est.

THOMP­SON, A.R. (p. 196) Ship­wrecked in Green­land. Lit­tle. 1.50

With pho­to­graph­ic il­lus­tra­tions of great in­ter­est. There is just enough sto­ry to hold to­geth­er the very en­ter­tain­ing chap­ters of ad­ven­ture--“based in part up­on the ex­pe­ri­ences of that un­for­tu­nate ex­pe­di­tion which, on board the steam­er Mi­ran­da, came to grief off the coast of Green­land in the Sum­mer of 1894.” Man­ners and cus­toms, flo­ra and fau­na, Es­ki­mos and cam­eras, ice­bergs and po­lar bears, make this a cap­ital book for boys and boys' sis­ters.--_The Na­tion._

TWAIN, MARK (Pseudonym of S.L. CLEMENS). The Ad­ven­tures of Tom Sawyer. Harp­er. 1.75

Most of the ad­ven­tures record­ed in this book re­al­ly oc­curred; one or two were ex­pe­ri­ences of my own, the rest those of boys who were school­mates of mine. Huck Finn is drawn from life; Tom Sawyer al­so, but not from an in­di­vid­ual--he is a com­bi­na­tion of the char­ac­ter­is­tics of three boys whom I knew, and there­fore be­longs to the com­pos­ite or­der of ar­chi­tec­ture. The odd su­per­sti­tions touched up­on were all preva­lent among chil­dren and slaves in the West at the pe­ri­od of this sto­ry.--_Pref­ace._

Boys love it, and broad-​mind­ed par­ents will put the vol­ume in their chil­dren's hands be­fore they bor­row it.

VAILE, C.M. The Or­cutt Girls. Wilde. 1.50

Two sis­ters--am­bi­tious in the best sense--by means of ex­er­tion man­age, by board­ing them­selves, to at­tend Mer­ton Acade­my for one term. A (p. 197) good pic­ture of this phase of New Eng­land life of long ago. The tale is said to have a foun­da­tion of fact.

WIG­GIN, K.D. (S.). Pol­ly Oliv­er's Prob­lem. Houghton. 1.00

Pol­ly brave­ly takes care of her in­valid moth­er, and lat­er when left alone helps to sup­port her­self by her beau­ti­ful gift for sto­ry-​telling. The book has a bright and help­ful in­flu­ence.

WIG­GIN, K.D. (S.). Re­bec­ca of Sun­ny­brook Farm. Houghton. 1.25

Re­bec­ca is a quaint and lov­able girl whose na­ture, full of en­thu­si­asm, orig­inal­ity, and imag­ina­tion, charms all who en­counter her. Mrs. Wig­gin's de­light­ful sense of hu­mor per­vades the sketch.

WILKINS, M.E. (MRS. M.E. (W.) FREE­MAN). In Colo­nial Times. Lothrop. .50

Lit­tle five-​year-​old Ann is made the bound girl of Samuel Wales, of Brain­tree. Af­ter some hard ex­pe­ri­ences Ann tries to run away, but in time she learns to love the re­al­ly kind-​heart­ed peo­ple to whose care she has fall­en, and in the end be­comes the adopt­ed daugh­ter of Mrs. Pol­ly Wales. The Squire's Six­pence is a sim­ple school sto­ry of long-​ago days.

_FOUR­TEEN YEARS OF AGE_ (p. 198)

_“God gives thee youth but once. Keep thou The Child­like heart that will His king­dom be; The soul pure-​eyed that, wis­dom-​led, e'en now His blessed face shall see.”_

AMUSE­MENTS AND HAND­ICRAFT

Let them freely feast, sing and dance, have their pup­pet-​plays, hob­by-​hors­es, tabors, crowds, bag­pipes, etc., play at ball, and bar­ley-​breaks, and what sports and recre­ations they like best. BUR­TON'S _Anato­my of Melan­choly_.

ADAMS, J.H. Harp­er's In­door Book for Boys. Harp­er. 1.75

This vol­ume con­tains di­rec­tions for work much of which is be­yond the ca­pac­ity of a boy of four­teen, but it is well for him to have some­thing to which he can look for­ward. In­struc­tions are giv­en in wood-​carv­ing, met­al-​work, clay-​mod­elling, book­bind­ing, and oth­er oc­cu­pa­tions. The mak­ing of sim­ple house­hold ar­ti­cles and the use of paints are taught. There are many work­ing di­agrams.

ADAMS, J.H., and Oth­ers. Harp­er's Out­door Book for Boys. Harp­er. 1.75

An ex­cel­lent handy­book which pro­vides the nec­es­sary in­for­ma­tion for mak­ing many worth­while ar­ti­cles in which boys de­light, such as (p. 199) wind­mills, wa­ter-​wheels, aero­planes, boats, rafts, to­bog­gans, and snow-​shoes; il­lus­trat­ed with work­ing di­agrams. There are al­so di­rec­tions for camp­ing out. The com­pil­er of this List hopes that the ar­ti­cle on trap­ping small an­imals may be passed over, as the lit­tle crea­tures so of­ten suf­fer in boy­ish at­tempts to catch them.

BLACK, ALEXAN­DER. Pho­tog­ra­phy In­doors and Out. Houghton. .75

This book is ad­dressed par­tic­ular­ly to those am­ateurs who, while they ac­quire their chief plea­sure from the pic­tures as pic­tures, have suf­fi­cient re­spect for the study and a strong enough pur­pose to­ward good work to seek re­al knowl­edge of the el­ements of pho­tog­ra­phy.--_Pref­ace._

Mr. Black gives a brief his­to­ry of the de­vel­op­ment of the art, and much thor­ough in­for­ma­tion for those am­bi­tious to learn. The text is per­haps some­what ad­vanced for young peo­ple of four­teen.

BI­OG­RA­PHY, HIS­TO­RY, AND GOV­ERN­MENT

Land of our Birth, we pledge to thee Our love and toil in the years to be, When we are grown and take our place, As men and wom­en with our race.

Fa­ther in Heav­en who lovest all, Oh help Thy chil­dren when they call; That they may build from age to age, An un­de­filed her­itage! . . . . . . . Teach us the strength that can­not seek, (p. 200) By deed or thought, to hurt the weak; That, un­der Thee, we may pos­sess Man's strength to com­fort man's dis­tress.

Teach us De­light in sim­ple things, And Mirth that has no bit­ter springs; For­give­ness free of evil done, And Love to all men 'neath the sun!

Land of our Birth, our Faith our Pride, For whose dear sake our fa­thers died; O Moth­er­land, we pledge to thee, Head, heart, and hand through the years to be! KIPLING.

BAR­ING-​GOULD, SABINE, and ARTHUR GILMAN. The Sto­ry of Ger­many. Put­nam. 1.50

The present vol­ume traces the life of this pow­er­ful na­tion from the time when im­pe­ri­al Rome was baf­fled by her valiant Her­mann down to the hour when France fell be­fore her, and the idea of Em­pire ... be­came, un­der William the First, a pow­er mak­ing for peace and strength.... The sto­ry of such a peo­ple as the Ger­mans could not fail to pos­sess in­tense in­ter­est for any­one; but for us of an­oth­er branch of the Teu­ton­ic fam­ily, it has the ad­di­tion­al charm that it is the his­to­ry of our blood-​re­la­tions. ARTHUR GILMAN.

While not in­tend­ed pri­mar­ily for chil­dren, this book will be both en­joyed and ap­pre­ci­at­ed by many boys and girls of four­teen. The il­lus­tra­tions are tak­en, to a great ex­tent, from old sources.

BOLTON, S.E. (K.). Fa­mous Amer­ican Au­thors. Crow­ell. .75

The ca­reers of eigh­teen well-​known men of let­ters are de­scribed. (p. 201) Among the num­ber are Emer­son, Prescott, Hawthorne, Hig­gin­son, Gilder, and Clemens.

CHAM­PLIN, J.D. Young Folks' His­to­ry of the War for the Union. Holt. 2.50

It is, in short, a well-​writ­ten and en­ter­tain­ing his­to­ry of the War of the Re­bel­lion, very fair and im­par­tial in tone.--_The Na­tion._

A ma­ture boy or girl of four­teen will find this re­li­able work use­ful. The larg­er part of the il­lus­tra­tions are tak­en from con­tem­po­rary draw­ings, and there are many maps.

CHAPIN, A.A. Mas­ters of Mu­sic; Their Lives and Works. Dodd 1.50

Twen­ty fa­mous mu­si­cians are very in­ter­est­ing­ly char­ac­ter­ized; among them Palest­ri­na, Mozart, Rossi­ni, Mendelssohn-​Bartholdy, and Wag­ner.

FA­MOUS AD­VEN­TURES AND PRISON ES­CAPES OF THE CIV­IL WAR. Cen­tu­ry. 1.50

The War Di­ary of a Union Wom­an in the South, edit­ed by G.W. Ca­ble, re­lates ex­pe­ri­ences of the Siege of Vicks­burg. Among oth­er ac­counts there is a de­scrip­tion of Mos­by's gueril­las, and the tun­nel es­cape from Lib­by Prison is told by one of the Union of­fi­cers who got away and was re­tak­en.

FRANKLIN, BEN­JAMIN. (p. 202) Au­to­bi­og­ra­phy. Houghton. .60

Notwith­stand­ing its brevi­ty, this au­to­bi­og­ra­phy has doubt­less been a greater in­cen­tive to am­bi­tious boys than any oth­er. It is per­haps worth not­ing that a promi­nent Japanese mer­chant of Boston, when a boy in his na­tive land, af­ter read­ing the book, de­ter­mined to seek his for­tune in Franklin's coun­try, and tes­ti­fies to it as one of the chief fac­tors in his suc­cess­ful ca­reer. This use­ful edi­tion con­tains a sketch of the great man's life from the point where his own writ­ing ends, drawn chiefly from his let­ters. There are notes and a chrono­log­ical his­tor­ical ta­ble.

HART, A.B., and ELIZ­ABETH STEVENS (Ed­itors). The Ro­mance of the Civ­il War. Macmil­lan. .60

This fourth vol­ume of Source Read­ers at­tempts to put be­fore teach­ers and chil­dren the ac­tu­al­ities of the Civ­il War pe­ri­od. It con­tains some­thing of the spir­it of North and South at the be­gin­ning of the war, and much about the life of the sol­dier and the cit­izen while it was go­ing on, with some of the bat­tle smoke and dust.... In this book the fa­thers are speak­ing to their chil­dren.--_Pref­ace._

LAR­COM, LUCY. A New Eng­land Girl­hood. Houghton. .60

An ac­count of Miss Lar­com's youth up to the age of twen­ty-​nine, which in­cludes her ex­pe­ri­ences as a Low­ell mill-​hand. It is not on­ly a record of the ef­forts of an as­pir­ing young wom­an, but a pic­ture of (p. 203) one phase of New Eng­land life.

LOSS­ING, B.J. The Sto­ry of the Unit­ed States Navy, for Boys. Harp­er. 1.75

This lit­tle work was pre­pared at the sug­ges­tion of Cap­tain S.B. Luce, U.S.N., the com­man­der of the train­ing-​ship Min­neso­ta. De­sirous of hav­ing it cor­rect in ev­ery par­tic­ular, I sub­mit­ted the manuscript to the Navy De­part­ment. It was re­turned to me with a let­ter from Com­modore Earl En­glish, U.S.N., Chief of the Bu­reau of Equip­ment and Re­cruit­ing, to whom it was re­ferred, in which he wrote: I am much pleased with your beau­ti­ful and in­struc­tive Sto­ry of the Navy, and I con­grat­ulate you on hav­ing per­formed a la­bor which will con­tribute so much to the plea­sure and in­struc­tion of the youth of our coun­try. Such a bright-​spir­it­ed work will re­fresh the mem­ory of the no­ble deeds of our de­part­ed naval heroes in the minds of the peo­ple.--_Pref­ace._

The il­lus­tra­tions are sat­is­fac­to­ry.

MY­ERS, P.V.N. Gen­er­al His­to­ry. Ginn. 1.50

One of the best world his­to­ries for young peo­ple.

In the present is­sue the book con­tains sev­er­al fresh chap­ters, an en­tire­ly new se­ries of col­ored maps, many new il­lus­tra­tions, and care­ful­ly se­lect­ed lists of books for fur­ther read­ing at the end of each chap­ter, to­geth­er with sug­gest­ed top­ics for spe­cial study. The new text brings the nar­ra­tion of events down to the Peace of Portsmouth and the elec­tions to the first Rus­sian Par­lia­ment, and aims to in­clude all the lat­est im­por­tant re­sults of dis­cov­ery and schol­ar­ly re­search in the dif­fer­ent his­tor­ical fields and pe­ri­ods.--_Pref­ace._

NICO­LAY, HE­LEN. (p. 204) The Boys' Life of Abra­ham Lin­coln. Cen­tu­ry. 1.50

This bi­og­ra­phy, con­densed from Nico­lay and Hay's Short Life of Lin­coln, in part rewrit­ten, is the best of the many pre­pared for young read­ers.

VAN BERGEN, ROBERT. The Sto­ry of Rus­sia. Amer­ican Book. .65

The com­pil­er knows of no al­to­geth­er sat­is­fac­to­ry his­to­ry of this coun­try for young peo­ple. The present vol­ume, pre­pared for school use, is very in­form­ing and will serve. It ends with the hu­mil­ia­tion of a great peo­ple, and the Treaty of Peace made at Portsmouth in 1905. There are maps and il­lus­tra­tions.

WASH­ING­TON, GEORGE. Rules of Con­duct, Di­ary of Ad­ven­ture, Let­ters, and Farewell Ad­dress­es. Houghton. .25

Com­pris­es the best of what Wash­ing­ton has left to us in writ­ten form.

DRA­MA

Then to the well-​trod stage anon, If _Jon­sons_ learned Sock be on, Or sweet­est Shake­spear fan­cies childe, War­ble his na­tive Wood-​notes wilde. MIL­TON

SHAKE­SPEARE, WILLIAM. Julius Cæsar. Edit­ed by W.J. Rolfe. Amer­ican Book. .56

The Tragedie of Julius Cæsar was first pub­lished in the (p. 205) Fo­lio of 1623.... The date at which the dra­ma was writ­ten has been var­ious­ly fixed by the crit­ics.... Hal­li­well has shown that it was writ­ten “in or be­fore the year 1601.” ... The on­ly source from which Shake­speare ap­pears to have de­rived his ma­te­ri­als was Sir Thomas North's ver­sion of Plutarch's Lives.... Shake­speare has in this play and else­where shown the same pen­etra­tion in­to po­lit­ical char­ac­ter and the springs of pub­lic events as in­to those of ev­ery-​day life.--_In­tro­duc­tion._

The mer­it I see in Mr. Rolfe's school edi­tions of Shakspere's Plays over those most wide­ly used in Eng­land is that Mr. Rolfe ed­its the plays as works of a po­et, and not on­ly as pro­duc­tions in Tu­dor En­glish. F.J. FUR­NI­VALL.

SHAKE­SPEARE, WILLIAM. Mac­beth. Edit­ed by W.J. Rolfe. Amer­ican Book. .56

Mac­beth was first print­ed in the fo­lio of 1623.... It was writ­ten be­tween 1604 and 1610.... Dr. Si­mon For­man ... saw the play per­formed “at the Globe, 1610, the 20th of April, Sat­ur­day.” It may then have been a new play, but it is more prob­able, as near­ly all the crit­ics agree, that it was writ­ten in 1605 or 1606. The ac­ces­sion of James made Scot­tish sub­jects pop­ular in Eng­land, and the tale of Mac­beth and Ban­quo would be one of the first to be brought for­ward, as Ban­quo was held to be an an­ces­tor of the new king. Shake­speare drew the ma­te­ri­als for the plot of Mac­beth from Holin­shed's Chron­icles of Eng­lande, Scot­lande, and Ire­land.... The sto­ry of the dra­ma is al­most whol­ly apoc­ryphal. The more au­then­tic his­to­ry is thus sum­ma­rized by Sir Wal­ter Scott: ... As a king, the tyrant so much ex­claimed against was, in re­al­ity, a firm, just, and eq­ui­table prince.--_In­tro­duc­tion._

No one can ex­am­ine these vol­umes and fail to be im­pressed (p. 206) with the con­sci­en­tious ac­cu­ra­cy and schol­ar­ly com­plete­ness with which they are edit­ed. H.H. FUR­NESS.

SHAKE­SPEARE, WILLIAM. The Mer­chant of Venice. Edit­ed by W.J. Rolfe. Amer­ican Book. .56

The plot of The Mer­chant of Venice is com­posed of two dis­tinct sto­ries: that of the bond, and that of the cas­kets. Both these fa­bles are found in the Ges­ta Ro­mano­rum, a Latin com­pi­la­tion of al­le­gor­ical tales, which had been trans­lat­ed in­to En­glish as ear­ly as the time of Hen­ry VI.... The Mer­chant of Venice is one of Shake­speare's most per­fect works: pop­ular to an ex­traor­di­nary de­gree.... Shy­lock the Jew is one of the inim­itable mas­ter­pieces of char­ac­ter­iza­tion which are to be found on­ly in Shake­speare.--_In­tro­duc­tion._

SHAKE­SPEARE. WILLIAM. A Mid­sum­mer-​Night's Dream. Dou­ble­day. 5.00

The Mid­sum­mer-​Night's Dream is the first play which ex­hibits the imag­ina­tion of Shake­speare in all its fer­vid and cre­ative pow­er; for though ... it may be pro­nounced the off­spring of youth and in­ex­pe­ri­ence, it will ev­er in point of fan­cy be con­sid­ered as equal to any sub­se­quent dra­ma of the po­et. DRAKE.

To the King's The­atre, where we saw Mid­sum­mer's Night's dream, which I had nev­er seen be­fore, nor shall ev­er again, for it is the most in­sipid ridicu­lous play that ev­er I saw in my life. PEPYS' _Di­ary_.

Some peo­ple feel sure that it is a mis­take to in­ter­fere with the play of a child's imag­ina­tion by giv­ing him il­lus­trat­ed edi­tions of (p. 207) great works. This opin­ion would be shak­en by see­ing these won­der­ful pic­tures, by means of which we are in­deed waft­ed to dream­land. There are forty plates in col­or, and oth­er il­lus­tra­tions.

FINE ARTS

Then mar­ble, soft­en'd in­to life, grew warm. POPE.

HURLL, E.M. Greek Sculp­ture. Houghton. .75

The River­side Art Se­ries con­tains twelve small vol­umes on An­cient and Mod­ern Art, of which four on­ly are in­clud­ed in this lim­it­ed list. The very sat­is­fac­to­ry il­lus­tra­tions are tak­en from pho­tographs, and the ma­jor part of each book is de­vot­ed to in­ter­pre­ta­tions of the pic­tures. This vol­ume con­tains six­teen ex­am­ples of Greek mar­bles, with an in­tro­duc­tion, which in­cludes oth­er in­for­ma­tion, on some char­ac­ter­is­tics of Greek sculp­ture.

Greek sculp­ture can be sym­pa­thet­ical­ly un­der­stood on­ly by catch­ing some­thing of the spir­it which pro­duced it. One must shake off the cen­turies and re­gard life with the child­like sim­plic­ity of the young world: one must give imag­ina­tion free rein.--_In­tro­duc­tion._

HURLL, E.M. Michelan­ge­lo. Houghton. .75

We are giv­en fif­teen pic­tures by this great man, and his por­trait. (p. 208) There is an in­tro­duc­tion on Michelan­ge­lo's char­ac­ter as an artist, an out­line ta­ble of the prin­ci­pal events in his life, and a list of some of his fa­mous Ital­ian con­tem­po­raries, with oth­er in­for­ma­tion.

This is the rugged face Of him who won a place Above all kings and lords; Whose var­ious skill and pow­er Left Italy a dow­er No num­bers can com­pute, no tongue trans­late in words. . . . . . . . . . . . . . . So stood this An­ge­lo Four hun­dred years ago; So grand­ly still he stands, Mid less­er worlds of art, Colos­sal and apart, Like Mem­non breath­ing songs across the desert sands. CHRISTO­PHER P. CRANCH.

HURLL, E.M. Raphael. Houghton. .75

This vol­ume con­tains a col­lec­tion of fif­teen pic­tures and a por­trait of him­self by the mas­ter, an in­tro­duc­tion on Raphael's char­ac­ter as an artist, an out­line ta­ble of the prin­ci­pal events in his life, and a list of some of his fa­mous con­tem­po­raries, as well as oth­er in­for­ma­tion.

All con­fessed the in­flu­ence of his sweet and gra­cious na­ture, which was so re­plete with ex­cel­lence and so per­fect in all the char­ities, that not on­ly was he hon­ored by men, but even by the very an­imals, who would con­stant­ly fol­low his steps, and al­ways loved him. VASARI.

HURLL, E.M. (p. 209) Tus­can Sculp­ture. Houghton. .75

This book com­pris­es six­teen ex­am­ples of fif­teenth-​cen­tu­ry work, with an in­tro­duc­tion, al­so con­tain­ing oth­er in­for­ma­tion, on some char­ac­ter­is­tics of Tus­can sculp­ture of this pe­ri­od.

The Ital­ian sculp­tors of the ear­li­er half of the fif­teenth cen­tu­ry are more than mere fore­run­ners of the great mas­ters of its close, and of­ten reach per­fec­tion with­in the nar­row lim­its which they chose to im­pose on their work. Their sculp­ture shares with the paint­ings of Bot­ti­cel­li and the church­es of Brunelleschi that pro­found ex­pres­sive­ness, that in­ti­mate im­press of an in­dwelling soul, which is the pe­cu­liar fas­ci­na­tion of the art of Italy in that cen­tu­ry. WAL­TER PA­TER.

GE­OG­RA­PHY, TRAV­EL, AND DE­SCRIP­TION

As the Span­ish proverb says: “He who would bring home the wealth of the In­dies must car­ry the wealth of the In­dies with him.” So it is in trav­el­ling: A man must car­ry knowl­edge with him if he would bring home knowl­edge. Dr. JOHN­SON.

BRASSEY, A. (A.). A Voy­age in the Sun­beam. Long­mans. .75

This abridg­ment of the orig­inal book tells in pleas­ant nar­ra­tive style of the Sun­beam's voy­age around the world, which last­ed from Ju­ly first, 1876, to May twen­ty-​sixth, 1877.

FINNEMORE, JOHN. (p. 210) Italy. Il­lus­trat­ed by Al­ber­to Pisa and Oth­ers. Macmil­lan. .75

We trav­el over the Alps, and through the coun­try to Naples and Sici­ly. The won­der­ful cities of this his­toric land are de­scribed, and a brief ac­count giv­en of its many poor but hap­py peo­ple. There are twelve il­lus­tra­tions in col­or.

HIG­GIN­SON, T.W. (Ed­itor). Young Folks' Book of Amer­ican Ex­plor­ers. Long­mans. 1.20

It has al­ways seemed to me that the nar­ra­tives of the ear­ly dis­cov­er­ers and ex­plor­ers of the Amer­ican coast were as in­ter­est­ing as Robin­son Cru­soe, and were, in­deed, very much like it. This has led me to make a se­ries of ex­tracts from these nar­ra­tives, se­lect­ing what ap­peared to me the most in­ter­est­ing parts, and al­ter­ing on­ly the spelling.... One great thing which I have wished my read­ers to learn is the charm of an orig­inal nar­ra­tive.... The ex­plor­ers of var­ious na­tions are rep­re­sent­ed in this book. There are North­men, Ital­ians, En­glish­men, French­men, Spaniards, and Dutch­men.--_Pref­ace._

These orig­inal ac­counts cov­er the field of Amer­ican ex­plo­ration from the dis­cov­ery of the coun­try by the North­men in 985 to the set­tle­ment of the Mas­sachusetts Bay Colony in 1629.

KING, C.F. Round­about Ram­bles in North­ern Eu­rope. Lothrop. 1.25

This very ful­ly il­lus­trat­ed vol­ume gives a con­ver­sa­tion­al ac­count of a trip through Great Britain, Ire­land, Nor­way, Swe­den, Den­mark, and (p. 211) Rus­sia. It is an ex­cel­lent book for chil­dren to use while trav­el­ling. Mr. King has al­so pre­pared sev­er­al about our own coun­try.

LUM­MIS, C.F. Some Strange Cor­ners of Our Coun­try. Cen­tu­ry. 1.50

Mr. Lum­mis de­scribes the won­ders of the South­west,--the Grand Canon, the Pet­ri­fied For­est of Ari­zona, and the Desert. He tells of the Mo­quis in their sev­en sel­dom vis­it­ed Pueblo cities, of the Nava­jos and oth­er In­di­an tribes, with their strange cus­toms, dances, and mag­ic.

HY­GIENE

Life is not mere liv­ing, but the en­joy­ment of health. MAR­TIAL.

WOOD-​ALLEN, M. (S.). The Man Won­der­ful, or The Mar­vels of Our Bod­ily Dwelling. Ed­uca­tion­al. 1.00

The au­thor in this vol­ume has unit­ed metaphor with sci­en­tif­ic facts.... She has laid un­der con­tri­bu­tion the lat­est sci­en­tif­ic au­thor­ities, and be­lieves that this book will be found abreast of the sci­ence of to-​day, hold­ing ev­er to truth as it now presents it­self, and nev­er sac­ri­fic­ing facts to the al­le­go­ry.--_Pref­ace._

Dr. Wood-​Allen us­es the sim­ile of a house in ex­plain­ing in a clear and in­ter­est­ing man­ner much about our body and its func­tions. Part Sec­ond is de­vot­ed to the ar­ti­cles we make use of: those which are (p. 212) ben­efi­cial, and es­pe­cial­ly those which are more or less harm­ful; as tea, cof­fee, to­bac­co, and al­co­hol.

MYTHOL­OGY, FOLK-​LORE, LEG­ENDS, AND FAIRY TALES

“I, Phoe­bus, sang those songs that gained so much renown, I, Phoe­bus, sang them; Homer on­ly wrote them down.”

BULFINCH, THOMAS. The Age of Fa­ble. Edit­ed by E.E. Hale. Lothrop. 1.25

This book is an en­larged and re­vised edi­tion of a book pub­lished, with the same ti­tle, by the late Thomas Bulfinch, of Boston, in the year 1855.... What Mr. Bulfinch want­ed to do, and suc­ceed­ed in do­ing, was to con­nect the old sto­ries with mod­ern lit­er­ature. His book, there­fore, not on­ly in­ter­ests young peo­ple in the clas­si­cal au­thors, but it turns their at­ten­tion to many of the best au­thors of their own lan­guage and of our time.--_Pref­ace._

In the re­vi­sion the list of po­ets cit­ed has been in­creased from forty to six­ty-​three, and the por­tion treat­ing of North­ern, Ori­en­tal, and Egyp­tian mytholo­gies, rewrit­ten. The il­lus­tra­tions are from clas­si­cal sources.

PO­ET­RY, COL­LEC­TIONS OF PO­ET­RY AND PROSE, AND STO­RIES ADAPT­ED FROM (p. 213) GREAT AU­THORS

And, as imag­ina­tion bod­ies forth The forms of things un­known, the po­et's pen Turns them to shapes, and gives to airy noth­ing A lo­cal habi­ta­tion and a name. SHAKSPERE.

NOR­TON, C.E. (Ed­itor). Heart of Oak Books. Vol­ume VII. Mas­ter­pieces of Lit­er­ature. Heath. .60

The youth who shall be­come ac­quaint­ed with the con­tents of these vol­umes will share in the com­mon stock of the in­tel­lec­tu­al life of the race to which he be­longs; and will have the door opened to him of all the vast and no­ble re­sources of that life.--_Pref­ace._

SCOTT, WAL­TER. The La­dy of the Lake. Edit­ed by W.J. Rolfe. Houghton. .75

The an­cient man­ners, the habits and cus­toms of the abo­rig­inal race by whom the High­lands of Scot­land were in­hab­it­ed, had al­ways ap­peared to me pe­cu­liar­ly adapt­ed to po­et­ry. The change in their man­ners, too, had tak­en place al­most with­in my own time, or at least I had learned many par­tic­ulars con­cern­ing the an­cient state of the High­lands from the old men of the last gen­er­ation. I had al­ways thought the old Scot­tish Gael high­ly adapt­ed for po­et­ical com­po­si­tion.... I had al­so read a great deal, seen much, and heard more, of that ro­man­tic coun­try where I was in the habit of spend­ing some time ev­ery Au­tumn; and the scenery of Loch (p. 214) Ka­trine was con­nect­ed with the rec­ol­lec­tion of many a dear friend and mer­ry ex­pe­di­tion of for­mer days. This po­em, the ac­tion of which lay among scenes so beau­ti­ful and so deeply im­print­ed on my rec­ol­lec­tions, was a la­bor of love, and it was no less so to re­call the man­ners and in­ci­dents in­tro­duced. The fre­quent cus­tom of James IV, and par­tic­ular­ly of James V, to walk through their king­dom in dis­guise, af­ford­ed me the hint of an in­ci­dent which nev­er fails to be in­ter­est­ing if man­aged with the slight­est ad­dress or dex­ter­ity.--_In­tro­duc­tion to the Edi­tion of 1830._

The La­dy of the Lake was first pub­lished in 1810. This edi­tion has many notes by Mr. Rolfe.

SCOTT, WAL­TER. The Lay of the Last Min­strel. Edit­ed by W.J. Rolfe. Houghton. .75

The Po­em, now of­fered to the Pub­lic, is in­tend­ed to il­lus­trate the cus­toms and man­ners which an­cient­ly pre­vailed on the Bor­ders of Eng­land and Scot­land.... The date of the Tale it­self is about the mid­dle of the six­teenth cen­tu­ry, when most of the per­son­ages ac­tu­al­ly flour­ished. The time oc­cu­pied by the ac­tion is Three Nights and Three Days.--_Orig­inal Pref­ace._

The Lay of the Last Min­strel was first pub­lished in 1805. This edi­tion has many notes by Mr. Rolfe.

SCOTT, WAL­TER. Marmion. Edit­ed by W.J. Rolfe. Houghton. .75

The present sto­ry turns up­on the pri­vate ad­ven­tures of a fic­ti­tious char­ac­ter, but is called a Tale of Flod­den Field, be­cause the hero's fate is con­nect­ed with that mem­orable (p. 215) de­feat and the caus­es which led to it.... The po­em opens about the com­mence­ment of Au­gust, and con­cludes with the de­feat of Flod­den, 9th Septem­ber, 1513.--_Orig­inal Pref­ace._

Marmion was first pub­lished in 1818. This edi­tion has many notes by Mr. Rolfe.

SCUD­DER, H.E. (Ed­itor). Amer­ican Po­ems. Houghton. 1.00

Longfel­low, Whit­ti­er, Bryant, Holmes, Low­ell, and Emer­son, are rep­re­sent­ed in this col­lec­tion by po­ems with which ev­ery Amer­ican boy and girl should be fa­mil­iar. The vol­ume, which has bi­ograph­ical sketch­es and notes by Mr. Scud­der, was pre­pared in the in­ter­ests of young peo­ple, to en­cour­age in them a taste for the best lit­er­ature. Evan­ge­line, Snow-​Bound, Sel­la, Grand­moth­er's Sto­ry, The Vi­sion of Sir Laun­fal, and The Adiron­dacks, are in­clud­ed in the con­tents.

RE­LI­GION AND ETHICS

Hear­ing thy Mas­ter, or like­wise the Preach­er, wrig­gle not thy­self, as seem­ing un­able to con­tain thy­self with­in thy skin.--_Youth's Be­haviour. 1643._

HALE, E.E. How to Do It. Lit­tle. 1.00

Brim­ful of well-​bal­anced ad­vice on mak­ing life help­ful and pleas­ant to those around us and to our­selves by the avoid­ance of com­mon er­rors and the en­cour­ag­ing of agree­able virtues. The fa­mil­iar friend­ly (p. 216) style ren­ders this book, which could so eas­ily be made dull, re­al­ly de­light­ful to young peo­ple. How to Talk, How to Go in­to So­ci­ety, How to Trav­el, Life in Va­ca­tion, and Habits of Read­ing, are some of the chap­ter head­ings.

SCI­ENCE, OUT-​OF-​DOOR BOOKS, AND STO­RIES OF AN­IMALS

To know that which be­fore us lies in dai­ly life is the prime of wis­dom. MIL­TON.

ADAMS, J.H. Harp­er's Elec­tric­ity Book for Boys. Harp­er. 1.75

A large part of this vol­ume is some­what be­yond the grasp of the av­er­age boy of four­teen, and par­ents should look it over care­ful­ly be­fore let­ting their chil­dren car­ry out the in­struc­tions, though we are told that “there need be no con­cern what­ev­er as to pos­si­ble dan­ger if the book is read with rea­son­able in­tel­li­gence. Mr. Adams has tak­en pains to place dan­ger-​sig­nals wher­ev­er spe­cial pre­cau­tions are ad­vis­able, and, as a fa­ther of boys who are con­stant­ly work­ing with elec­tric­ity in his lab­ora­to­ry, he may be re­lied up­on as a safe and sure coun­sel­lor and guide.”

Di­rec­tions are giv­en for mak­ing, among oth­er things, push-​but­tons, switch­es, an­nun­ci­ators, dy­namos, sim­ple tele­phones, and line and wire­less tele­graphs. There is a chap­ter on elec­tro­plat­ing. At the (p. 217) end of the vol­ume is an ar­ti­cle ex­plain­ing elec­tric light, heat, pow­er, and trac­tion, by J.B. Bak­er, tech­ni­cal ed­itor, Unit­ed States Ge­olog­ical Sur­vey; al­so a dic­tio­nary of elec­tri­cal terms. Many work­ing di­agrams are in­clud­ed.

BAI­LEY, F.M. Hand­book of Birds of the West­ern Unit­ed States. Il­lus­trat­ed by Louis Agas­siz Fuertes. Houghton. 3.50

Sys­tem­at­ical­ly ar­ranged. De­scrip­tions tech­ni­cal but sim­pli­fied, and il­lus­trat­ed with cuts in the text, which ex­plain the tech­ni­cal terms and make it avail­able for stu­dents. It has no col­or key, but field keys, ful­ly il­lus­trat­ed in the text. Bi­ogra­phies pop­ular­ly treat­ed. In­tend­ed for stu­dents of the life and habits of the birds of our West­ern States. The on­ly book of its char­ac­ter for that re­gion. AUDUBON SO­CI­ETY.

There are thir­ty-​three full-​page plates by Mr. Fuertes, and over six hun­dred small il­lus­tra­tions. For the use of be­gin­ners a brief field col­or key to gen­era of some of the com­mon Passer­ine birds is giv­en in an ap­pendix.

BUR­ROUGHS, JOHN. Wake-​Robin. Houghton. 1.25

This is main­ly a book about the birds, or more prop­er­ly an in­vi­ta­tion to the study of Or­nithol­ogy.... I have reaped my har­vest more in the woods than in the study; what I of­fer, in fact, is a care­ful and con­sci­en­tious record of ac­tu­al ob­ser­va­tions and ex­pe­ri­ences, and is true as it stands (p. 218) writ­ten, ev­ery word of it.... A more spe­cif­ic ti­tle for the vol­ume would have suit­ed me bet­ter, but not be­ing able to sat­is­fy my­self in this di­rec­tion, I cast about for a word thor­ough­ly in the at­mo­sphere and spir­it of the book, which I hope I have found in “Wake-​Robin”--the com­mon name of the white Tril­li­um, which blooms in all our woods, and which marks the ar­rival of all the birds.--_Pref­ace._

The ti­tles of some of the dif­fer­ent ar­ti­cles are: In the Hem­locks, The Adiron­dacks, Spring at the Cap­ital, and The Blue­bird.

CHAP­MAN, E.M. Hand­book of Birds of East­ern North Amer­ica. Ap­ple­ton. 3.00

Il­lus­trat­ed with full-​page plates from pho­tographs, and many cuts in the text. Sys­tem­at­ical­ly ar­ranged; non-​tech­ni­cal de­scrip­tions; both field and col­or keys. A very com­plete book for gen­er­al use, treat­ing all the birds of the sec­tion named, with some ac­count of habits, etc. It has in­tro­duc­to­ry chap­ters on Or­nithol­ogy, Meth­ods of Study, List of Dates of Spring and Fall mi­gra­tion, and a col­or chart to help in iden­ti­fi­ca­tion. AUDUBON SO­CI­ETY.

DIT­MARS, R.L. The Rep­tile Book. Dou­ble­day. 4.00

Mr. Dit­mars, Cu­ra­tor of Rep­tiles in the New York Zoö­log­ical Park, gives us a com­pre­hen­sive trea­tise on the struc­ture and habits of the tur­tles, tor­tois­es, crocodil­ians, lizards, and snakes, of the Unit­ed States and North­ern Mex­ico. There are eight pages of plates in col­or and one hun­dred and twen­ty-​eight in black and white, from (p. 219) pho­tographs from life, tak­en (with six ex­cep­tions) by the Au­thor.

In the present work the writ­er has sought to com­pile a pop­ular re­view of a great fau­na--the Rep­tiles of North Amer­ica. He has ex­clud­ed tech­ni­cal phrase­ol­ogy and tried to pro­duce two re­sults: 1. A pop­ular book, that may be com­pre­hend­ed by the be­gin­ner and, 2. A book valu­able in its de­tails to the tech­ni­cal work­er.--_Pref­ace._

GIB­SON, W.H. Sharp Eyes. Harp­er. 2.50

This ram­bler's cal­en­dar of fifty-​two weeks among in­sects, birds, and flow­ers, is made at­trac­tive to young chil­dren by the un­usu­al qual­ity of the many il­lus­tra­tions.

GREENE, HOMER. Coal and the Coal Mines. Houghton. .75

It has been the aim of the au­thor to give re­li­able in­for­ma­tion free from minute de­tails and tech­ni­cal­ities. That in­for­ma­tion has been, for the most part, gath­ered through per­son­al ex­pe­ri­ence in the mines.--_Pref­ace._

The com­po­si­tion and for­ma­tion of coal, its dis­cov­ery and in­tro­duc­tion, are dealt with, and a de­scrip­tion of the mine and its dan­gers, and the life of the work­ers there­in, is giv­en in this thor­ough­ly sat­is­fac­to­ry lit­tle vol­ume.

HAR­RING­TON, M.W. About the Weath­er. Ap­ple­ton. .65

Treat­ed from a broad sci­en­tif­ic stand­point, much in­ter­est­ing (p. 220) in­for­ma­tion is con­veyed about the laws which, dis­cov­ered com­par­ative­ly re­cent­ly, have proved of vi­tal im­por­tance and util­ity to mankind. The hu­mid­ity and pres­sure of the air, the ve­loc­ity of the wind, rain and snow, sleet and hail-​storms, tor­na­does and cy­clones, are among the many top­ics dis­cussed.

HOL­LAND, W.J. The Moth Book. Dou­ble­day. 4.00

An in­tel­li­gent boy or girl of four­teen, with a re­al in­ter­est in the sub­ject, will en­joy this fine work on the moths of North Amer­ica north of Mex­ico, though it is writ­ten more from the stand­point of the stu­dent than are most of the se­ries to which it be­longs. There are fif­teen hun­dred fig­ures in the forty-​eight col­ored plates, and three hun­dred black and white text fig­ures, il­lus­trat­ing a ma­jor­ity of the larg­er species.

JOR­DAN, D.S., and B.W. EV­ER­MANN. Amer­ican Food and Game Fish­es. Dou­ble­day. 4.00

These two dis­tin­guished sci­en­tists have giv­en in this trea­tise on ichthy­ol­ogy a pop­ular ac­count of the species found in Amer­ica north of the Equa­tor, with keys for ready iden­ti­fi­ca­tion, life-​his­to­ries, and meth­ods of cap­ture. There are ten lithographed plates in col­or, and six­ty-​four in black and white from pho­tographs from life tak­en by (p. 221) Mr. Dug­more, these be­ing the first re­al­ly suc­cess­ful pho­tographs of live fish ev­er se­cured.

KEEL­ER, H.L. Our Na­tive Trees, and How to Iden­ti­fy Them. Scrib­ner. 2.00

A guide to the iden­ti­fi­ca­tion of the trees of the Unit­ed States, with three hun­dred and forty il­lus­tra­tions, more than half of them from pho­tographs. The book is the work of one who is a tree-​lover as well as a botanist, and be­sides be­ing sci­en­tif­ical­ly ac­cu­rate the book has a dis­tinct lit­er­ary fla­vor. In­valu­able as an aid to first­hand ac­quain­tance with the trees.--_Pren­tice and Pow­er._

The vol­ume is not too large to be eas­ily car­ried while walk­ing.

LU­CAS, F.A. An­imals of the Past. Il­lus­trat­ed by C.R. Knight and Oth­ers. Dou­ble­day. 2.00

The ob­ject of this book is to tell some of the in­ter­est­ing facts con­cern­ing a few of the bet­ter known or more re­mark­able of these ex­tinct in­hab­itants of the an­cient world.--_In­tro­duc­tion._

“Mr. Knight ... is the one mod­ern artist who can pic­ture pre­his­toric an­imals with artis­tic charm of pre­sen­ta­tion as well as with full sci­en­tif­ic ac­cu­ra­cy.”

While Mr. Lu­cas did not, in this in­stance, write for chil­dren, they great­ly en­joy his de­scrip­tions, and are cap­ti­vat­ed by Mr. Knight's pic­tures of the strange crea­tures. There is a very in­ter­est­ing chap­ter on The An­ces­try of the Horse.

“Said the lit­tle Eo­hip­pus (p. 222) I am go­ing to be a horse And on my mid­dle fin­ger-​nails To run my earth­ly course.”

NEW­COMB, SI­MON. As­tron­omy for Ev­ery­body. Dou­ble­day. 2.00

When a work, by an au­thor­ity as em­inent as Pro­fes­sor New­comb, is in­ter­est­ing to young peo­ple, and is to a suf­fi­cient de­gree with­in their com­pre­hen­sion, it should cer­tain­ly be put in­to their hands, even if, as in the present case, it was not spe­cial­ly pre­pared for them.

PAR­SONS, F.T. (S.) (for­mer­ly Mrs. W.S. DANA). How to Know the Ferns. Scrib­ner. 1.50

This com­pan­ion to How to Know the Wild Flow­ers gives in con­ve­nient form a great deal of pleas­ant­ly told in­for­ma­tion as to the names, haunts, and habits, of our com­mon ferns. They are ar­ranged in six groups, the clas­si­fi­ca­tion be­ing based on the frond dif­fer­ences. In al­most all cas­es the nomen­cla­ture of Gray's Man­ual has been fol­lowed, and in paren­the­ses, that used in the Il­lus­trat­ed Flo­ra of Brit­ton and Brown is giv­en. In­dices to the Latin and En­glish names and to tech­ni­cal terms are in­clud­ed. The many il­lus­tra­tions are help­ful.

ROGERS, J.E. The Shell Book. Dou­ble­day. 4.00

Ev­ery per­son in­ter­est­ed in shells has felt the need of a (p. 223) man­ual of the shell-​bear­ing an­imals of sea and land, com­pa­ra­ble to the com­pre­hen­sive man­uals pro­vid­ed for those who wish to study birds or in­sects or trees.... The plan and nomen­cla­ture of this book fol­low the ac­cept­ed stan­dard, The Man­ual of Con­chol­ogy, by Try­on and Pils­bry.--_Pref­ace._

Miss Rogers has made an ex­ten­sive study of con­chol­ogy on the east and west coasts of North Amer­ica. The re­sult is this pop­ular guide to a knowl­edge of the fam­ilies of liv­ing mol­lusks, which is al­so an aid to the iden­ti­fi­ca­tion of shells na­tive and for­eign. There is a chap­ter on the main­te­nance of aquar­iums and snai­leries. Eight of the plates are in col­or, and nine­ty-​six in black and white for the most part from pho­tographs by A.R. Dug­more.

ROGERS, J.E. The Tree Book. Dou­ble­day. 4.00

Most of this vol­ume is de­vot­ed to teach­ing us in an in­ter­est­ing man­ner how to know the trees of North Amer­ica. There are, in ad­di­tion, ar­ti­cles on Forestry, The Us­es of Wood, and The Life of the Trees. Six­teen of the plates are in col­or and one hun­dred and six­ty in black and white from pho­tographs by Mr. Dug­more.

ST. JOHN, T.M. Wire­less Teleg­ra­phy. St. John. 1.00

The­oret­ical and prac­ti­cal in­for­ma­tion, to­geth­er with com­plete di­rec­tions for per­form­ing nu­mer­ous ex­per­iments on wire­less teleg­ra­phy with sim­ple home-​made ap­pa­ra­tus.--_Ti­tle-​page._

SHARP, D.L. (p. 224) A Watch­er in the Woods. Il­lus­trat­ed by Bruce Hors­fall. Cen­tu­ry. .84

These talks about our small an­imal neigh­bors are full of de­scrip­tive in­ter­est, and the ac­com­pa­ny­ing black and white il­lus­tra­tions are beau­ti­ful.

Mr. Bur­roughs says: Of all the na­ture books of re­cent years, I look up­on Mr. Sharp's as the best.

VOOGT, GOSEWI­NUS DE. Our Do­mes­tic An­imals. Trans­lat­ed by Katharine P. Worme­ley. Ginn. 3.50

While this large vol­ume gives much in­for­ma­tion in re­gard to the habits, in­tel­li­gence, and use­ful­ness, of those an­imals which have helped man's civ­iliza­tion for­ward, the text is not near­ly as in­ter­est­ing as it might have been made. The many il­lus­tra­tions, how­ev­er, are very sat­is­fac­to­ry.

STO­RIES

Dreams, books, are each a world; and books, we know, Are a sub­stan­tial world, both pure and good: Round these, with ten­drils strong as flesh and blood, Our pas­time and our hap­pi­ness will grow. WORDSWORTH.

BULLEN, F.T. The Cruise of the Cachalot. Ap­ple­ton. 1.50

I've nev­er read any­thing that equals it in its deep-​sea (p. 225) won­der and mys­tery; nor do I think that any book be­fore has so com­plete­ly cov­ered the whole busi­ness of whale-​fish­ing, and at the same time giv­en such re­al and new sea pic­tures. RUD­YARD KIPLING.

In the fol­low­ing pages an at­tempt has been made--it is be­lieved for the first time--to give an ac­count of the cruise of a South Sea whaler from the sea­man's stand­point.--_Pref­ace._

A strong nor'west­er's blow­ing, Bill! Hark! don't ye hear it roar now? Lord help 'em, how I pities them Un­hap­py folks on shore now! WILLIAM PITT.

CHARLES, E. (R.). Chron­icles of the Schön­berg-​Cot­ta Fam­ily. Burt. .75

This di­ary of Ref­or­ma­tion days is fic­ti­tious, but it serves to bring most vivid­ly be­fore us Luther and the men of his time.

GAR­LAND, HAM­LIN. The Long Trail. Harp­er. 1.25

De­vel­ops from a con­ven­tion­al and un­promis­ing open­ing in­to a vivid re­al­is­tic sto­ry of an am­bi­tious youth's per­ilous jour­ney to the Klondike. Au­thor writes from per­son­al ex­pe­ri­ence of the over­land route, and prin­ci­pal char­ac­ters re­veal qual­ities of un­selfish­ness, per­se­ver­ance, and pluck. NEW YORK STATE LI­BRARY.

GASKELL, E.C. (S.). Cran­ford. Il­lus­trat­ed by Hugh Thom­son. Macmil­lan. 1.50

Mrs. Gaskell's mas­ter­piece, which Lord Houghton de­scribed as (p. 226) “the finest piece of hu­moris­tic de­scrip­tion that has been added to British lit­er­ature since Charles Lamb.”

Calm and com­po­sure breathe from ev­ery page of this pic­ture of life in a small En­glish town dur­ing the first half of the nine­teenth cen­tu­ry. Have we not all in imag­ina­tion vis­it­ed Miss Jenkyns and Miss Mat­ty, played pref­er­ence at Miss Bet­ty Bark­er's, and helped the Hon­or­able Mrs. Jamieson in­to her sedan chair? Many girls of four­teen are quite able to ap­pre­ci­ate the book's charm.

IRV­ING, WASH­ING­TON. The Al­ham­bra. Il­lus­trat­ed by Joseph Pen­nell. Macmil­lan. 1.50

It will be strange in­deed if these fas­ci­nat­ing and ro­man­tic tales fail to stir the imag­ina­tion of any young per­son who reads them and to arouse in him the laud­able am­bi­tion of some day see­ing for him­self the three palaces, the mosque, the chapel, and the halls, of the mar­vel­lous Al­ham­bra.

The work was the amuse­ment of his leisure mo­ments, fill­ing the in­ter­val be­tween the com­ple­tion of one se­ri­ous, and now all but un­known, his­to­ry and the be­gin­ning of the next.... And thus his name has be­come so close­ly as­so­ci­at­ed with the place that, just as Diedrich Knicker­bock­er will be re­mem­bered while New York stands, so Wash­ing­ton Irv­ing can­not be for­got­ten so long as the Red Palace looks down up­on the Ve­ga and the tra­di­tion of the Moor lingers in Grana­da. E.R. PEN­NELL.

IRV­ING, WASH­ING­TON. (p. 227) Brace­bridge Hall. Il­lus­trat­ed by Ran­dolph Calde­cott. Macmil­lan. 1.50

“The read­er, if he has pe­rused the vol­ume of the Sketch Book, will prob­ably rec­ol­lect some­thing of the Brace­bridge fam­ily, with which I once passed a Christ­mas. I am now on an­oth­er vis­it at the Hall, hav­ing been in­vit­ed to a wed­ding which is short­ly to take place.... The fam­ily man­sion is an old manor-​house, stand­ing in a re­tired and beau­ti­ful part of York­shire. Its in­hab­itants have been al­ways re­gard­ed through the sur­round­ing coun­try as 'the great ones of the earth,' and the lit­tle vil­lage near the hall looks up to the squire with al­most feu­dal homage.... While so­journ­ing in this stronghold of old fash­ions, it is my in­ten­tion to make oc­ca­sion­al sketch­es of the scenes and char­ac­ters be­fore me.”

The suc­cess of Old Christ­mas has sug­gest­ed the re­pub­li­ca­tion of its se­quel Brace­bridge Hall, il­lus­trat­ed by the same able pen­cil, but con­densed so as to bring it with­in rea­son­able size and price.--_Pref­ace._

IRV­ING, WASH­ING­TON. Old Christ­mas. Il­lus­trat­ed by Ran­dolph Calde­cott. Macmil­lan. 1.50

No one could be bet­ter fit­ted to de­pict the old cus­toms of an En­glish Christ­mas than Mr. Calde­cott, and his pic­tures are a per­fect ac­com­pa­ni­ment to this por­tion of Wash­ing­ton Irv­ing's Sketch Book.

A man might then be­hold At Christ­mas, in each hall Good fires to curb the cold, And meat for great and small.

The neigh­bors were friend­ly bid­den, (p. 228) And all had wel­come true, The poor from the gates were not chid­den, When this old cap was new. _Old Song._

IRV­ING, WASH­ING­TON. Rip Van Win­kle, and The Leg­end of Sleepy Hol­low. Il­lus­trat­ed by G.H. Boughton. Macmil­lan. 1.50

Irv­ing's two most pop­ular sketch­es, in which young peo­ple de­light.

The spir­its of this re­gion must have met Wash­ing­ton Irv­ing more than half way, and the rest was like play to him. How re­al and liv­ing are all the peo­ple of his fan­cy! Of all the au­thor's work--se­ri­ous and hu­mor­ous ... Rip Van Win­kle took the most im­me­di­ate and last­ing grip of his pub­lic. G.H. BOUGHTON.

IRV­ING, WASH­ING­TON. Rip Van Win­kle. Il­lus­trat­ed by Arthur Rack­ham. Dou­ble­day. 5.00

Five dol­lars seems to most of us a large sum to pay for a child's book, but af­ter see­ing Mr. Rack­ham's re­mark­able work I think we shall all agree that there can be no bet­ter way of spend­ing our book-​mon­ey than in pur­chas­ing this fine edi­tion of the fa­mous tale, with its fifty full-​page pic­tures in col­or.

KING, CHARLES. Cadet Days. Harp­er. 1.25

Boys, es­pe­cial­ly those with mil­itary ten­den­cies, will en­joy (p. 229) Cap­tain King's de­scrip­tion of life at West Point.

KINGS­LEY, CHARLES. West­ward Ho! Il­lus­trat­ed by C.E. Brock. Macmil­lan. 1.50

A glo­ri­ous tale of the voy­ages and ad­ven­tures of Sir Amyas Leigh, a De­von knight of Eliz­abethan days.

Oh, where be these gay Spaniards, Which make so great a boast O? Oh, they shall eat the grey-​goose feath­er, And we shall eat the roast O! _Cor­nish Song._

SCOTT, WAL­TER. Ivan­hoe. Macmil­lan. 1.25

Scott's mas­ter­piece con­tains, with­in the com­pass of a sin­gle vol­ume, suf­fi­cient ma­te­ri­al for five or six books of ro­mance. In­ci­dent fol­lows up­on in­ci­dent, and holds the read­er, young or old, with en­tranced at­ten­tion. The pe­ri­od is that of King Richard I.

SCOTT, WAL­TER. Ke­nil­worth. Macmil­lan. 1.25

The trag­ic Eliz­abethan sto­ry of Le­ices­ter and Amy Rob­sart. It is not be­yond the com­pre­hen­sion of most young peo­ple of four­teen.

SCOTT, WAL­TER. (p. 230) The Tal­is­man. Macmil­lan. 1.25

The scene of The Tal­is­man is in Pales­tine with Richard Coeur de Li­on and his al­lies of the Third Cru­sade. From the con­test on the desert be­tween the Sara­cen cav­alier and the Knight of the Sleep­ing Leop­ard to the fi­nal Bat­tle of the Stan­dard it is full of in­ter­est. CARNEGIE LI­BRARY OF PITTS­BURGH.

STEVEN­SON, R.L. Kid­napped. Scrib­ner. 1.50

Be­ing Mem­oirs of the Ad­ven­tures of David Bal­four in the Year 1751: How he was Kid­napped and Cast away; his Suf­fer­ings in a Desert Isle; his Jour­ney in the Wild High­lands; his ac­quain­tance with Alan Breck Stew­art and oth­er no­to­ri­ous High­land Ja­co­bites; with all that he Suf­fered at the hands of his Un­cle, Ebenez­er Bal­four of Shaws, false­ly so-​called.--_Ti­tle-​page._

VAILE, C.M. Sue Or­cutt. Wilde. 1.50

In this se­quel to The Or­cutt Girls Sue con­tin­ues her ed­uca­tion, do­ing a lit­tle lit­er­ary work mean­while. In­stead of writ­ing, how­ev­er, as she had planned, her hap­py mar­riage opens the way for home oc­cu­pa­tions. The thread of pleas­ant ro­mance will, of course, add to the book's at­trac­tion for girl read­ers.

WAL­LACE, DIL­LON. Un­ga­va Bob. Rev­ell. 1.50

The thrilling ad­ven­tures of a young trap­per in the Labrador and Un­ga­va re­gions. In­ci­den­tal­ly much in­for­ma­tion is giv­en in an in­ter­est­ing (p. 231) way. Mr. Wal­lace is well qual­ified from per­son­al ex­pe­ri­ence to write of this North­ern coun­try.

WIG­GIN, K.D. (S.). °The Birds' Christ­mas Car­ol. Houghton. .50

It is on­ly par­tial­ly true to call this sto­ry a sad one, for it is filled from cov­er to cov­er with the Christ-​like spir­it of love and help­ful­ness. It tells of lit­tle Car­ol Bird, a pa­tient crip­pled child, who brought sun­shine to all those about her, and who touch­es ev­ery heart. The ac­count of the Christ­mas din­ner which Car­ol her­self gave for the nine lit­tle Rug­gles chil­dren is very amus­ing. Af­ter the hap­py day, while Christ­mas hymns were sound­ing, the dear lit­tle girl slipped away to her “ain coun­tree.”

YONGE, C.M. The Dove in the Ea­gle's Nest. Macmil­lan. 1.25

Life in the rude days of the Em­per­or Max­im­il­ian I, with scenes in burgh and cas­tle. Un­der a wom­an's in­flu­ence, Schloss Adler­stein is changed from a rob­ber stronghold to an abode of peace.

_AU­THOR AND TI­TLE IN­DEX_ (p. 233)

_How in­dex-​learn­ing turns no stu­dent pale, Yet holds the eel of sci­ence by the tail._ POPE.

A B C of Elec­tric­ity, The. Mead­owcroft............................................. 159 Aan­rud. Lis­beth Longfrock........................................ 70 Ab­bott. A Boy on a Farm.......................................... 47 About the Weath­er. Har­ring­ton.............................................. 219 Adams. Harp­er's Elec­tric­ity Book for Boys...................... 216 Harp­er's In­door Book for Boys........................... 198 Adams and Oth­ers. Harp­er's Out­door Book for Boys.......................... 198 Adel­borg. Clean Pe­ter and the Chil­dren of Grub­bylea................ 34 Ad­ven­ture in Thule, An. Black, William. _See_ The Four Mac­Ni­cols. Ad­ven­tures of a Brown­ie, The. Mu­lock................................................... 66 Ad­ven­tures of Odysseus, The. Mar­vin, May­or, and Stawell.............................. 126 Ad­ven­tures of Rey­nard the Fox, The................................. 60 Ad­ven­tures of Tom Sawyer, The. Twain................................................... 196 Ad­ven­tures of Two Dutch Dolls and a Gol­li­wogg, The. Up­ton.................................................... 38 Ad­ven­tures of Ulysses, The. Lamb.................................................... 152 Æneid for Boys and Girls, The. Church.................................................. 125 Æsop. The Fa­bles of Æsop....................................... 61 Age of Fa­ble, The. Bulfinch................................................ 212 Aiken and Bar­bauld. Eyes and No Eyes, and Oth­er Sto­ries...................... 69 Al­addin. Crane.................................................... 42 Al­cott. Lit­tle Men.............................................. 189 Lit­tle Wom­en............................................ 161 Un­der the Lilacs........................................ 109 Alden. The Moral Pi­rates....................................... 133 Aldrich. The Sto­ry of a Bad Boy.................................. 161 Al­ham­bra, The. Irv­ing.................................................. 226 Ali Ba­ba and the Forty Thieves. Crane.................................................... 42 Al­ice in Won­der­land. Car­roll.................................................. 62 Al­ice's Ad­ven­tures in Won­der­land. Car­roll.................................................. 62 Allen, M. (S.) Wood-. _See_ Wood-​Allen. Amer­ican An­imals. Stone, Wit­mer, and Cram................................. 160 Amer­ican Food and Game Fish­es. Jor­dan and Ev­er­mann..................................... 220 Amer­ican In­di­ans. Starr................................................... 181 Amer­ican Po­ems. Scud­der................................................. 215 An­der­sen. Fairy Tales from Hans Chris­tian An­der­sen................. 98 Sto­ries.................................................. 77 An­drews. Each and All............................................. 50 The Sev­en Lit­tle Sis­ters Who Live on the Round Ball That Floats in the Air................................. 41 The Sto­ries Moth­er Na­ture Told Her Chil­dren.............. 56 Ten Boys Who Lived on the Road from Long Ago to Now ..... 74 An­imal Life of Our Sea-​shore, The. Heil­prin................................................ 186 An­imals at the Fair, The. Blais­dell................................................ 54 An­imals of the Past. Lu­cas, F.A.............................................. 221 Anne's Ter­ri­ble Good Na­ture, and Oth­er Sto­ries for Chil­dren. Lu­cas, E.V.............................................. 136 An­oth­er Book of Vers­es for Chil­dren. Lu­cas, E.V............................................... 85 Ara­bel­la and Aram­inta Sto­ries, The. Smith, Gertrude.......................................... 31 Arkan­saw Bear, The. Paine.................................................... 83 Arnold. Sto­ries of An­cient Peo­ples.............................. 142 As­björnsen. Fairy Tales from the Far North........................... 77 As­tron­omy for Ev­ery­body. New­comb................................................. 222 Au­to­bi­og­ra­phy. Franklin................................................ 202 Ayr­ton. Child-​Life in Japan...................................... 76 Aztec Trea­sure House, The. Jan­vi­er................................................. 165

Ba­by Bunting. Calde­cott. _See_ his Hey Did­dle Did­dle. Ba­by's Opera, The. Crane.................................................... 26 Ba­by's Own Al­pha­bet, The. Crane.................................................... 28 Bai­ley. Hand­book of Birds of the West­ern Unit­ed States.......... 217 Bak­er. The Boy's Book of In­ven­tions............................ 156 Boy's Sec­ond Book of In­ven­tions......................... 185 Bald­win. The Sto­ry of Roland..................................... 124 The Sto­ry of Siegfried.................................. 124 A Sto­ry of the Gold­en Age................................ 99 Ball. Star­land................................................ 129 Bam­ford. Up and Down the Brooks.................................. 157 Ban­ner­man. The Sto­ry of Lit­tle Black Sam­bo.......................... 23 Bar­bauld. _See_ Aiken and Bar­bauld. Bar­bour. For the Hon­or of the School............................. 189 Four in Camp............................................ 190 Bar­ing-​Gould and Gilman. The Sto­ry of Ger­many.................................... 200 Barnes. The Hero of Erie........................................ 142 Bay­lor. Juan and Juani­ta........................................ 109 Beale. Sto­ries from the Old Tes­ta­ment for Chil­dren.............. 55 Beau­ti­ful Joe. Saun­ders................................................. 88 Beau­ty and the Beast. Crane.................................................... 43 Bee Peo­ple, The. Mor­ley................................................... 87 Bel­ger. _See_ Bay­lor. Ben Comee. Cana­van................................................. 162 Ben­nett. Mas­ter Sky­lark.......................................... 162 Ben­ton. A Lit­tle Cook-​Book for a Lit­tle Girl..................... 92 Sat­ur­day Morn­ings........................................ 92 Bet­ty Le­ices­ter. Jew­ett, S.O............................................. 136 Bible for Young Peo­ple, The........................................ 47 Bim­bi. Oui­da.................................................... 91 Bi­ograph­ical Sto­ries. Hawthorne. _See_ his Grand­fa­ther's Chair. Bird Book, The. Eck­storm................................................ 158 Bird-​Life. Chap­man, F.M............................................ 157 Bird Neigh­bors. Blan­chan................................................ 130 Birds' Christ­mas Car­ol, The. Wig­gin.................................................. 231 Birds That Hunt and are Hunt­ed. Blan­chan................................................ 185 Black, Alexan­der. Pho­tog­ra­phy In­doors and Out............................. 199 Black Beau­ty. Sewell................................................... 88 Black, William. The Four Mac­Ni­cols, and An Ad­ven­ture in Thule........... 133 Blais­dell. The An­imals at the Fair.................................. 54 Blan­chan. Bird Neigh­bors.......................................... 130 Birds That Hunt and are Hunt­ed.......................... 185 Na­ture's Gar­den......................................... 130 Blind Broth­er, The. Greene.................................................. 194 Blue Fairy Book, The. Lang, An­drew............................................. 65 Blue Po­et­ry Book, The. Lang, An­drew............................................ 182 Bolton. Fa­mous Amer­ican Au­thors................................. 200 Lives of Girls Who Be­came Fa­mous........................ 172 Bond. The Sci­en­tif­ic Amer­ican Boy............................. 141 Book of Cheer­ful Cats and Oth­er An­imat­ed An­imals, A. Fran­cis.................................................. 28 Book of Fa­mous Verse, A. Rep­pli­er................................................ 183 Book of Leg­ends, The. Scud­der.................................................. 53 Book of Na­ture Myths, The. Hol­brook................................................. 51 Book of Nurs­ery Rhymes, A. Welsh.................................................... 30 Book of Saints and Friend­ly Beasts, The. Brown.................................................... 61 Book of the Ocean, The. In­ger­soll............................................... 159 Book of Vers­es for Chil­dren, A. Lu­cas, E.V............................................... 67 Boots and Sad­dles. Custer.................................................. 143 Boston Town. Scud­der................................................. 145 Boutet de Mon­vel. Joan of Arc.............................................. 59 Boy Crafts­man, The. Hall..................................................... 93 Boy Em­igrants, The. Brooks, Noah............................................ 162 Boy Life of Napoleon, The. Foa..................................................... 144 Boy on a Farm, A. Ab­bott................................................... 47 Boye­sen. The Mod­ern Vikings...................................... 109 Boys' and Girls' Plutarch, The. White, J.S.............................................. 176 Boy's Book of Ex­plo­rations, The. Jenks, Tu­dor............................................ 179 Boy's Book of In­ven­tions, The. Bak­er................................................... 156 Boy's Frois­sart, The. Lanier.................................................. 174 Boys' Life of Abra­ham Lin­coln, The. Nico­lay................................................. 204 Boys of Oth­er Coun­tries. Tay­lor, Ba­yard........................................... 98 Boys of '76, The. Cof­fin.................................................. 117 Boy's Per­cy, The. Lanier.................................................. 182 Boy's Sec­ond Book of In­ven­tions. Bak­er................................................... 185 Brace­bridge Hall. Irv­ing.................................................. 227 Brassey. A Voy­age in the Sun­beam................................. 209 Brooke. The Gold­en Goose Book.................................... 33 Brooks, E.S. The Cen­tu­ry Book for Young Amer­icans.................... 114 The Cen­tu­ry Book of Fa­mous Amer­icans.................... 115 The True Sto­ry of Ben­jamin Franklin..................... 115 The True Sto­ry of Christo­pher Colum­bus................... 93 The True Sto­ry of George Wash­ing­ton...................... 94 The True Sto­ry of Lafayette............................. 116 Brooks, Noah. The Boy Em­igrants....................................... 162 The Sto­ry of Mar­co Po­lo................................. 148 Brown. The Book of Saints and Friend­ly Beasts................... 61 In the Days of Gi­ants.................................... 61 Browne. Granny's Won­der­ful Chair and Its Tales of Fairy Times.... 51 Brown­ies: Their Book, The. Cox...................................................... 45 Buc­ca­neers and Pi­rates of Our Coasts. Stock­ton................................................ 147 Build­ing the Na­tion. Cof­fin.................................................. 143 Bulfinch. The Age of Fa­ble........................................ 212 Bull. Fridtjof Nansen......................................... 149 Bullen. The Cruise of the Cachalot.............................. 224 Bun­yan. The Pil­grim's Progress................................... 68 Burgess. Goops and How To Be Them................................. 35 More Goops and How Not To Be Them........................ 35 Bur­nett. Lit­tle Lord Fauntleroy................................... 89 Bur­roughs. Squir­rels and Oth­er Fur-​Bear­ers......................... 131 Wake-​Robin.............................................. 217 But­ter­fly Book, The. Hol­land................................................. 158

Cadet Days. King, Charles........................................... 228 Calde­cott. The Farmer's Boy......................................... 23 A Frog He Would a-​Woo­ing Go.............................. 24 Hey Did­dle Did­dle, and Ba­by Bunting...................... 25 The House that Jack Built................................ 25 The Milk­maid............................................. 25 The Queen of Hearts...................................... 25 Ride a-​Cock Horse to Ban­bury Cross, and A Farmer Went Trot­ting up­on His Grey Mare.............. 26 Sing a Song for Six­pence................................. 26 Camps and Fire­sides of the Rev­olu­tion. Hart and Hill, Ma­bel.................................... 145 Cana­van. Ben Comee............................................... 162 Can­field, and Oth­ers. What Shall We Do Now?.................................... 73 Cap­tains Coura­geous. Kipling................................................. 166 Cap­tains of In­dus­try. Par­ton.................................................. 174 Ca­reers of Dan­ger and Dar­ing. Mof­fett................................................. 187 Carové. The Sto­ry with­out an End................................. 71 Car­pen­ter. South Amer­ica........................................... 149 Car­roll. Al­ice in Won­der­land...................................... 62 Al­ice's Ad­ven­tures in Won­der­land......................... 62 Through the Look­ing-​Glass................................ 63 Car­ruth. Let­ters to Amer­ican Boys................................ 184 Cas­tle Blair. Shaw.................................................... 168 Cather­wood. The Heroes of the Mid­dle West............................ 94 Cave Boy of the Age of Stone, The. McIn­tyre................................................. 90 Celtic Fairy Tales. Ja­cobs................................................... 80 Cen­tu­ry Book for Young Amer­icans, The. Brooks, E.S............................................. 114 Cen­tu­ry Book of Fa­mous Amer­icans, The. Brooks, E.S............................................. 115 Cer­vantes. Don Quixote of the Man­cha............................... 127 Cham­plin. The Young Folks' Cy­clopæ­dia of Com­mon Things............. 87 The Young Folks' Cy­clopæ­dia of Lit­er­ature and Art....... 177 The Young Folks' Cy­clopæ­dia of Per­sons and Places........ 94 Young Folks' His­to­ry of the War for the Union........... 201 Chapin. Mas­ters of Mu­sic; Their Lives and Works................. 201 The Sto­ry of the Rhine­gold............................... 99 Won­der Tales from Wag­ner................................ 100 Chap­man, A.B. _See_ Hart and Chap­man. Chap­man, F.M. Bird-​Life............................................... 157 Hand­book of Birds of East­ern North Amer­ica.............. 218 Charles. Chron­icles of the Schön­berg-​Cot­ta Fam­ily................ 225 Chaucer for Chil­dren. Haweis.................................................. 105 Chenoweth. Sto­ries of the Saints................................... 116 Child-​Life. Whit­ti­er................................................. 54 Child-​Life in Japan. Ayr­ton................................................... 76 Child­hood of Ji-​shib, the Ojib­wa, The. Jenks, A.E.............................................. 111 Child­hood of the World, The. Clodd................................................... 157 Chil­dren of the Cold, The. Schwat­ka................................................. 97 Chil­dren's Book, The. Scud­der.................................................. 48 Chil­dren's Farm, The............................................... 21 Chil­dren's Se­ries of the Mod­ern Read­er's Bible. Moul­ton. Bible Sto­ries. New Tes­ta­ment............................. 55 Bible Sto­ries. Old Tes­ta­ment............................. 55 Chil­dren's Sto­ries in Amer­ican His­to­ry. Wright, H.C.............................................. 76 Chil­dren's Sto­ries of the Great Sci­en­tists. Wright, H.C............................................. 176 Child's Gar­den of Vers­es, A. Steven­son. Il­lus­trat­ed by Charles Robin­son............... 30 Child's Gar­den of Vers­es, A. Steven­son. Il­lus­trat­ed by J.W. Smith..................... 29 Child's His­to­ry of Eng­land, A. Dick­ens................................................. 143 Child's Rainy Day Book, The. White, Mary.............................................. 50 Chil­howee Boys. Mor­ri­son................................................ 137 Chi­nese Moth­er Goose Rhymes. Head­land................................................. 36 Chron­icles of the Schön­berg-​Cot­ta Fam­ily. Charles................................................. 225 Church. The Æneid for Boys and Girls............................ 125 The Il­iad for Boys and Girls............................ 125 Sto­ries of the East from Herodotus...................... 172 Three Greek Chil­dren.................................... 134 A Young Mace­do­nian in the Army of Alexan­der the Great... 190 Cin­derel­la. Crane.................................................... 43 Clean Pe­ter and the Chil­dren of Grub­bylea. Adel­borg................................................. 34 Clemens. _See_ Twain. Clement. Sto­ries of Art and Artists.............................. 143 Clodd. The Child­hood of the World.............................. 157 Coal and the Coal Mines. Greene.................................................. 219 Cof­fin. The Boys of '76......................................... 117 Build­ing the Na­tion..................................... 143 Old Times in the Colonies............................... 117 Col­lo­di. Pinoc­chio, The Ad­ven­tures of a Mar­ionette................ 63 Colo­nial Chil­dren. Hart and Haz­ard, B.E.................................... 118 Col­oniza­tion of Amer­ica, The. Gilman................................................... 95 Coolidge. What Katy Did........................................... 134 What Katy Did at School................................. 163 Coop­er. The Deer­slay­er.......................................... 163 The Last of the Mo­hi­cans................................ 163 The Pi­lot............................................... 190 The Spy................................................. 191 Cotes. The Sto­ry of Son­ny Sahib................................ 191 Coun­try of the Dwarfs, The. Du Chail­lu............................................... 96 Cow­per. The Di­vert­ing His­to­ry of John Gilpin..................... 44 Cox. The Brown­ies: Their Book................................. 45 Cra­gin. Our In­sect Friends and Foes............................. 131 Craik, Mrs. D.M. (M.) _See_ Mu­lock. Craik, G.M. So-​Fat and Mew-​Mew....................................... 38 Cram. _See_ Stone, Wit­mer, and Cram. Crane. Al­addin.................................................. 42 Ali Ba­ba and the Forty Thieves........................... 42 The Ba­by's Opera......................................... 26 The Ba­by's Own Al­pha­bet.................................. 28 Beau­ty and the Beast..................................... 43 Cin­derel­la............................................... 43 The Fairy Ship........................................... 27 The Frog Prince.......................................... 43 Goody Two Shoes.......................................... 48 Jack and the Bean-​Stalk.................................. 43 Moth­er Hub­bard........................................... 21 The Sleep­ing Beau­ty...................................... 44 This Lit­tle Pig.......................................... 22 Cran­ford. Gaskell................................................. 225 Creighton. A First His­to­ry of France............................... 117 Crich­ton. Peep-​in-​the-​World....................................... 110 Cruik­shank. The Cruik­shank Fairy Book................................ 64 Cruik­shank Fairy Book, The. Cruik­shank............................................... 64 Cruise of the Cachalot, The. Bullen.................................................. 224 Custer. Boots and Sad­dles....................................... 143

Dad­dy Dar­win's Dove­cot. Ew­ing. _See_ her Jack­anapes. Dale and Fras­er, Sheep­men. Hamp. Dana, R.H. Two Years Be­fore the Mast............................... 178 Dana, Mrs. W.S. _See_ Par­sons. Dar­ton. Tales of the Can­ter­bury Pil­grims........................ 153 Deer­slay­er, The. Coop­er.................................................. 163 De­foe. Robin­son Cru­soe......................................... 135 Dem­ing. In­di­an Child-​Life........................................ 32 Di­az. The William Hen­ry Let­ters............................... 110 Dick­ens. A Child's His­to­ry of Eng­land............................ 143 Dick­er­son. The Frog Book........................................... 185 Dis­cov­ery and Ex­plo­ration of Amer­ica, The. Gilman................................................... 74 Dit­mars. The Rep­tile Book........................................ 218 Di­vert­ing His­to­ry of John Gilpin, The. Cow­per................................................... 44 Dix. Mer­rylips............................................... 191 Sol­dier Rig­dale......................................... 192 Dixon. Fairy Tales from the Ara­bi­an Nights..................... 100 Do­cas, the In­di­an Boy of San­ta Clara. Sned­den.................................................. 71 Dodge. Hans Brinker............................................ 135 Dodg­son. _See_ Car­roll. Dole. The Young Cit­izen....................................... 144 Don Quixote of the Man­cha. Cer­vantes............................................... 127 Dou­ble­day. _See_ Blan­chan. Dove in the Ea­gle's Nest, The. Yonge................................................... 231 Drake. In­di­an His­to­ry for Young Folks.......................... 172 On Ply­mouth Rock......................................... 74 Drum­mond. The Mon­key That Would Not Kill........................... 89 Du Chail­lu. The Coun­try of the Dwarfs................................ 96 The Land of the Long Night.............................. 149 Wild Life Un­der the Equa­tor.............................. 97 Dun­can. Mary's Gar­den and How It Grew........................... 106

Each and All. An­drews.................................................. 50 Ear­ly Sto­ry of Is­rael, The. Thomas.................................................. 129 Earth in Past Ages, The. Her­rick................................................. 107 East­man. In­di­an Boy­hood.......................................... 178 Eck­storm. The Bird Book........................................... 158 Eck­storm. The Wood­peck­ers......................................... 132 Edge­worth. Tales from Maria Edge­worth.............................. 110 Eggle­ston, Ed­ward. The Hoosier School-​Boy.................................. 135 Sto­ries of Great Amer­icans for Lit­tle Amer­icans.......... 60 Eggle­ston, G.C. The Last of the Flat­boats............................... 164 Egypt. Kel­ly................................................... 150 Eliz­abeth's Charm-​String. Forbes.................................................. 164 Eng­land. Finnemore............................................... 121 Ev­er­mann. _See_ Jor­dan and Ev­er­mann. Ev­ery-​Day Life in the Colonies. Stone, G.L., and Pick­ett................................. 76 Ew­ing. Jack­anapes. Dad­dy Dar­win's Dove­cot. The Sto­ry of a Short Life............................. 192 Eyes and No Eyes, and Oth­er Sto­ries. Aiken and Bar­bauld....................................... 69

Fa­bles of Æsop, The. Æsop..................................................... 61 Fairy Ship, The. Crane.................................................... 27 Fairy Tales from Hans Chris­tian An­der­sen. An­der­sen................................................. 98 Fairy Tales from the Ara­bi­an Nights. Dixon................................................... 100 Fairy Tales from the Far North. As­björnsen............................................... 77 Fairy Tales of the Broth­ers Grimm. Grimm.................................................... 78 Fa­mous Ad­ven­tures and Prison Es­capes of the Civ­il War............. 201 Fa­mous Amer­ican Au­thors. Bolton.................................................. 200 Fan­ci­ful Tales. Stock­ton................................................ 103 Farmer Went Trot­ting up­on His Grey Mare, A. Calde­cott. _See_ his Ride a-​Cock Horse to Ban­bury Cross. Farmer's Boy, The. Calde­cott................................................ 23 Feats on the Fiord. Mar­tineau............................................... 166 Fick­ett. _See_ Stone, G.L., and Fick­ett. Fight­ing a Fire. Hill, C.T............................................... 119 Finnemore. Eng­land................................................. 121 France.................................................. 149 The Holy Land........................................... 121 In­dia................................................... 178 Italy................................................... 210 Japan................................................... 179 Switzer­land.............................................. 97 First Book in Ge­ol­ogy, A. Shaler.................................................. 189 First Book of Birds, The. Miller................................................... 87 First His­to­ry of France, A. Creighton............................................... 117 Fla­her­ty. _See_ Gay­ley and Fla­her­ty. Flamin­go Feath­er, The. Munroe.................................................. 167 Flow­er Leg­ends for Chil­dren. Mur­ray................................................... 52 Foa. The Boy Life of Napoleon................................ 144 For the Hon­or of the School. Bar­bour................................................. 189 Forbes. Eliz­abeth's Charm-​String................................ 164 Four in Camp. Bar­bour................................................. 190 Four Mac­Ni­cols, The, and An Ad­ven­ture in Thule. Black, William.......................................... 133 France. Finnemore............................................... 149 Fran­cil­lon. Gods and Heroes.......................................... 78 Fran­cis. A Book of Cheer­ful Cats and Oth­er An­imat­ed An­imals....... 28 Franklin. Au­to­bi­og­ra­phy........................................... 202 Free­man. _See_ Wilkins. French, Al­ice. _See_ Thanet. French, Allen. Heroes of Ice­land....................................... 193 Pel­ham and His Friend Tim............................... 193 French, H.W. The Lance of Kanana..................................... 164 Frere. Old Dec­can Days.......................................... 78 Fridtjof Nansen. Bull.................................................... 149 Frog Book, The. Dick­er­son............................................... 185 Frog He Would a-​Woo­ing Go, A. Calde­cott................................................ 24 Frog Prince, The. Crane.................................................... 43 Frozen North, The. Hor­ton.................................................. 150

Gabriel and the Hour Book. Stein. 168 Games Book for Boys and Girls, The................................. 59 Gar­land. The Long Trail.......................................... 225 Gaskell. Cran­ford................................................ 225 Gay­ley and Fla­her­ty. Po­et­ry of the Peo­ple.................................... 104 Geikie. Phys­ical Ge­og­ra­phy...................................... 158 Gen­er­al His­to­ry. My­ers................................................... 203 George Wash­ing­ton. Scud­der................................................. 175 Ger­man House­hold Tales. Grimm.................................................... 79 Gib­son. Sharp Eyes.............................................. 219 Gillie. The Kins­folk and Friends of Je­sus....................... 184 The Sto­ry of Sto­ries.................................... 156 Gilman. The Col­oniza­tion of Amer­ica.............................. 95 The Dis­cov­ery and Ex­plo­ration of Amer­ica................. 74 The Mak­ing of the Amer­ican Na­tion....................... 117 Gilman. _See al­so_ Bar­ing-​Gould and Gilman. Glad­win. _See_ Zollinger. Gods and Heroes. Fran­cil­lon............................................... 78 Gold-​seek­ing on the Dal­ton Trail. Thomp­son................................................ 169 Gold­en Goose Book, The. Brooke................................................... 33 Gold­en Num­bers. Wig­gin and Smith........................................ 155 Gold­en Porch, The. Hutchin­son.............................................. 125 Good. Mag­ical Ex­per­iments..................................... 186 Good Health. Jew­ett, F.G............................................. 123 Good­win. _See_ Sage. Goody Two Shoes. Crane.................................................... 48 Goops and How To Be Them. Burgess.................................................. 35 Goss. Jed..................................................... 193 Gould, S. Bar­ing-. _See_ Bar­ing-​Gould. Grand­fa­ther's Chair, and Bi­ograph­ical Sto­ries. Hawthorne............................................... 118 Granny's Won­der­ful Chair and Its Tales of Fairy Times. Browne................................................... 51 Grasshop­per Land. Mor­ley.................................................. 187 Gray La­dy and the Birds. Wright, M.O............................................. 108 Greek His­to­ry for Young Read­ers. Zim­mern................................................. 176 Greek Sculp­ture. Hurll................................................... 207 Green Fairy Book, The. Lang, An­drew............................................ 102 Greene. The Blind Broth­er....................................... 194 Coal and the Coal Mines................................. 219 Griff­is. Young Peo­ple's His­to­ry of Hol­land....................... 173 Grimm. Fairy Tales of the Broth­ers Grimm........................ 78 Ger­man House­hold Tales................................... 79 Guer­ber. The Sto­ry of the Greeks.................................. 74 The Sto­ry of the Ro­mans.................................. 75 Gul­liv­er's Trav­els. Swift................................................... 106 Gyp­sy Breyn­ton. Phelps.................................................. 137 Gyp­sy's Cousin Joy. Phelps.................................................. 138

Hale, E.E. How To Do It............................................ 215 The Man With­out a Coun­try............................... 194 Hale, L.P. The Pe­terkin Pa­pers..................................... 111 Half-​Hours with the Stars. Proc­tor................................................. 133 Hall. The Boy Crafts­man........................................ 93 Hamp. Dale and Fras­er, Sheep­men............................... 194 Hand­book of Birds of East­ern North Amer­ica. Chap­man, F.M............................................ 218 Hand­book of Birds of the West­ern Unit­ed States. Bai­ley.................................................. 217 Hans Brinker. Dodge................................................... 135 Harp­er's Elec­tric­ity Book for Boys. Adams................................................... 216 Harp­er's In­door Book for Boys. Adams................................................... 198 Harp­er's Out­door Book for Boys. Adams, and Oth­ers....................................... 198 Har­ring­ton. About the Weath­er....................................... 219 Har­ris. Nights with Un­cle Re­mus................................. 125 On the Plan­ta­tion....................................... 194 Un­cle Re­mus; His Songs and His Say­ings.................. 101 Hart and Chap­man, A.B. How Our Grand­fa­thers Lived.............................. 173 Hart and Haz­ard, B.E. Colo­nial Chil­dren....................................... 118 Hart and Hill, Ma­bel. Camps and Fire­sides of the Rev­olu­tion................... 145 Hart and Stevens. The Ro­mance of the Civ­il War............................ 202 Hasluck. Knot­ting and Splic­ing Ropes and Cordage................. 171 Haweis. Chaucer for Chil­dren.................................... 105 Hawthorne. Grand­fa­ther's Chair and Bi­ograph­ical Sto­ries............ 118 Tan­gle­wood Tales........................................ 101 A Won­der Book............................................ 79 Haz­ard, B.E. _See_ Hart and Haz­ard. Haz­ard, Bertha. Three Years with the Po­ets............................... 45 Head­land. Chi­nese Moth­er Goose Rhymes.............................. 36 Heart of Oak Books. Vol­umes I-​VII. Nor­ton. Vol­ume I. Rhymes, Jin­gles, and Fa­bles.................... 37 Vol­ume II. Fa­bles and Nurs­ery Tales...................... 53 Vol­ume III. Fairy Tales, Bal­lads, and Po­ems.............. 83 Vol­ume IV. Fairy Sto­ries and Clas­sic Tales.............. 128 Vol­ume V. Mas­ter­pieces of Lit­er­ature.................... 155 Vol­ume VI. Mas­ter­pieces of Lit­er­ature................... 183 Vol­ume VII. Mas­ter­pieces of Lit­er­ature.................. 213 Hei­di. Spyri................................................... 113 Heil­prin. The An­imal Life of Our Sea-​shore........................ 186 Hem­street. The Sto­ry of Man­hat­tan.................................. 119 Hero of Erie, The. Barnes.................................................. 142 Heroes. The. Kings­ley................................................. 81 Heroes of As­gard, The. Keary.................................................... 81 Heroes of Ice­land. French, Allen........................................... 193 Heroes of the Mid­dle West, The. Cather­wood............................................... 94 Her­rick. The Earth in Past Ages.................................. 107 Hey Did­dle Did­dle, and Ba­by Bunting. Calde­cott................................................ 25 Hig­gin­son. Tales of the En­chant­ed Is­lands of the At­lantic.......... 151 Young Folks' Book of Amer­ican Ex­plor­ers................. 210 Young Folks' His­to­ry of the Unit­ed States............... 174 Hill, C.T. Fight­ing a Fire......................................... 119 Hill, Ma­bel. Lessons for Ju­nior Cit­izens.............................. 95 _See al­so_ Hart and Hill. His­to­ry of the Robins, The. Trim­mer.................................................. 49 Hodges. When the King Came....................................... 86 Hodg­son. Ra­ma and the Mon­keys.................................... 101 Hol­brook. The Book of Na­ture Myths................................. 51 North­land Heroes......................................... 79 Hol­land. The But­ter­fly Book...................................... 158 The Moth Book........................................... 220 Hol­land. Jung­man................................................. 122 Hol­low Tree and Deep Woods Book, The. Paine.................................................... 66 Holmes. The One Hoss Shay, and Com­pan­ion Po­ems.................. 128 Holy Land, The. Finnemore............................................... 121 Hoosier School-​Boy, The. Eggle­ston, Ed­ward....................................... 135 Hope. The World............................................... 122 Hop­kins. The Sand­man: His Farm Sto­ries............................ 38 The Sand­man: His Ship Sto­ries............................ 57 Horne and Scobey. Sto­ries of Great Artists................................. 75 Sto­ries of Great Mu­si­cians............................... 75 Hor­ton. The Frozen North........................................ 150 Houghton. The Rus­sian Grand­moth­er's Won­der Tales................... 80 House that Jack Built, The. Calde­cott................................................ 25 How Our Grand­fa­thers Lived. Hart and Chap­man, A.B................................... 173 How To Do It. Hale, E.E............................................... 215 How to Know the Ferns. Par­sons................................................. 222 How to Know the Wild Flow­ers. Par­sons................................................. 188 How to Make Bas­kets. White, Mary............................................. 142 How Two Boys Made Their Own Elec­tri­cal Ap­pa­ra­tus. St. John................................................ 160 Howard. The In­sect Book......................................... 186 Hugh­es. Tom Brown's School Days at Rug­by........................ 165 Hurll. Greek Sculp­ture......................................... 207 Michelan­ge­lo............................................ 207 Raphael................................................. 208 Tus­can Sculp­ture........................................ 209 Hutchin­son. The Gold­en Porch........................................ 125 Il­iad for Boys and Girls, The. Church.................................................. 125 In Colo­nial Times. Wilkins................................................. 197 In the Days of Al­fred the Great. Tap­pan.................................................. 120 In the Days of Gi­ants. Brown.................................................... 61 In the Days of Queen Eliz­abeth. Tap­pan.................................................. 120 In the Days of Queen Vic­to­ria. Tap­pan.................................................. 176 In the Days of William the Con­queror. Tap­pan.................................................. 121 In­dia. Finnemore............................................... 178 In­di­an Boy­hood. East­man................................................. 178 In­di­an Child-​Life. Dem­ing................................................... 32 In­di­an Fairy Tales. Ja­cobs................................................... 81 In­di­an His­to­ry for Young Folks. Drake................................................... 172 In­ger­soll. The Book of the Ocean................................... 159 In­man. The Ranche on the Ox­hide................................ 165 In­sect Book, The. Howard.................................................. 186 Iron Star, The. True.................................................... 169 Irv­ing. The Al­ham­bra............................................ 226 Brace­bridge Hall........................................ 227 Old Christ­mas........................................... 227 Rip Van Win­kle.......................................... 228 Rip Van Win­kle, and The Leg­end of Sleepy Hol­low......... 228 Is­land Sto­ry, An. Mar­shall................................................. 95 Italy. Finnemore............................................... 210 Ivan­hoe. Scott................................................... 229

Jack and the Bean-​Stalk. Crane.................................................... 43 Jack­anapes. Dad­dy Dar­win's Dove­cot. The Sto­ry of a Short Life. Ew­ing................................................... 192 Jack­son. Nel­ly's Sil­ver Mine..................................... 135 Ja­cobs. Celtic Fairy Tales....................................... 80 In­di­an Fairy Tales....................................... 81 Jan­vi­er. The Aztec Trea­sure House................................ 165 Japan. Finnemore............................................... 179 Japanese Fairy Tales. Willis­ton................................................ 66 Japanese Gar­land, A. Pelti­er................................................. 122 Jed. Goss.................................................... 193 Jenks, A.E. The Child­hood of Ji-​shib', the Ojib­wa................... 111 Jenks, Tu­dor. The Boy's Book of Ex­plo­rations.......................... 179 Jew­ett, P.G. Good Health............................................. 123 Jew­ett, S.O. Bet­ty Le­ices­ter......................................... 136 Play Days................................................ 89 Joan of Arc. Boutet de Mon­vel......................................... 59 John­son. Phaeton Rogers.......................................... 136 Jol­ly Good Times. Smith, M.P. (W.)........................................ 112 Jol­ly Good Times at Hack­mat­ack. Smith, M.P. (W.)........................................ 138 Jol­ly Good Times at School. Smith, M.P. (W.)........................................ 112 Jor­dan and Ev­er­mann. Amer­ican Food and Game Fish­es........................... 220 Juan and Juani­ta. Bay­lor.................................................. 109 Judd. Wig­wam Sto­ries........................................... 64 Julius Cæsar. Shake­speare............................................. 204 Jun­gle Book, The. Kipling................................................. 102 Jung­man. Hol­land................................................. 122 Just So Sto­ries. Kipling.................................................. 52

Kaler. _See_ Otis. Keary. The Heroes of As­gard..................................... 81 Keel­er. Our Na­tive Trees, and How to Iden­ti­fy Them.............. 221 Kel­ly. Egypt................................................... 150 Ke­nil­worth. Scott................................................... 229 Kid­napped. Steven­son............................................... 230 Ki­ef­fer. The Rec­ol­lec­tions of a Drum­mer-​Boy...................... 174 King, C.F. Round­about Ram­bles in North­ern Eu­rope................... 210 King, Charles. Cadet Days.............................................. 228 King of the Gold­en Riv­er, The. Ruskin.................................................. 103 Kings­ley. The Heroes............................................... 81 The Wa­ter-​Ba­bies......................................... 82 West­ward Ho!............................................ 229 Kins­folk and Friends of Je­sus, The. Gillie.................................................. 184 Kipling. Cap­tains Coura­geous..................................... 166 The Jun­gle Book......................................... 102 Just So Sto­ries.......................................... 52 Puck of Pook's Hill..................................... 181 The Sec­ond Jun­gle Book.................................. 126 Knight­ly Leg­ends of Wales, or The Boy's Mabino­gion. Lanier.................................................. 152 Knights of Art. Steed­man................................................ 147 Knot­ting and Splic­ing Ropes and Cordage. Hasluck................................................. 171

La­dy Hol­ly­hock and Her Friends. Walk­er................................................... 40 La­dy of the Lake, The. Scott................................................... 213 La Fontaine. La Fontaine's Fa­bles..................................... 64 Se­lect Fa­bles from La Fontaine........................... 33 La Fontaine's Fa­bles. La Fontaine.............................................. 64 Lager­löf. The Won­der­ful Ad­ven­tures of Nils......................... 82 Lamb. The Ad­ven­tures of Ulysses............................... 152 Mrs. Le­ices­ter's School................................. 112 Tales from Shake­speare.................................. 154 Lance of Kanana, The. French, H.W............................................. 164 Land of the Long Night, The. Du Chail­lu.............................................. 149 Lang, An­drew. The Blue Fairy Book...................................... 65 The Blue Po­et­ry Book.................................... 182 The Green Fairy Book.................................... 102 The Nurs­ery Rhyme Book................................... 29 The Red Book of An­imal Sto­ries.......................... 132 The Red Fairy Book....................................... 82 Lang, Jeanie. The Sto­ry of Gen­er­al Gor­don............................. 145 Lang, John. The Sto­ry of Cap­tain Cook............................... 179 Lanier. The Boy's Frois­sart..................................... 174 The Boy's Per­cy......................................... 182 Knight­ly Leg­ends of Wales, or The Boy's Mabino­gion...... 152 Lar­com. A New Eng­land Girl­hood.................................. 202 Last of the Flat­boats, The. Eggle­ston, G.C.......................................... 164 Last of the Mo­hi­cans, The. Coop­er.................................................. 163 Lay of the Last Min­strel, The. Scott................................................... 214 Lays of An­cient Rome. Macaulay................................................ 154 Lear. Non­sense Books........................................... 37 Lee. When I was a Boy in Chi­na............................... 180 Leg­end of Sleepy Hol­low, The. Irv­ing. _See_ his Rip Van Win­kle. Lessons for Ju­nior Cit­izens. Hill, Ma­bel.............................................. 95 Let­ters to Amer­ican Boys. Car­ruth................................................. 184 Lis­beth Longfrock. Aan­rud................................................... 70 Lit­tle Ann, and Oth­er Po­ems. Tay­lor, Jane and Ann..................................... 46 Lit­tle Cook-​Book for a Lit­tle Girl, A. Ben­ton................................................... 92 Lit­tle Duke, The. Yonge................................................... 113 Lit­tle Girl of Long Ago, A. White, E.O............................................... 58 Lit­tle Jarvis. Sea­well................................................. 138 Lit­tle Lame Prince, The. Mu­lock................................................... 83 Lit­tle Lord Fauntleroy. Bur­nett.................................................. 89 Lit­tle Men. Al­cott.................................................. 189 Lit­tle Pussy Wil­low. Stowe................................................... 139 Lit­tle Wom­en. Al­cott.................................................. 161 Lives of Girls Who Be­came Fa­mous. Bolton.................................................. 172 Long Trail, The. Gar­land................................................. 225 Longfel­low. The Song of Hi­awatha..................................... 85 Loren­zi­ni. _See_ Col­lo­di. Loss­ing. The Sto­ry of the Unit­ed States Navy, for Boys........... 203 Lu­cas, E.V. A Book of Vers­es for Chil­dren............................ 67 Anne's Ter­ri­ble Good Na­ture, and Oth­er Sto­ries for Chil­dren.............................................. 136 An­oth­er Book of Vers­es for Chil­dren...................... 85 Old-​Fash­ioned Tales...................................... 90 Lu­cas, F.A. An­imals of the Past..................................... 221 Lum­mis. Some Strange Cor­ners of Our Coun­try..................... 211 Macaulay. Lays of An­cient Rome.................................... 154 Mac­beth. Shake­speare............................................. 205 McIn­tyre. The Cave Boy of the Age of Stone......................... 90 MacLeod. Sto­ries from the Faerie Queene.......................... 128 Mc­Mas­ter. A Pri­ma­ry His­to­ry of the Unit­ed States.................. 119 Mc­Mur­ry. Pi­oneers of the Rocky Moun­tains and the West............. 95 Mag­ical Ex­per­iments. Good.................................................... 186 Mak­ing of the Amer­ican Na­tion, The. Gilman.................................................. 117 Man With­out a Coun­try, The. Hale, E.E............................................... 194 Man Won­der­ful, or the Mar­vels of Our Bod­ily Dwelling, The. Wood-​Allen.............................................. 211 Marmion. Scott................................................... 214 Mar­ry­at. Mas­ter­man Ready......................................... 136 Mar­shall. An Is­land Sto­ry.......................................... 95 Sto­ries of William Tell and His Friends.................. 96 Mar­tineau. Feats on the Fiord...................................... 166 The Peas­ant and the Prince.............................. 166 Mar­vin, May­or, and Stawell. The Ad­ven­tures of Odysseus.............................. 126 Mary's Gar­den and How It Grew. Dun­can.................................................. 106 Mas­ter Sky­lark. Ben­nett................................................. 162 Mas­ter­man Ready. Mar­ry­at................................................. 136 Mas­ters of Mu­sic; Their Lives and Works. Chapin.................................................. 201 Matthews. Tom Pauld­ing............................................ 167 May. _See_ Craik, G.M. May­or. _See_ Mar­vin, May­or, and Stawell. Mead­owcroft. The A B C of Elec­tric­ity................................ 159 Men of Iron. Pyle.................................................... 167 Mer­chant of Venice, The. Shake­speare............................................. 206 Mer­ry Ad­ven­tures of Robin Hood, The. Pyle.................................................... 126 Mer­rylips. Dix..................................................... 191 Michelan­ge­lo. Hurll................................................... 207 Mid­sum­mer-​Night's Dream, A. Shake­speare............................................. 206 Milk­maid, The. Calde­cott................................................ 25 Miller. The First Book of Birds.................................. 87 The Sec­ond Book of Birds................................ 107 Mil­ly and Oily. Ward, M.A. (A.).......................................... 57 Mr. Wind and Madam Rain. Mus­set................................................... 66 Mrs. Le­ices­ter's School. Lamb.................................................... 112 Mod­ern Vikings, The. Boye­sen................................................. 109 Mof­fett. Ca­reers of Dan­ger and Dar­ing............................ 187 Mon­key That Would Not Kill, The. Drum­mond................................................. 89 Moral Pi­rates, The. Alden................................................... 133 More Good Times at Hack­mat­ack. Smith, M.P. (W.)........................................ 168 More Goops and How Not To Be Them. Burgess.................................................. 35 Mor­ley. The Bee Peo­ple........................................... 87 Grasshop­per Land........................................ 187 A Song of Life.......................................... 159 Wasps and Their Ways.................................... 132 Mor­ri­son. Chil­howee Boys.......................................... 137 Moth Book, The. Hol­land................................................. 220 Moth­er Hub­bard. Crane.................................................... 21 Moul­ton. Chil­dren's Se­ries of the Mod­ern Read­er's Bible. Bible Sto­ries. New Tes­ta­ment............................. 55 Bible Sto­ries. Old Tes­ta­ment............................. 55 Mu­lock. The Ad­ven­tures of a Brown­ie.............................. 66 The Lit­tle Lame Prince................................... 83 Munroe. The Flamin­go Feath­er.................................... 167 Mur­ray. Flow­er Leg­ends for Chil­dren.............................. 52 Murt­feldt and Weed. Sto­ries of In­sect Life. Vol­ume II........................ 88 For Vol­ume I. _see_ Weed. Mus­set. Mr. Wind and Madam Rain.................................. 66 My­ers. Gen­er­al His­to­ry......................................... 203 Myths of the Red Chil­dren. Wil­son, G.L.............................................. 53

Nash. Pol­ly's Se­cret.......................................... 195 Nat­ural His­to­ry for Young Peo­ple, A. Wood.................................................... 108 Na­ture's Gar­den. Blan­chan................................................ 130 Nel­ly's Sil­ver Mine. Jack­son................................................. 135 New Eng­land Girl­hood, A. Lar­com.................................................. 202 New­comb. As­tron­omy for Ev­ery­body................................. 222 Nico­lay. The Boys' Life of Abra­ham Lin­coln....................... 204 Nights with Un­cle Re­mus. Har­ris.................................................. 125 Non­sense Books. Lear..................................................... 37 Nord­hoff. Sailor Life on a Man-​of-​War............................. 150 North­land Heroes. Hol­brook................................................ 179 Nor­ton. Heart of Oak Books. Vol­umes I-​VII. Vol­ume I. Rhymes, Jin­gles, and Fa­bles.................... 37 Vol­ume II. Fa­bles and Nurs­ery Tales...................... 53 Vol­ume III. Fairy Tales, Bal­lads, and Po­ems.............. 83 Vol­ume IV. Fairy Sto­ries and Clas­sic Tales.............. 128 Vol­ume V. Mas­ter­pieces of Lit­er­ature.................... 155 Vol­ume VI. Mas­ter­pieces of Lit­er­ature................... 183 Vol­ume VII. Mas­ter­pieces of Lit­er­ature.................. 213 Nurs­ery Rhyme Book, The. Lang, An­drew............................................. 29

Old Christ­mas. Irv­ing.................................................. 227 Old Dec­can Days. Frere.................................................... 78 Old-​Fash­ioned Tales. Lu­cas, E.V............................................... 90 Old In­di­an Leg­ends. Zitkala-​Sa............................................... 85 Old, Old Fairy Tales, The. Valen­tine................................................ 84 Old Songs for Young Amer­ica. Os­tertag................................................. 45 Old Times in the Colonies. Cof­fin.................................................. 117 On Ply­mouth Rock. Drake.................................................... 74 On the Plan­ta­tion. Har­ris.................................................. 194 One Hoss Shay, The, and Com­pan­ion Po­ems. Holmes.................................................. 128 Or­cutt Girls, The. Vaile................................................... 196 Ore­gon Trail, The. Park­man................................................. 180 Os­tertag. Old Songs for Young Amer­ica.............................. 45 Otis. To­by Tyler; or Ten Weeks with a Cir­cus................... 90 Oui­da. Bim­bi.................................................... 91 Our Chil­dren's Songs............................................... 45 Our Do­mes­tic An­imals. Voogt................................................... 224 Our In­sect Friends and Foes. Cra­gin.................................................. 131 Our Na­tive Trees, and How to Iden­ti­fy Them. Keel­er.................................................. 221 Our Young Folks' Jose­phus. Shep­ard................................................. 146

Page. Two Lit­tle Con­fed­er­ates................................. 137 Paine. The Arkan­saw Bear........................................ 83 The Hol­low Tree and Deep Woods Book...................... 66 Park­man. The Ore­gon Trail........................................ 180 Par­sons. How to Know the Ferns................................... 222 How to Know the Wild Flow­ers............................ 188 Plants and Their Chil­dren................................ 70 Par­ton. Cap­tains of In­dus­try.................................... 174 Pat­ter­son. The Spin­ner Fam­ily...................................... 107 Paul Jones. Sea­well................................................. 146 Peary. The Snow Ba­by............................................ 71 Peas­ant and the Prince, The. Mar­tineau............................................... 166 Peep-​in-​the-​World. Crich­ton................................................ 110 Pel­ham and His Friend Tim. French, Allen........................................... 193 Pelti­er. A Japanese Gar­land...................................... 122 Pe­terkin Pa­pers, The. Hale, L.P............................................... 111 Phaeton Rogers. John­son................................................. 136 Phelps. Gyp­sy Breyn­ton.......................................... 137 Gyp­sy's Cousin Joy...................................... 138 Pho­tog­ra­phy In­doors and Out. Black, Alexan­der........................................ 199 Phys­ical Ge­og­ra­phy. Geikie.................................................. 158 Pil­grim's Progress, The. Bun­yan................................................... 68 Pi­lot, The. Coop­er.................................................. 190 Pinoc­chio, The Ad­ven­tures of a Mar­ionette. Col­lo­di.................................................. 63 Pi­oneers of the Rocky Moun­tains and the West. Mc­Mur­ry.................................................. 95 Plants and Their Chil­dren. Par­sons.................................................. 70 Play Days. Jew­ett, S.O.............................................. 89 Plum­mer. Roy and Ray in Cana­da................................... 180 Roy and Ray in Mex­ico................................... 151 Po­et­ry of the Peo­ple. Gay­ley and Fla­her­ty..................................... 104 Pol­ly Oliv­er's Prob­lem. Wig­gin.................................................. 197 Pol­ly's Se­cret. Nash.................................................... 195 Pope. _See_ Pelti­er. Posy Ring, The. Wig­gin and Smith......................................... 67 Pot­ter. The Tale of Ben­jamin Bun­ny............................... 39 The Tale of Pe­ter Rab­bit................................. 30 The Tale of Squir­rel Nutkin.............................. 39 Price. Wan­der­ing Heroes........................................ 120 Pri­ma­ry His­to­ry of the Unit­ed States, A. Mc­Mas­ter................................................ 119 Prince and the Pau­per, The. Twain................................................... 169 Proc­tor. Half-​Hours with the Stars............................... 133 Psalms of David, The............................................... 68 Puck of Pook's Hill. Kipling................................................. 181 Pyle. Men of Iron............................................. 167 The Mer­ry Ad­ven­tures of Robin Hood...................... 126 The Sto­ry of Jack Bal­lis­ter's For­tunes.................. 195 The Sto­ry of King Arthur and His Knights................ 102 The Won­der Clock......................................... 84

Queen of Hearts, The. Calde­cott................................................ 25

Rainy Day Di­ver­sions. Wells................................................... 171 Ra­ma and the Mon­keys. Hodg­son................................................. 101 Ramé. _See_ Oui­da. Ranche on the Ox­hide, The. In­man................................................... 165 Raphael. Hurll................................................... 208 Raspé. Tales from the Trav­els of Baron Mun­chausen.............. 105 Re­al Elec­tric Toy-​mak­ing for Boys. St. John................................................ 188 Re­bec­ca of Sun­ny­brook Farm. Wig­gin.................................................. 197 Rec­ol­lec­tions of a Drum­mer-​Boy, The. Ki­ef­fer................................................. 174 Red Book of An­imal Sto­ries, The. Lang, An­drew............................................ 132 Red Fairy Book, The. Lang, An­drew............................................. 82 Rep­pli­er. A Book of Fa­mous Verse.................................. 183 Rep­tile Book, The. Dit­mars................................................. 218 Rhymes of Re­al Chil­dren. Sage..................................................... 37 Ride a-​Cock Horse to Ban­bury Cross, and A Farmer Went Trot­ting up­on His Grey Mare. Calde­cott................................................ 26 Rip Van Win­kle. Irv­ing.................................................. 228 Rip Van Win­kle, and The Leg­end of Sleepy Hol­low. Irv­ing.................................................. 228 Robin­son Cru­soe. De­foe................................................... 135 Rogers. The Shell Book.......................................... 222 The Tree Book........................................... 223 Rog­gie and Reg­gie Sto­ries, The. Smith, Gertrude.......................................... 31 Ro­mance of the Civ­il War, The. Hart and Stevens........................................ 202 Rose and the Ring, The. Thack­er­ay............................................... 104 Round­about Ram­bles in North­ern Eu­rope. King, C.F............................................... 210 Roy and Ray in Cana­da. Plum­mer................................................. 180 Roy and Ray in Mex­ico. Plum­mer................................................. 151 Rules of Con­duct, Di­ary of Ad­ven­ture, Let­ters, and Farewell Ad­dress­es. Wash­ing­ton.............................................. 204 Ruskin. The King of the Gold­en Riv­er............................ 103 Rus­sian Grand­moth­er's Won­der Tales, The. Houghton................................................. 80

Sage. Rhymes of Re­al Chil­dren.................................. 37 Sailor Life on a Man-​of-​War. Nord­hoff................................................ 150 St. John. How Two Boys Made Their Own Elec­tri­cal Ap­pa­ra­tus........ 160 Re­al Elec­tric Toy-​mak­ing for Boys....................... 188 Wire­less Teleg­ra­phy..................................... 223 Sand­man: His Farm Sto­ries, The. Hop­kins.................................................. 38 Sand­man: His Ship Sto­ries, The. Hop­kins.................................................. 57 Sat­ur­day Morn­ings. Ben­ton................................................... 92 Saun­ders. Beau­ti­ful Joe............................................ 88 Schwat­ka. The Chil­dren of the Cold................................. 97 Sci­en­tif­ic Amer­ican Boy, The. Bond.................................................... 141 Scobey. _See_ Horne and Scobey. Scott. Ivan­hoe................................................. 229 Ke­nil­worth.............................................. 229 The La­dy of the Lake.................................... 213 The Lay of the Last Min­strel............................ 214 Marmion................................................. 214 Tales of a Grand­fa­ther.................................. 175 The Tal­is­man............................................ 230 Scud­der. Amer­ican Po­ems.......................................... 215 The Book of Leg­ends...................................... 53 Boston Town............................................. 145 The Chil­dren's Book...................................... 48 George Wash­ing­ton....................................... 175 Sea­well. Lit­tle Jarvis........................................... 138 Paul Jones.............................................. 146 Twelve Naval Cap­tains................................... 146 Sec­ond Book of Birds, The. Miller.................................................. 107 Sec­ond Jun­gle Book, The. Kipling................................................. 126 Ségur. The Sto­ry of a Don­key.................................... 57 Se­lect Fa­bles from La Fontaine. La Fontaine.............................................. 33 Sev­en Lit­tle Sis­ters Who Live on the Round Ball That Floats in the Air, The. An­drews.................................................. 41 Sewell. Black Beau­ty............................................. 88 Shake­speare. Julius Cæsar............................................ 204 Mac­beth................................................. 205 The Mer­chant of Venice.................................. 206 A Mid­sum­mer-​Night's Dream............................... 206 Shaler. A First Book in Ge­ol­ogy................................. 189 Sharp. A Watch­er in the Woods.................................. 224 Sharp Eyes. Gib­son.................................................. 219 Shaw. Cas­tle Blair............................................ 168 Shell Book, The. Rogers.................................................. 222 Shep­ard. Our Young Folks' Jose­phus............................... 146 Ship of State, by Those at the Helm, The.......................... 175 Ship­wrecked in Green­land. Thomp­son................................................ 196 Sing a Song for Six­pence. Calde­cott................................................ 26 Sleep­ing Beau­ty, The. Crane.................................................... 44 Smith, E.B. The Sto­ry of Poc­ahon­tas and Cap­tain John Smith........... 75 Smith, Gertrude. The Ara­bel­la and Aram­inta Sto­ries........................ 31 The Rog­gie and Reg­gie Sto­ries............................ 31 Smith, M.P. (W.) Jol­ly Good Times........................................ 112 Jol­ly Good Times at Hack­mat­ack.......................... 138 Jol­ly Good Times at School.............................. 112 More Good Times at Hack­mat­ack........................... 168 Smith, N.A. Three Lit­tle Marys...................................... 139 _See al­so_ Wig­gin and Smith. Sned­den. Do­cas, the In­di­an Boy of San­ta Clara..................... 71 Snow Ba­by, The. Peary.................................................... 71 So-​Fat and Mew-​Mew. Craik, G.M............................................... 38 Sol­dier Rig­dale. Dix..................................................... 192 Some Strange Cor­ners of Our Coun­try. Lum­mis.................................................. 211 Song of Hi­awatha, The. Longfel­low............................................... 85 Song of Life, A. Mor­ley.................................................. 159 South Amer­ica. Car­pen­ter............................................... 149 Spin­ner Fam­ily, The. Pat­ter­son............................................... 107 Spy, The. Coop­er.................................................. 191 Spyri. Hei­di................................................... 113 Squir­rels and Oth­er Fur-​Bear­ers. Bur­roughs............................................... 131 Star­land. Ball.................................................... 129 Starr. Amer­ican In­di­ans........................................ 181 Strange Peo­ples......................................... 151 Stawell. _See_ Mar­vin, May­or, and Stawell. Steed­man. Knights of Art.......................................... 147 Stein. Gabriel and the Hour Book............................... 168 Stevens. _See_ Hart and Stevens. Steven­son. A Child's Gar­den of Vers­es. Il­lus­trat­ed by Charles Robin­son........................ 30 A Child's Gar­den of Vers­es. Il­lus­trat­ed by J.W. Smith.............................. 29 Kid­napped............................................... 230 Steven­son. Trea­sure Is­land......................................... 195 Stock­ton. Buc­ca­neers and Pi­rates of Our Coasts.................... 147 Fan­ci­ful Tales.......................................... 103 The Sto­ry of Viteau..................................... 169 Stod­dard. Two Ar­rows.............................................. 113 Stone, G.L., and Fick­ett. Ev­ery-​Day Life in the Colonies........................... 76 Stone, Wit­mer, and Cram. Amer­ican An­imals........................................ 160 Sto­ries. An­der­sen................................................. 77 Sto­ries from the Ara­bi­an Nights................................... 103 Sto­ries from the Faerie Queene. MacLeod................................................. 128 Sto­ries from the Old Tes­ta­ment for Chil­dren. Beale.................................................... 55 Sto­ries Moth­er Na­ture Told Her Chil­dren, The. An­drews.................................................. 56 Sto­ries of An­cient Peo­ples. Arnold.................................................. 142 Sto­ries of Art and Artists. Clement................................................. 143 Sto­ries of Great Amer­icans for Lit­tle Amer­icans. Eggle­ston, Ed­ward........................................ 60 Sto­ries of Great Artists. Horne and Scobey......................................... 75 Sto­ries of Great Mu­si­cians. Horne and Scobey......................................... 75 Sto­ries of In­sect Life. Vol­ume I. Weed........................................... 70 Sto­ries of In­sect Life. Vol­ume II. Murt­feldt and Weed............................ 88 Sto­ries of the East from Herodotus. Church.................................................. 172 Sto­ries of the Saints. Chenoweth............................................... 116 Sto­ries of William Tell and His Friends. Mar­shall................................................. 96 Sto­ry Hour, The. Wig­gin and Smith......................................... 49 Sto­ry of a Bad Boy, The. Aldrich................................................. 161 Sto­ry of a Don­key, The. Ségur.................................................... 57 Sto­ry of a Short Life, The. Ew­ing. _See_ her Jack­anapes. Sto­ry of Cap­tain Cook, The. Lang, John.............................................. 179 Sto­ry of Gen­er­al Gor­don, The. Lang, Jeanie............................................ 145 Sto­ry of Ger­many, The. Bar­ing-​Gould and Gilman................................. 200 Sto­ry of Jack Bal­lis­ter's For­tunes, The. Pyle.................................................... 195 Sto­ry of King Arthur and His Knights, The. Pyle.................................................... 102 Sto­ry of Lit­tle Black Sam­bo. The. Ban­ner­man................................................ 23 Sto­ry of Man­hat­tan, The. Hem­street............................................... 119 Sto­ry of Mar­co Po­lo, The. Brooks, Noah............................................ 148 Sto­ry of Poc­ahon­tas and Cap­tain John Smith, The. Smith, E.B............................................... 75 Sto­ry of Roland, The. Bald­win................................................. 124 Sto­ry of Rus­sia, The. Van Bergen.............................................. 204 Sto­ry of Siegfried, The. Bald­win................................................. 124 Sto­ry of Son­ny Sahib, The. Cotes................................................... 191 Sto­ry of Sto­ries, The. Gillie.................................................. 156 Sto­ry of the Cid, The. Wil­son, C.D............................................. 153 Sto­ry of the Gold­en Age, A. Bald­win.................................................. 99 Sto­ry of the Greeks, The. Guer­ber.................................................. 74 Sto­ry of the Rhine­gold, The. Chapin................................................... 99 Sto­ry of the Ro­mans, The. Guer­ber.................................................. 75 Sto­ry of the Unit­ed States Navy, for Boys, The. Loss­ing................................................. 203 Sto­ry of Viteau, The. Stock­ton................................................ 169 Sto­ry with­out an End, The. Carové................................................... 71 Stowe. Lit­tle Pussy Wil­low..................................... 139 Strange Lands Near Home........................................... 122 Strange Peo­ples. Starr................................................... 151 Strong. Talks to Boys and Girls................................. 156 Sue Or­cutt. Vaile................................................... 230 Swift. Gul­liv­er's Trav­els...................................... 106 Swiss Fam­ily Robin­son, The. Wyss.................................................... 113 Switzer­land. Finnemore................................................ 97

Tale of Ben­jamin Bun­ny, The. Pot­ter................................................... 39 Tale of Pe­ter Rab­bit, The. Pot­ter................................................... 30 Tale of Squir­rel Nutkin, The. Pot­ter................................................... 39 Tales from Maria Edge­worth. Edge­worth............................................... 110 Tales from Shake­speare. Lamb.................................................... 154 Tales from the Trav­els of Baron Mun­chausen. Raspé................................................... 105 Tales of a Grand­fa­ther. Scott................................................... 175 Tales of the Can­ter­bury Pil­grims. Dar­ton.................................................. 153 Tales of the En­chant­ed Is­lands of the At­lantic. Hig­gin­son............................................... 151 Tal­is­man, The. Scott................................................... 230 Talks to Boys and Girls. Strong.................................................. 156 Tan­gle­wood Tales. Hawthorne............................................... 101 Tap­pan. In the Days of Al­fred the Great......................... 120 In the Days of Queen Eliz­abeth.......................... 120 In the Days of Queen Vic­to­ria........................... 176 In the Days of William the Con­queror.................... 121 Tay­lor, Ba­yard. Boys of Oth­er Coun­tries.................................. 98 Tay­lor, C.M., Jr. Why My Pho­tographs Are Bad.............................. 141 Tay­lor, Jane and Ann. Lit­tle Ann, and Oth­er Po­ems.............................. 46 Ten Boys Who Lived on the Road from Long Ago to Now. An­drews.................................................. 74 Thack­er­ay. The Rose and the Ring................................... 104 Thanet. We All.................................................. 195 This Lit­tle Pig. Crane.................................................... 22 Thomas. The Ear­ly Sto­ry of Is­rael............................... 129 Thomp­son. Gold-​seek­ing on the Dal­ton Trail........................ 169 Ship­wrecked in Green­land................................ 196 Three Greek Chil­dren. Church.................................................. 134 Three Lit­tle Marys. Smith, N.A.............................................. 139 Three Years with the Po­ets. Haz­ard, Bertha........................................... 45 Through the Look­ing-​Glass. Car­roll.................................................. 63 To­by Tyler; or Ten Weeks with a Cir­cus. Otis..................................................... 90 Tom Brown's School Days at Rug­by. Hugh­es.................................................. 165 Tom Pauld­ing. Matthews................................................ 167 To­ward the Ris­ing Sun............................................. 123 Trea­sure Is­land. Steven­son............................................... 195 Tree Book, The. Rogers.................................................. 223 Trim­mer. The His­to­ry of the Robins................................ 49 True. The Iron Star........................................... 169 True Sto­ry of Ben­jamin Franklin, The. Brooks, E.S............................................. 115 True Sto­ry of Christo­pher Colum­bus, The. Brooks, E.S.............................................. 93 True Sto­ry of George Wash­ing­ton, The. Brooks, E.S.............................................. 94 True Sto­ry of Lafayette, The. Brooks, E.S............................................. 116 Tus­can Sculp­ture. Hurll................................................... 209 Twain. The Ad­ven­tures of Tom Sawyer............................ 196 The Prince and the Pau­per............................... 169 Twelve Naval Cap­tains. Sea­well................................................. 146 Two Ar­rows. Stod­dard................................................ 113 Two Lit­tle Con­fed­er­ates. Page.................................................... 137 Two Years Be­fore the Mast. Dana, R.H............................................... 178

Un­cle Re­mus; His Songs and His Say­ings. Har­ris.................................................. 101 Un­der the Lilacs. Al­cott.................................................. 109 Un­ga­va Bob. Wal­lace................................................. 230 Up and Down the Brooks. Bam­ford................................................. 157 Up­ton. The Ad­ven­tures of Two Dutch Dolls and a Gol­li­wogg........ 38

Vaile. The Or­cutt Girls........................................ 196 Sue Or­cutt.............................................. 230 Valen­tine. The Old, Old Fairy Tales................................. 84 Van Bergen. The Sto­ry of Rus­sia..................................... 204 Voogt. Our Do­mes­tic An­imals.................................... 224 Voy­age in the Sun­beam, A. Brassey................................................. 209

Wake-​Robin. Bur­roughs............................................... 217 Walk­er. La­dy Hol­ly­hock and Her Friends........................... 40 Wal­lace. Un­ga­va Bob.............................................. 230 Wan­der­ing Heroes. Price................................................... 120 Ward, Mrs. E.S. (P.) _See_ Phelps. Ward, Mrs. Humphry. _See_ Ward, M.A. (A.) Ward, M.A. (A.). Mil­ly and Ol­ly........................................... 57 Wash­ing­ton. Rules of Con­duct, Di­ary of Ad­ven­ture, Let­ters, and Farewell Ad­dress­es............................................. 204 Wasps and Their Ways. Mor­ley.................................................. 132 Watch­er in the Woods, A. Sharp................................................... 224 Wa­ter-​Ba­bies, The. Kings­ley................................................. 82 Wa­ters. _See_ Clement. We All. Thanet.................................................. 195 Weed. Sto­ries of In­sect Life. Vol­ume I......................... 70 For Vol­ume II _see_ Murt­feldt and Weed. Wells. Rainy Day Di­ver­sions.................................... 171 Welsh. A Book of Nurs­ery Rhymes................................. 30 West­ward Ho! Kings­ley................................................ 229 What Katy Did. Coolidge................................................ 134 What Katy Did at School. Coolidge................................................ 163 What Shall We Do Now? Can­field, and Oth­ers..................................... 73 Wheel­er. Wood­work­ing for Be­gin­ners............................... 114 When I was a Boy in Chi­na. Lee..................................................... 180 When Mol­ly was Six. White, E.O............................................... 58 When the King Came. Hodges................................................... 86 White, E.O. A Lit­tle Girl of Long Ago................................ 58 When Mol­ly was Six....................................... 58 White, J.S. The Boys' and Girls' Plutarch........................... 176 How to Make Bas­kets..................................... 142 White, Mary. The Child's Rainy Day Book............................... 50 Whit­ti­er. Child-​Life............................................... 54 Why My Pho­tographs Are Bad. Tay­lor, C.M., Jr........................................ 141 Wid­ow O'Callaghan's Boys, The. Zollinger............................................... 139 Wig­gin. The Birds' Christ­mas Car­ol.............................. 231 Pol­ly Oliv­er's Prob­lem.................................. 197 Re­bec­ca of Sun­ny­brook Farm.............................. 197 Wig­gin and Smith. Gold­en Num­bers.......................................... 155 The Posy Ring............................................ 67 The Sto­ry Hour........................................... 49 Wig­wam Sto­ries. Judd..................................................... 64 Wild Life Un­der the Equa­tor. Du Chail­lu............................................... 97 Wilkins. In Colo­nial Times....................................... 197 William Hen­ry Let­ters, The. Di­az.................................................... 110 Willis­ton. Japanese Fairy Tales..................................... 66 Wil­son, C.D. The Sto­ry of the Cid.................................... 153 Wil­son, G.L. Myths of the Red Chil­dren................................ 53 Wire­less Teleg­ra­phy. St. John................................................ 223 Won­der Book, A. Hawthorne................................................ 79 Won­der Clock, The. Pyle..................................................... 84 Won­der Tales from Wag­ner. Chapin.................................................. 100 Won­der­ful Ad­ven­tures of Nils, The. Lager­löf................................................. 82 Wood. A Nat­ural His­to­ry for Young Peo­ple...................... 108 Wood-​Allen. The Man Won­der­ful, or the Mar­vels of Our Bod­ily Dwelling.............................................. 211 Wood­peck­ers, The. Eck­storm........................................... 132 Wood­work­ing for Be­gin­ners. Wheel­er................................................. 114 Woolsey. _See_ Coolidge. World, The. Hope.................................................... 122 Wright, H.C. Chil­dren's Sto­ries in Amer­ican His­to­ry................... 76 Chil­dren's Sto­ries of the Great Sci­en­tists.............. 176 Wright, M.O. Gray La­dy and the Birds................................. 108 Wyss. The Swiss Fam­ily Robin­son............................... 113

Yonge. The Dove in the Ea­gle's Nest............................ 231 The Lit­tle Duke......................................... 113 Young Cit­izen, The. Dole.................................................... 144 Young Folks' Book of Amer­ican Ex­plor­ers. Hig­gin­son............................................... 210 Young Folks' Cy­clopæ­dia of Com­mon Things, The. Cham­plin................................................. 87 Young Folks' Cy­clopæ­dia of Lit­er­ature and Art, The. Cham­plin................................................ 177 Young Folks' Cy­clopæ­dia of Per­sons and Places, The. Cham­plin................................................. 94 Young Folks' His­to­ry of the Unit­ed States. Hig­gin­son............................................... 174 Young Folks' His­to­ry of the War for the Union. Cham­plin................................................ 201 Young Mace­do­nian in the Army of Alexan­der the Great, A. Church.................................................. 190 Young Peo­ple's His­to­ry of Hol­land. Griff­is................................................. 173

Zim­mern. Greek His­to­ry for Young Read­ers......................... 176 Zitkala-​Sa. Old In­di­an Leg­ends....................................... 85 Zollinger. The Wid­ow O'Callaghan's Boys............................ 139

_KEY TO PUB­LISH­ERS_

Key Word

_May this vol­ume con­tin­ue in mo­tion, And its pages each day be un­furl'd, Till an ant has drunk up the ocean, Or a tor­toise has crawl'd round the world._ FROM THE PRAG­MAT­IC SANC­TION. Paris, 1597.

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