Part III

. of English Language, above .30

=Williams’ Composition and Rhetoric by Practice.= For high school and college. Combines the smallest amount of theory with an abundance of practice. Revised edition .90

=Strang’s Exercises in English.= Examples in Syntax, Accidence, and Style for criticism and correction .35

=Hempl’s Old English Grammar and Reader.= _In press._

=Huffcutt’s English in the Preparatory School.= Presents as practically as possible some of the advanced methods of teaching English grammar and composition in the secondary schools .25

=Woodward’s Study of English.= Discusses English teaching from primary school to high collegiate work .25

=Genung’s Study of Rhetoric.= Shows the most practical discipline of students for the making of literature .25

In addition to the above we have text-books in English and American Literature, and many texts edited for use in English Literature classes.

D. C. HEATH & CO., PUBLISHERS. BOSTON, NEW YORK & CHICAGO.

_READING._

_Wright’s Nature Readers: Sea-side and Way-side._

Boards. Illustrated. No. I., 95 pages. Price, 25 cents. No. II., 184 pages. Price, 35 cents. No. III., 300 pages. Price, 50 cents. No. IV., 000 pages. Price, 60 cents.

Designed for schools and families. Intended to awaken in children a taste for scientific study, to develop their powers of attention, and to encourage observation, by directing their minds to the living things that meet their eyes on the road-side, at the sea-shore, and about their homes.

The First Reader treats of crabs, wasps, spiders, bees, and some mollusks. The Second Reader treats of ants, flies, earth-worms, beetles, barnacles, star-fish, and dragon-flies. The Third Reader has lessons in plant life, grasshoppers, butterflies, and birds. The Fourth Reader treats of world life in its different aspects and periods.

_Badlam’s Suggestive Lessons in Language and Reading. A Manual for Primary Teachers._ Cloth, square. 283 pages. Price, $1.50.

A thoroughly helpful book, the outgrowth of a real experience, and of such a suggestive character that its lessons cannot fail in their adaptability to the various grades.

The first part gives _Outline Lessons for Oral Work_, specimens of stories told by children, and simple fables for reproduction.

The second part is devoted to _Suggestive Lessons_ for blackboard reading and word-building. The plan embraces the best known features of the various methods of teaching.

_Badlam’s Primer._ In the series “Stepping Stones to Reading.”

Illustrated. Boards. 131 pages. Price, 25 cents.

Its main features are its simplicity, variety, and gradual development of the lessons.

_Badlam’s First Reader._ Illustrated. Boards. 170 pages. Price, 30 cts.

Follows and develops the general plan of the Primer.

_Fuller’s Illustrated Primer._ Illustrated. Boards. 103 pages. 25 cts.

This book presents the “Word Method” in an attractive form for little children.

_Fuller’s Phonic Drill Charts._

Three Charts. Manilla paper. 30 × 42 inches. Price, unmounted, $1.25; mounted, $2.25.

These charts have been prepared for the purpose of exercising pupils in making the elementary sounds and in combining these to form syllables and words.

_Smith’s Reading and Speaking. Familiar Talks to Young Men who would Speak well in Public._ Cloth. 171 pages. Price, 60 cents.

A collection of suggestions to would-be speakers, consisting of informal talks on matters of importance to all young men.

_Readers for Home and School._

A series of volumes to be edited by Professor CHARLES ELIOT NORTON, of Harvard University, and Miss KATE STEPHENS.

This series is to be of material from the standard imaginative literature of the English language. It will draw freely upon the treasury of favorite stories, poems, and songs with which every child should become familiar, and which have done most to stimulate the fancy and direct the sentiment of the best men and women of the English-speaking race.

[_In preparation._

D. C. HEATH & CO., Publishers, Boston, New York, Chicago, and London.

_Why should Teachers_ _Read the Literature of their Profession?_

_=1. Because= no man can stand high in any profession who is not familiar with its history and literature._

_=2. Because= it saves time which might be wasted in trying experiments that have already been tried and found useless._

=Compayré’s History of Pedagogy.= “The best and most comprehensive history of Education in English.”--Dr. G. S. HALL. $1.75 =Compayré’s Lectures on Teaching.= “The best book in existence on the theory and practice of Education.”--Supt. MACALLISTER, Philadelphia. 1.75 =Gill’s System of Education.= “It treats ably of the Lancaster and Bell movement in Education--a very important phase.”--Dr. W. T. HARRIS. 1.25 =Radestock’s Habit in Education.= “It will prove a rare ‘find’ to teachers who are seeking to ground themselves in the philosophy of their art.”--E. H. RUSSELL, Worcester Normal. 0.75 =Rousseau’s Emile.= “Perhaps the most influential book ever written on the subject of Education.”--R. H. QUICK. 0.90 =Pestalozzi’s Leonard and Gertrude.= “If we except ‘Emile’ only, no more important educational book has appeared, for a century and a half, than ‘Leonard and Gertrude.’”--_The Nation._ 0.90 =Richter’s Levana; or the Doctrine of Education.= “A spirited and scholarly book.”--Prof. W. H. PAYNE. 1.40 =Rosmini’s Method in Education.= “The most important pedagogical work ever written.”--THOMAS DAVIDSON. 1.50 =Malleson’s Early Training of Children.= “The best book for mothers I ever read.”--ELIZABETH P. PEABODY. 0.75 =Hall’s Bibliography of Pedagogical Literature.= Covers every department of Education. 1.50 =Peabody’s Home, Kindergarten and Primary School Education.= “The best book outside of the Bible I ever read.”--A LEADING TEACHER. 1.00 =Newsholme’s School Hygiene.= Already in use in the leading training colleges in England. 0.75 =DeGarmo’s Essentials of Method.= “It has as much sound thought to the square inch as anything I know of in pedagogics.”--Supt. BALLIET, Springfield, Mass. 0.65 =Hall’s Methods of Teaching History.= “Its excellence and helpfulness ought to secure it many readers.”--_The Nation._ 1.50 =Seidel’s Industrial Education.= “It answers triumphantly all objections to the introduction of manual training to the public schools.”--CHARLES H. HAM, Chicago. 0.90 =Badlam’s Suggestive Lessons on Language and Reading.= “The book is all that it claims to be and more. It abounds in material that will be of service to the progressive teacher.”--Supt. DUTTON, New Haven. 1.50 =Redway’s Teachers’ Manual of Geography.= “Its hints to teachers are invaluable, while its chapters on ‘Modern Facts and Ancient Fancies’ will be a revelation to many.”--ALEX. E. FRYE, Author of “_The Child in Nature_.” 0.65 =Nichols’ Topics in Geography.= “Contains excellent hints and suggestions of incalculable aid to school teachers.”--_Oakland (Cal.) Tribune._ 0.65

D. C. HEATH & CO., Publishers, BOSTON, NEW YORK AND CHICAGO.

[Illustration]

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Transcriber’s note

In this version of the text, the STRATA column of the frontispiece is an illustration of what the layers of the strata looked like during that time.

Minor punctuation errors have been changed without notice. Spelling has been retained as published. Also, the minor errors on the ad pages have been retained. Inconsistencies in hyphenation have been standardized.

In Footnote 21 the text: “No. 3, pp. 40-24.” was corrected to “No. 3, pp. 40-42.”

The following printer errors have been changed.

=CHANGED FROM TO= Page 42: “constellation of Cassiopea” “constellation of Cassiopeia” Page 182: “agreeeable for food” “agreeable for food” Page 323: “somwhat limited and” “somewhat limited and” Page 346: “where-ever it chooses;” “wherever it chooses;”