BOOK 44
BOOKS BEARING ON HOLY SCRIPTURE 46
ALLEGORIES AND ALLEGORICAL TALES 51
HISTORICAL TALES 55
MYTHOLOGY 68
NOVELETTES AND NOVELS 70
FAIRY TALES 75
MOTHERS’ MEETINGS 77
FOR MISSIONARY WORKING-PARTIES 85
IMPROVING BOOKS 88
HISTORY 93
BIOGRAPHY 96
CHURCH HISTORY 99
NATURAL HISTORY 101
SCIENCE AND INVENTION 104
RELIGIOUS BOOKS 106
MAGAZINES 108
PENNY READINGS 111
INDEX 117
[Illustration]
[Illustration]
WHAT BOOKS TO LEND
AND
WHAT TO GIVE.
INTRODUCTION.
Wholesome and amusing literature has become almost a necessity among the appliances of parish work. The power of reading leads, in most cases, to the craving for books. If good be not provided, evil will be only too easily found, and it is absolutely necessary to raise the taste so as to lead to a voluntary avoidance of the profane and disgusting.
Books of a superior class are the only means of such cultivation. It has been found that where really able and interesting literature is to be had, there is much less disposition to prey upon garbage. And the school lessons on English have this effect, that they make book-language comprehensible far more widely than has hitherto been the case.
A library is an almost indispensable adjunct to a school, if the children are to be lured to stay at home instead of playing questionable games in the dark, or by gaslight, out of doors; and an amusing story is the best chance of their not exasperating the weary father with noise. If the boy is not to betake himself to ‘Jack Sheppard’ literature, he must be beguiled by wholesome adventure. If the girl is not to study the ‘penny dreadful,’ her notions must be refined by the tale of high romance or pure pathos.
The children at school are often eager readers, especially if they have sensible parents who forbid roaming about in the evening. There ought always to be a school library unless the children are provided for in the general parish library; but even this requires careful selection. Weak, dull, or unnatural books may be absolutely harmful when falling into rude or scornful hands. For instance, a country lad should not have a book where a farmer gives a prize for climbing an elm-tree to take a blackbird’s nest, such a proceeding being equally against the nature of farmers, blackbirds, and elms. Seafaring lads should not have incorrectly worded accounts of wrecks; and where more serious matters come in, there should be still greater care to be strong, true, and real. Boys especially should not have childish tales with weak morality or ‘washy’ piety; but should have heroism and nobleness kept before their eyes; and learn to despise all that is untruthful or cowardly and to respect womanhood. True manhood needs, above all earthly qualities, to be impressed on them, and books of example (not precept) with heroes, whose sentiments they admire, may always raise their tone, sometimes individually, sometimes collectively.
Men, however, must have manly books. Real solid literature alone will arrest their attention. They grudge the trouble of reading what they do not accept as truth, unless it is some book whose fame has reached their ears, and to have read which they regard as an achievement.
Where grown men are subscribers to a library, it should have standard works of well-known reputation.
Travels, biographies, not too long, poetry, histories of contemporaneous events, and fiction of the kind that may be called classical, should be the staple for them. It is hardly advisable to attempt to give a list for them. Their books belong to general literature, with which I do not wish to meddle, and besides, reading men mostly inhabit towns where there are generally Institutes from which they can obtain books. In the country, when the clever cobbler or gardener soars above the village library, he will generally have a decided notion of what he wants, and will respect a special loan from our own shelves. He may take to some line in natural science, or have some personal cause for interest in a colony; but in general, the labourer would rather smoke than read in his hours of rest, and even when laid aside in a hospital, newspaper scraps pasted into a book are often more welcome to him than more continuous subjects. Above all, he resents being _written down to_ or laughed at; and calling him Hodge and Chawbacon is the sure way to alienate him.
Books with strong imitations of dialect are to be avoided. They are almost unintelligible to those who know the look of a word in its right spelling, though they might miscall it, and do not recognise it when phonetically travestied to imitate a local dialect, as for instance by _ah_ for _I_. Moreover, they feel it a caricature of their language, and are very reasonably insulted. They do not appreciate simplicity, but are in the stage of civilisation when long words are rather preferred, partly as a compliment, partly as a new language. Complicated phrases are often too much for them, but polysyllables need not be avoided, if such are really needed to express an idea, and will do it better than any shorter word.
Though men either read with strong appetites or not at all, their wives, in these days of education, generally love fiction. They do not want to be improved, but they like to lose their cares for a little while in some tale that excites either tears or laughter. It is all very well to say that they ought to have no time for reading. An industrious thrifty woman has little or none, but the cottager’s wife who does as little needlework, washing, or tidying as possible, has a good many hours to spend in gossip or in reading. She may get cheap sensational novels, and the effects on a weak and narrow mind are often very serious. The only thing to be done is to take care that she has access to a full supply of what can do her no harm, and may by reiteration do her good, though the links between book and action are in many cases never joined. Sometimes they are not connected at all, sometimes a strong impression is unexpectedly made. But this class of women must have incident, pathos, and sentiment to attract them. The old-fashioned book where Betty rebukes Polly in set language for wearing a red cloak instead of a grey one, and eating new bread instead of old, will meet with no attention. But if the moral of the tale be sound, and the tone of the characters who bespeak sympathy, high, pure, and good, the standard of the reader, however frivolous, must be insensibly raised. At any rate, by withholding books because the cottage woman ought to be too busy to want them, we do not render her more industrious, but we leave her exposed to catering for herself in undesirable regions.
There remain the thrifty, sensible, good women who, if they read at all, do so in their Sunday leisure, and like a serious book. Neither variety of woman likes a book manifestly for children lent to themselves, though they do enjoy anything about a baby from the maternal point of view.
There are such different degrees of intelligence and civilisation among the women who frequent mothers’ meetings that it is difficult to make suggestions applying to all. Some of these meetings are attended so irregularly that it is not possible to read anything continuous, whereas in others a sustained interest promotes regularity. A little religious instruction or exhortation, a little domestic or sanitary instruction, and a lively or pathetic narrative seem to answer best, and I have endeavoured to collect the titles of books useful in this respect. The two first, however, are best given extempore if a clergyman will come for the first, and a lady who has attended ambulance classes can be secured for the second.
The lad or young man species comes next. There are a few of these with a thirst for information, and it is important to supply this in a sound and wholesome form. Some like poetry, but the general run can only be induced to read at all by adventurous or humorous tales.
Those who act as Sunday school teachers may, however, be led to study books bearing on the subjects they have to teach, or to get up for certificates, and thus may be brought to take an interest in religious literature, which may deepen as they grow older.
There is always, too, a certain proportion who have a strong turn for fact, and like to have solid truth before them. Of course all these can read the same books as the elder men, and even more difficult ones, as their education has gone farther; but they need more that is light, easy, and inviting, and a lending-library or reading-room requires a supply fitted for both.
It is a pity there is not more good biography suited for this purpose. The popularity of Miss Marsh’s ‘Hedley Vicars’ showed what a book written without too much detail and with general interest might be. Some of Smiles’s biographies come near the mark, also some American ones, and those shilling books of Cassell’s called ‘The World’s Workers,’ also some published by Nelson and by Blackie.
Good books of travels, too, are increasing favourites; also such books as ‘Her Majesty’s Mail,’ and ‘Engine-Driving Life.’ In fact, whatever _wholesomely_ interests our own households may well be sent into the club-room, provided it do not presuppose too much culture. Many of these books may be bought second-hand at a cheap rate from the Libraries. And there should be a good stock of standard fiction: Scott, Dickens, Fenimore Cooper, are all to be had at almost any price, and would pretty well supply in themselves the requirements of reading-room fiction.
The corresponding class of girls and young women are for the most part indiscriminate devourers of fiction, and, like the women before mentioned, need to have their appetite rightly directed. But there is more hope of them than of their elders, and their ideal is capable of being raised by high-minded tales, which may refine their notions. The semi-religious novel or novelette is to them moralising put into action, and the most likely way of reaching them.
We must not be too hasty to condemn their frivolous tastes. Whether in business or in service, they are tired, the book is recreation, and they cannot be expected to want to improve themselves when their brains and bodies are alike weary. Still we can supply them with books that will not give them false views of life, and that will foster enthusiasm for courage and truth, make vulgarity disgusting, and show religion as the only true spring of life. Through classes for Sunday teachers, and Communicants’ or Bible classes, some spirit of religious study may be infused.
As to secular self-improvement, the students will always be few and far between, and the experience of most libraries is that there is little or no demand for improving books. So much is _taught_ that there is little inclination to learn. A reaction sometimes comes to men, but seldom to women, whose home industries and occupations necessarily absorb them so that their reading must be either devotional or recreative.
Thus there is very little call for improving books in the lending library, in proportion to those meant for recreation; but I would urge that they should be used for prizes. At present, the usual habit is to choose gay outsides and pretty pictures, with little heed to the contents, but it should be remembered that the lent book is ephemeral, read in a week and passed on, while the prize remains, is exhibited to relatives and friends, is read over and over, becomes a resource in illness, and forms part of the possessions to be handed on to the next generation. Therefore, after the infant period, the reward book should generally be of some worthiness, either religious, improving, or at least standard fiction. Weakness and poverty of thought should be avoided, especially as these books may fall into the hands of clever, ungodly men, and serve to excite their mockery. It should be remembered that the child to whom the book is given will not always remain a child, and therefore that it is better to let the new and cherished possession go beyond its present level of taste or capacity.
The elder lad, whose schooldays are over, sometimes begins to waken to intelligence, and to be ready to seek information, in some cases being glad of really deep reading on scientific, political, or theological subjects, and it is all-important to preoccupy his mind with sound views before he meets with specious trash. Many indeed both of lads and men are absorbed in actual practical life and never read at all, or nothing but newspapers. Yet even these when laid low by illness will accept a book to pass away the weary hours.
Nothing, of course, can equal the effect of personal influence, from schoolmaster, clergyman, or lady, but each of these may find books, lent, recommended, or read aloud, of great assistance.
Some books of advice deprecate reading aloud in Sunday schools. My own experience, now of many years, is that it is of great assistance in impressing the scholars, and gives great pleasure. I have been told of my old pupils mentioning it as one of the enjoyments of their younger days; and when a part of a story has been missed by absence, the connection is eagerly supplied by the listeners who have been present. Moreover, those books in the lending library are always most sought after which have been read aloud, and sometimes elucidated, either at the Sunday school or at the mothers’ meeting.
But books for this purpose must be carefully selected, with a view to the capacities and tastes of the listeners, and be read really well and dramatically, watching the eyes of the hearers—a rapid or monotonous utterance is almost useless, and inattention leads to bad habits.
There is no reason against giving tales about persons in different stations of life from that of those who receive them, and in fact they are often preferred; but it is as well to avoid those that deal with temptations or enjoyments out of reach of the school-child; or which dwell on beauty, finery, dainties, or any variety of pomps or vanities as delights of wealth or rank. The enjoyment that authors have in describing a lovely, beautifully-dressed child in a charming attitude should be sacrificed in writing for children of any rank, unless they are to learn vanity and affectation, or else be set to covet such pleasures.
It is curious to find how many stories have become obsolete. Not only have the tales where vanity is displayed by wearing white stockings and
A bonnet cocked up to display to the view Long ringlets of curls and a great bow of blue,
become archaic; but the stories of the good children who are household supports and little nurses, picking up chance crumbs of instruction, have lost all present reality such as the younger and less clever children require.
Elder ones, if they have any imagination, prefer what does not run in the grooves of their daily life, and some are much more willing to listen to, or to read, what is not too obviously written for them. A book labelled ‘A tale for—’ is apt to carry a note of warning to the perverse spirits of those to whom it is addressed.
Historical tales and those of other lands require a certain degree of cultivation and imagination, to be appreciated. To some, even the best are distasteful, to others they supply the element of romance. Those that have a charm about them of character and adventure, fitting them for almost all readers, have been put into the groups intended for the age they suit, as well as into their places as illustrations of history.
I endeavour to give here a classified list that may be an assistance in the choice of books. It is _not_ an advertisement. Most of the books I have personally proved. No doubt many readers will be disappointed at omissions, but it is quite impossible to answer for all the books in existence, and my object here is to suggest the fittest for the purposes of lending, reading aloud, or giving. It is no condemnation of a work that its name does not appear in this list—only it has either not become known to me, or has not appeared to me so eminently desirable as the others.
The lists of books in the present work have been drawn up in different gradations, a great number of them having been actually proved by reading aloud. There are many very fairly suitable for _lending_, not equally good for reading aloud, as lengthiness, description, and over-moralising, hang on hand with a mixed class; and, in other cases, the reader seems to be inculcating with authority all that is uttered, and thus gives a sense of preaching instead of amusing.
The tales that have any dissenting bias, or which appear to involve false doctrine, are of course omitted, though all those here mentioned do not belong to the same school of thought within the Church.
The classified list then includes books for:—
_Little Ones._—Fit to be read or given to children from four to eight.
_Junior Classes._—Children from seven or eight to ten or eleven.
_Senior Classes._—From ten upwards.
_Boys._—The books may be read by girls also, but most boys will not read girls’ books, therefore their literature is put separately.
_Drawing Room Stories._—The best are mentioned here, but all, though excellent, are, on experience, out of the ken of the school child.
_On the Catechism._ _On Confirmation._ _On the Prayer Book._ _On the Bible._ _Allegories._ Stories on Church History. ” English History. ” General History. _Mythological Tales._ _Novelettes._ _Fairy Tales._ _Mothers’ Meetings._ _Mission Working Parties._ _Descriptions of Countries._ _Adventures._ _Biography._ _History._ _Church History._ _Natural History and Popular Science._ _Religious Books._ _Magazines._ _Penny Readings._
It should be clearly understood that nobody is urged to have anything like all the books here mentioned, but that the object is to answer the oft-recurring question—Where shall I find a book suited for such and such a purpose?
I have added a few suggestions of extracts for penny readings, but it is not easy to collect enough that do not verge on buffoonery, or that have no element of vulgarity; and indeed there is so much variation of tastes according to the tone and training of the audience, that it is hardly possible to tell what will be suited for hearers of each degree of culture. Some delight in pathos or adventure, and others will do nothing but laugh, and become noisy at anything that is not highly comic. Such books for the purpose as I have seen, between difficulty about copyright and desire of novelty and drollery, do not avoid vulgarity. N.B.—It is advisable to inspect thoroughly everything offered by volunteers for reading, recitation, or singing.
It has, however, been thought better not to enter upon the tracts and sermons, such as a parish priest or district visitor would give for private use or specific purpose, as they are devotional, and scarcely to be spread broad-cast by the Library. Every librarian must cater for his own clients according to their tastes and needs. No doubt much is here left out that will be found useful in some places, but the attempt has been made to offer suggestions, and to collect, from various quarters, names that may serve to assist in the selection of books for the various needs of a parish.
[Illustration]
[Illustration]
LITTLE ONES.
The books in the following list are what have been read to children from five or six to eight years old and proved to be interesting to them. Their eyes and attention soon show whether the book is liked. And, though it may hardly be believed, it is more difficult to write a story suited to them than to any other class, since it must be perfectly easy and simple, and yet have some interest in it, such as they can understand. Stories that are in fact a study of children with peculiar ways and odd sayings are of no use. The tale must take the child’s point of view, yet without obviously writing _down_ to its level, and any moral must be pointed as tersely and briefly as possible. Unluckily several of those I have found most successful have gone out of print—namely, ‘The White Kitten,’ and ‘Out in the Dark,’ in early packets of the books Mr. Burns used to publish, and ‘Little Lucy’ and ‘A Tale of a Tail’ (S.P.C.K.). I have looked over multitudes of tiny books, but only a few have the special charm that will keep a whole class devouring the reader with their eyes, and be welcomed even if read over and over again. I have not here mentioned Mrs. Ewing’s beautiful series of verse-books for children, with their charming illustrations, because they are really studies of childhood, and more fit for the drawing-room than the cottage or school. The same may be said of the very pretty Everyday Fables, the letterpress of which is quite beyond little children. The best thing for the youngest class of four, five, or six years old, is the ‘Child’s own Picture Paper’ (Dean), Aunt Louisa’s books (Warne), and the ‘Child’s Illustrated Scripture History’ (S.P.C.K.), 4 parts, price 1_s._ each. Or, if the class be too large for showing them pictures in a book, detached ones on an easel are useful. One or two sacred ones, well explained, are enough, and a few secular ones may follow. Let me hint that undraped figures, shown to poor children, are undesirable, and that if there is a mistake in the accessories, by some fatality, they are sure to admire it. Cassell’s ‘Little Pet’s Posy,’ 1_s._ 6_d._, or ‘Little Chimes,’ 1_s._ 6_d._, will give amusing bits to read to the tiny children, but _lending_ is of no use unless they are ill. A complete set of pictures illustrating the Gospels, or the lessons for nearly every Sunday in the Christian year, can be arranged from the stores of the S.P.C.K., the R.T.S., and Cassell’s ‘Child’s Bible and Life of Christ,’ 7_s._ 6_d._
=1. Children’s Album.= (Cassell) 1_s._ 6_d._
=2. Baby’s Album.= (Cassell)
=3. Miss Angelina.= (S.P.C.K.) 1_d._
A doll, lost by a young lady, and prized by a poor little cripple till the owner is discovered, and there is a great struggle of honesty on the one hand, generosity on the other.
=4. Tales for Me to read to Myself.= (Masters) 2_s._ 6_d._
The little boy who has to take a donkey cart to market for the first time, and is teased by rude companions, excites unfailing interest.
=5. Langley Little Ones.= By C. M. YONGE. (Walter Smith) 2_s._
This contains several short tales mentioned below: ‘Fanny’s Doll,’ ‘Bully Brindle,’ ‘Snowdrop’s Eggs,’ &c.
=6. Our Ethel.= (S.P.C.K.) 6_d._
Should be read to small children apt to be put in charge of smaller ones.
=7. Little Men and Little Women.= (Walter Smith) 2_d._
Rather disjointed, but fit for the tinies.
=8. Quack, Quack.= By C. M. YONGE. (Walter Smith) 3_d._
Inculcating the penny savings bank.
=9. Patz and Putz, or the Story of Two Bears.= (S.P.C.K.) 1_s._
Interests a little class.
=10. Tumble-down Dick.= (S.P.C.K.) 1_d._
Birds’-nesting. A wholesome lesson.
=11. A Miller, a Mollar, a Ten o’Clock Scholar.= By C. M. YONGE. 3d.
On playing truant.
=12. Fanny’s Doll.= By C. M. YONGE. (Walter Smith) 3_d._
For small children.
=13. Idle Harry.= (Walter Smith) 3_d._
=14. Leonard the Lion Heart.= By C. M. YONGE. (Walter Smith) 9_d._
On boasting.
=15. The Apple Tree.= (Walter Smith) 1_d._
A naughty and a good little boy under temptation. I have known of an impression made by it.
=16. Playing with Fire.= (Walter Smith) 1_d._
A wholesome warning.
=17. Little Susy’s Six Birthdays.= By Mrs. PRENTICE. (Nelson) 2_s._
Popularity proved. Circumstantial enough to be delightful to little children.
=18. Fanny Sylvester.= By Mrs. CUPPLES. (Nelson) 9_d._
A lonely town child transplanted into the country.
=19. Bully Brindle.= By C. M. YONGE. (Walter Smith) 3_d._
Two small children sent out in the dark to fetch help after an accident.
[Illustration]
[Illustration]
JUNIOR CLASSES.
_For Children from Eight to Ten Years old._
The books here given are of a somewhat homely and simple order, such as are understood and liked by children without much cultivation or knowledge of the world—average ones, in fact; for the intelligent and eager ones, or those who have some home culture, need something of a higher order.
=20. Louie White’s Hop-picking.= By AMABEL JENNER. (Griffith, Farran & Co.) 6_d._
A good picture of Kentish hopping, introducing a brisk little London maiden, as inferior to her homely cousins in practical usefulness as she is superior in knowledge.
=21. The Lion Battalion.= By MARY HULLAH. (Hatchards) 2_s._ 6_d._
Several short stories. The first is of a tiny German boy who makes imaginary soldiers of buttons and abstracts a whole brilliant regiment from his little friend’s jacket. It is less good than the second, ‘The Fireman’s Little Maid,’ a friendship between a fireman and a little neglected girl. Read aloud, it has charmed a third standard class and a mothers’ meeting.
=22. Smuts and Diamonds.= By SELINA GAYE. (Remington) 5_s._
The first tale is on Christian brotherhood; the second, ‘Who did It?’ is of the mysterious painting of the effigy of a pig hung at the pork butcher’s. It is my resource when I have to keep a mixed troop of children quiet while waiting. The third, ‘Three Little Sisters,’ is a warning to little nurses to be faithful.
=23. Golden Gorse.= By FLORENCE WILFORD. (S.P.C.K.) 1_s._ 6_d._
A London child’s first visit to the country, with her help to her more backward cousins.
=24. The Heavy Sixpence.= (S.P.C.K.) 3_d._
An overcharge, weighing down the conscience.
=25. Missy and Master.= By MARY BRAMSTON. (S.P.C.K.) 2_s._
Missy had been a member of a circus troupe. Master was the pony she used to ride. Her taming down in an orphan asylum is well told.
=26. The Christmas Mummers.= By C. M. YONGE. (Walter Smith) 3_d._
This story preserves the old Hampshire custom of ‘Mumming.’
=27. Langley School.= By C. M. YONGE. (Walter Smith) 3_s._
=28. Lads and Lasses of Langley.= By C. M. YONGE. (Walter Smith) 2_s._
=29. Langley Adventures.= By C. M. YONGE. (Walter Smith) 2_s._ 6_d._
‘Langley School’ was written many years ago. The others are of the present day, of examinations, &c.
=30. Pickle and his Page Boy.= By C. M. YONGE. (Walter Smith) 2_s._
A boy and a Skye terrier who try to be faithful.
=31. Godmother’s Whim.= (S.P.C.K.) 4_d._
A treasure concealed in a ball of worsted.
=32. Michael the Chorister.= (Walter Smith) 6_d._
One of the first tales of little choristers, and with a great simplicity and beauty.
=33. A Bright Farthing.= By S. M. SITWELL. (S.P.C.K.) 1_s._
A good child’s story of the temptation to conceit and self-exaltation.
=34. Grannie’s Wardrobe.= (S.P.C.K.) 9_d._
A case of curiosity and untruth, well told.
=35. The Railroad Children.= By C. M. YONGE. (Walter Smith) 6_d._
May be a help with unbaptised children.
=36. The Secret of a Ball of Wool.= (S.P.C.K.) 2_d._
Is the same idea as the ‘Godmother’s Whim,’ but is told by a Russian nurse and is more amusing.
=37. Harriet and her Sister.= By C. M. YONGE. (Walter Smith) 3_d._
A warning against concealing an accident; but the child left alone all day in charge of a baby is a thing of the past.
=38. Snowdrop’s Eggs.= By C. M. YONGE. (Walter Smith) 3_d._
Against pilfering.
=39. The Third Standard.= By C. M. YONGE. (Walter Smith) 3_d._
The consequences of children copying each other’s marks in school.
=40. Wolf.= By C. M. YONGE. (Walter Smith) 3_d._
Adventures of a set of Christmas carollers.
=41. The Wood Cart and other Tales.= By F. M. PEARD. (Walter Smith) 2_s._
Excellent tales of peasant life in France which delight English children.
=42. The Old Garden Door.= (Walter Smith) 2_d._
A little girl who gets into a scrape by aiding in surreptitious transactions between a hawker and some boarding-school young ladies. The children left at home to the care of a young elder are things of the past, but the child nature is true in all times.
=43. Uncle Henry’s Present.= (Walter Smith) 2_d._
A droll lesson on curiosity.
=44. The White Satin Shoes.= (Walter Smith) 2_d._
Equally telling on vanity.
=45. Cheap Jack.= By C. M. YONGE. (Walter Smith) 3_d._
Adventures of some beads ill obtained.
=46. Mary and Florence.= By A. FRASER TYTLER. (Hatchards) 3_s._ 6_d._
This is an unfailing favourite, a children’s classic of fifty years’ standing.
=47. The Star in the Dustheap.= By the Hon. MRS. GREENE. (Warne) 3_s._ 6_d._
Very touching.
=48. Froggy’s Little Brother.= By BRENDA. (Shaw) 6_d._ or 3_s._ 6_d._
A touching tale of street Arabs. Interest in it seems to be uncertain among children—one class has liked it, another virtually hissed it by inattention.
=49. Little Meg’s Children.= By HESBA STRETTON. (R.T.S.) 1_s._ 6_d._
More powerful than ‘Froggie.’ Also of London children in a garret, where the faithful little elder sister struggles to take care of the little ones till her father’s return from a voyage. This is as fit for mothers as for children. There are multitudes more of these street Arab tales, most of them written from fancy. It is possible to have too many of them, so only the names of these two best are given here.
=50. The City Violet.= By C. WINCHESTER. (Seeley) 5_s._
There are violent improbabilities here, but children like the book, and listen to it eagerly. The lesson of Christian love is taught by an old bedridden woman to various classes of children, among whom are some of the circus children, who have such a fascination for young readers.
=51. Little Lives and a Great Love.= By FLORENCE WILFORD. (Masters) 2_s._ 6_d._
Four tales designed to illustrate the text, ‘The love of Christ constraineth us,’ in a scale gradually ascending. Of the four, only the first is historical.
=52. Helpful Sam.= (Griffith, Farran, & Co.) 6_d._
A very real and quaint young chimney sweep.
=53. The Beautiful Face.= By Mrs. MITCHELL. (Masters) 4_s._ 6_d._
A veritable child’s romance, not attempting to be historical, but graceful, tender, and bright enough to delight children.
=54. Dandy=. (S.P.C.K.) 6_d._
A pleasant story of a lost dog.
=55. Ben Sylvester’s Word.= By C. M. YONGE. (Walter Smith) 3_d._ or 1_s._
The value of truth in a witness. The murder in this has secured its popularity.
=56. Little May and her friend Conscience.= By Mrs. CUPPLES. (Nelson) 9_d._
A debate with conscience.
=57. Tim’s Basket.= (Nelson) 6_d._
Might cheer a crippled child.
=58. Story of a Needle.= By A.L.O.E. (Nelson) 1_s._ 6_d._
Autobiographical.
=59. The Two Watches.= By the Author of ‘Copsley Annals.’ (Nelson) 1_s._
Didactic but lively.
=60. Baby’s Prayerbook.= By Mrs. SITWELL. (S.P.C.K.) 8_d._
A tiny girl unconsciously leading her elder brother to a right course.
=61. Wings and Stings.= By A.L.O.E. (Nelson) 1_s._
Once this was read to a class who delighted in it. Another year it fell flat, owing, perhaps, to the children having less imagination.
=62. It’s his Way.= By the Author of ‘Copsley Annals.’ (Nelson) 1_s._
Very good for reading aloud.
=63. Northope Cave.= By MRS. SITWELL. (S.P.C.K.)
Seaside adventures, a brave little self-devoted fisher-boy among babies.
[Illustration]
SENIOR CLASSES.
_For Children from Ten Years old to Twelve: Fourth Standard and upwards._
Most children are advanced enough at this age to prefer what is a little out of their own field; though here there will always be the differing tastes for adventure or character, and imaginative or matter-of-fact literature. What will fall flat with some will be appreciated by others; and, in general, what has been read to them is best liked. Explanations can be given, right intonations are explanatory in themselves, and foreign or unusual names are better understood.
=64. Under the Lilacs.= By LOUISA ALCOTT. (Sampson Low) 2_s._
A stray boy and poodle, escaped from a circus, arrive in the middle of a doll’s feast held by a widow’s little girls. The house becomes their home, and the scenes are delightful, especially when the poor dog is lost and comes back _minus_ his tail.
=65. On Angels’ Wings.= By the Hon. Mrs. GREENE. (Nelson) 5_s._
Pathetic and tender. A deformed and sickly child in a German town has to part with her father on his summons to the war. Little Violet’s patience, the drolleries of her little friends, the kindness of the old policeman, and the thoughtlessness of her young nurse go to children’s hearts.
=66. The Abbey by the Sea.= By Mrs. MOLESWORTH. (S.P.C.K.) 1_s._
A furniture designer of evidently much cultivation with his little daughter by the sea-side. Perhaps too ideal, but refining.
=67. The Golden Thread.= By Dr. NORMAN MCLEOD. (Isbister) 2_s._ 6_d._
This will also be found among the allegories, but it is, even as a mere story or romance, so charming to young listeners that it is here introduced.
=68. Feats on the Fiord.= By HARRIET MARTINEAU. (Routledge) 1_s._ and 1_s._ 6_d._ (With 40 illustrations, 2_s._)
Too lively and amusing to be out of date. Norwegian life is made perhaps rather too rose-coloured, but the adventures have a merit and interest apart from actual truth to nature.
=69. The Ghost of Greythorn Manor.= (Nelson) 6_s._
May be useful where children or servants fear a haunted house.
=70. Little Rosa.= By Mrs. PRENTICE. (Nelson) 6_d._
Fittest for the poor children to whom Father is a word of fear.
=71. The Magpie’s Nest.= (Nelson) 6_d._
=72. The Children on the Plains.= (Nelson) 1_s._ 6_d._
Adventures on the Prairies with Red Indians; a good deal of religious talk.
=73. Daughter of the Regiment.= (Sunday School Union) 2_s._
Children captured by Red Indians.
=74. Leila, or the Island.= By M. FRASER TYTLER. (Hatchards) 3_s._ 6_d._
Leila has always been an unfailing favourite. The second and third parts of her story are unequal to the first volume, which is improbable enough, but such pretty and pleasant reading, and so sound-hearted, that it is quite a child’s classic.
=75. Mr. Burke’s Nieces.= (Cassell) 2_s._
Confusion of identity between two children brought home from India, one of whom the Irish barrister believes to be his niece. It turns upon jealousy.
=76. Little Hinges.= (Cassell) 2_s._ 6_d._
A child’s disobedience in apparently a small matter leads to great family misfortunes. A sound lesson against ‘doing right in our own eyes.’
=77. The Thorn Fortress.= By M. BRAMSTON. (S.P.C.K.) 1_s._
This will be classed among historical tales, as it belongs to the period of the Thirty Years’ War, but the interest is sufficient to win children quite ignorant of the history of the period. The inhabitants of a village in the track of the armies have a refuge in the forest, impregnably fenced with thorn bushes. The adventures of a little maiden, who falls into the hands of the marauders, and wins their heart by her innocent sweetness, are enjoyed by all readers and hearers.
=78. Max Krömer.= By HESBA STRETTON. (R.T.S.) 1_s._ 6_d._
The Siege of Strasburg from a child’s point of view.
=79. Lost in Egypt.= By Miss M. L. WHATELY. (R.T.S.) 4_s._
The adventures of the little daughter of an English engineer, suddenly left an orphan in a remote place, and abandoned by the servants. She is adopted by a peasant woman, and afterwards has experience of several Egyptian houses before she is recovered by her English grandmother. Here and there it is lengthy, and some conversations might be spared, but it has been listened to and read with great interest.
=80. The Blue Ribbons.= By ANNA HARRIET DRURY. (Kerby) 3_s._ 6_d._
Founded on the anecdote of Marie Antoinette acting fairy to the child she met in the wood.
=81. Hans Brinker, or the Silver Skates.= By MARY M. DODGE. (Sampson Low) 1_s._
Delightful scenes of Dutch winter life.
=82. The Oak Staircase.= By M. and C. LEE. (Griffith, Farran, & Co.) 3_s._ 6_d._
This is the best for reading aloud of the three historical tales by these ladies. It begins with a child wedding in the days of Charles II. The little bride (a Countess) is sent to school at Taunton, where the mistress, a Huguenot, is enthusiastic in Monmouth’s cause, and the poor girls are among ‘the maids of Taunton.’ The young husband intercedes, but goes into banishment with the Jacobites, and his wife has in after times to procure his pardon, after which they begin their married life. The book has been found very attractive to children.
=83. The White Chapel.= By ESMÉ STUART. (S.P.C.K.) 2_s._
A dreamy child’s adventure, very prettily told, connecting the little white curtained bed with the white chantry chapel in a cathedral.
=84. The Carved Cartoon.= By AUSTIN CLARE. (S.P.C.K.) 4_s._
This has been much enjoyed when read aloud to somewhat intelligent Sunday-school children in the country, and Londoners always like it. The title is unfortunate, for a cartoon cannot be carved, and what is meant is a copy of a cartoon made by Grinling Gibbons, whose adventures in the Plague and Fire of London are made very interesting.
=85. Ivo and Verena.= (Masters) 2_s._
A beautiful little Fouqué-like tale of early Christianity in the North.
=86. Peggy and other Tales.= By FLORENCE MONTGOMERY. (Cassell) 2_s._
This may be useful where temperance tales are required, though we rather wonder at the father who chose such a subject to amuse his little children.
=87. The Ambition of Kate Hicks.= (S.P.C.K.) 4_d._
Useful for girls going out to service.
=88. The Grey House on the Hill.= By the Hon. Mrs. GREENE. (Nelson) 2_s._ 6_d._
A lonely page-boy falsely accused.
=89. I must keep the Chimes going.= By Miss ELLIOT. (Seeley) 1_s._ 6_d._
A very beautiful story of a girl in a hard place, but with a cheerful spirit.
=90. Friarswood Post Office.= By C. M. YONGE. (Walter Smith) 2_s._ 6_d._
A history of a workhouse lad, founded on fact.
=91. The Pink Silk Handkerchief.= (Walter Smith) 2_d._
A useful tale of deceit and vanity.
=92. The Girls of Flaxby.= By C. R. COLERIDGE. (Walter Smith) 2_s._
Pupil-teachers shown in a manner useful to them and still more so to those who have to deal with them.
=93. Lads and Lasses of Langley.= By C. M. YONGE. 2_s._ (See No. 28.)
Stories of village life, chiefly for the elder children; curiosity and a few other follies shown up.
=94. Polly Spanker’s Green Feather.= By Mrs. WALFORD. (S.P.C.K.) 4_d._
Droll disaster with finery.
=95. Sowing and Sewing.= By C. M. YONGE. (W. Smith) 1_s._ 6_d._
An endeavour practically to illustrate the Parable of the Sower.
=96. Stories of Youth and Childhood.= (Walter Smith) 2_s._
These first appeared in the ‘Magazine for the Young,’ and are very good. Phœbe, who is sent to the hospital, is our special favourite.
=97. Copsley Annals.= By Miss ELLIOT. (Seeley) 1_s._ 6_d._
These are unusually interesting. The supposed ghost, which turns out to be a clock whirring, excites breathless interest. The last story is better fitted for mothers than children.
=98. The House of the Little Wizard.= (Hatchards) 3_s._ 6_d._
=99. Goldhanger Woods.= By M. AND C. LEE. (National Society) 2_s._
This calls itself a child’s romance, and has some exciting adventures.
=100. My Great Aunt’s Cat.= (S.P.C.K.) 2_d._
A droll and wholesome warning against false excuses.
=101. Uncle Ivan.= By M. BRAMSTON. (National Society) 2_s._ 6_d._
Two sisters have to guard the papers of their uncle, a political exile, against spies. Very amusing for rather advanced readers such as pupil teachers.
=102. Wild Thyme.= (S.P.C.K.) 4_d._
=103. Susan Pascoe’s Temptation.= (S.P.C.K.) 4_d._
The first of these is very touching, the second its continuation and a good lesson.
=104. Self Conquest.= By FLORENCE WILFORD. (S.P.C.K.) 1_s._
Another rescue from a circus.
=105. Marty and the Mite Boxes.= (Shaw) 3_s._ 6_d._
An American story of contributions to a church, and the exertions of a rough little set of choir boys.
=106. Little Jeanneton’s Work.= By C. A. JONES. (Wells Gardner, Darton, & Co.) 3_s._ 6_d._
A little shepherdess whom the young lady of the château nearly spoils by making her Arcadian. Very prettily illustrated.
=107. A Peep behind the Scenes.= By Mrs. WALTON. (R.T.S.) 3_s._ 6_d._
A great favourite.
=108. Nimpo’s Troubles.= (Griffith, Farran, & Co.) 3_s._ 6_d._
This is an American story of a self-willed child, which children like very much. She chooses during her mother’s absence from home to board with people of her own selection, and gets into very comical predicaments.
=109. A Little Step-daughter.= By the Author of the ‘Atelier du Lys.’ (National Society) 3_s._ 6_d._
A child stolen by smugglers in the wild districts of Southern France in the time of Louis XV., taken care of by a woman who feeds silk-worms. Very interesting.
=110. Alone in Crowds.= By ANNETTE LYSTER. (S.P.C.K.) 3_s._
A youth bred up by his father on a desert island from early infancy. When rescued and brought home he is utterly astray and perplexed in England.
=111. The Giant Killer.= By A.L.O.E. (Nelson) 3_s._
This is rather stilted, but has been much enjoyed by elder children. It is much better than the second part ‘The Roby Family.’ As a rule, this lady’s books are very religious, without Church teaching, and a little too stiff in language, but useful.
=112. Bear and Forbear.= (Cassell) 2_s._
An excellent tale of an Edinburgh newspaper boy.
=113. Rhoda’s Reward.= By Mrs. MARSHALL. (Cassell) 1_s._
A young girl who overcomes a strong temptation.
=114. For Half-a-Crown.= By ESMÉ STUART. (National Society) 3_s._
This is the price of a poor Italian baby bought out of the slums of Portsmouth, and bred up to be a very spirited and interesting little person.
=115. Three Stories for Working Girls.= (S.P.C.K.) 1_s._
This, like ‘Kate Temple’s Mate,’ is chiefly fitted for the rough girls of factories.
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[Illustration]
BOYS.
Boys are here treated as separate subjects. The mild tales that girls will read simply to pass away the time are ineffective with them. Many will not read at all. Those who will read require something either solid, droll, or exciting. There are lads who will study books of real information with all their might, and will take up pursuits of science, or enter into poetry. This, however, comes (if at all) at the age when school is over and labour has begun, so that intellectual occupation is not the task but the refreshment. The solid, therefore, is not attempted in the present list. What it aims at giving is such a choice of books as boys will listen to with interest, or if they read in quieter moments, or in illness, may find so amusing as not to be tempted to think that nothing diverting or stimulating is to be found beyond the Penny Dreadful. If their taste can be kept unsullied during the time of growth, there is more hope for it afterwards.
The books here mentioned are all suitable for circulation in any general library, but are placed separately as an answer to the oft-asked question, ‘Do you know of anything my boys _will_ read?’
Many well-intentioned and really pretty books are omitted, even though written _for_ boys, because they do not seem to hit off the peculiar taste of that large class. Others are omitted because, though there is little harm in them, and we should not object to seeing a lad reading them, if of his own catering, yet parish libraries and school rewards give a kind of recommendation to a book which makes it needful that it should be beyond censure. For instance, that exciting and entrancing tale, ‘King Solomon’s Mines,’ is marred by the falsehoods told to the natives, and (more injuriously perhaps) by the constant reference to bad language on the part of the naval lieutenant, in a style to confirm boys in their notion of its being a manly fashion. Its successor, ‘The Phantom City,’ has none of these defects. Be it remembered that this catalogue is only intended to suggest and assist, not to exclude, and likewise that the works therein are not merely suited to lads, for though girls will often greatly prefer a book about the other sex, boys almost universally disdain books about girls.
=116. Robinson Crusoe.= By DEFOE. (Warne), 1_s._ 6_d._ (S.P.C.K.), 3_s._ 6_d._ (Cassell), 3_s._ 6_d._ (Marcus Ward), 1_s._ 6_d._, 2_s._, 3_s._
We need only name this first and best of all desert island tales, which ought to be read as an English classic by all young people—not boys alone.
=117. The Swiss Family Robinson.= (Warne), 1_s._ 6_d._, (Cassell), 5_s._, (Marcus Ward), 2_s._ 6_d._, 3_s._
It is a curious fact that this book was written by the tutor of Baron Humboldt and his brothers. It certainly encouraged a considerable spirit of adventure, and perhaps was partly inspired by the pupils’ interest in it as it proceeded. The second edition here mentioned is well illustrated, and is a fresh translation, more accurate perhaps, but scarcely so inviting to the childish English reader as the first more freely abridged version. The adventures are unfortunately more charming than possible in either naval or scientific eyes.
=118. Masterman Ready.= By Captain MARRYAT. (Warne) 5_s._
The outcome of a sailor’s disgust at the Swiss family’s raft of tubs and other impossibilities. Written with the ability of a distinguished novelist, and exercising over the children the fascination of the two preceding tales.
=119. The Island Queen.= By R. M. BALLANTYNE. (Nisbet) 3_s._ 6_d._
Here a young lady is by general consent elected to be queen of a shipwrecked crew. Mr. Ballantyne’s tales of adventure are perfectly safe from the moral point of view, and always have a religious tone, but when any matter brings forward points of difference, the tone is not that of the Church. Happily, however, there is seldom room for any such difficulty.
=120. The Young Crusoe.= By Mrs. HOFLAND. (Nelson) 1_s._ 6_d._
The best of this once popular author’s stories republished.
=121. The Fate of the ‘Black Swan.’= By F. FRANKFORT MOORE. (S.P.C.K.) 3_s._
A search in New Guinea for a missing brother.
=122. The Fortunes of Hassan.= (S.P.C.K.) 2_s._ 6_d._
Hassan is a dog who sees a good deal of the fortunes of war in Bulgaria.
=123. The Good Ship ‘Barbara.’= By S. W. SADLER, R.N. (S.P.C.K.) 3_s._ 6_d._
Two brothers, one in the navy, the other in the merchant service, see a good deal of the coast of Africa. The introduction of an ‘unattached’ and helpless missionary is the only weak point.
=124. Ned in the Blockhouse.= (Cassell) 2_s._ 6_d._
=125. Ned in the Woods.= (Cassell) 2_s._ 6_d._
=126. Ned on the River.= (Cassell) 2_s._ 6_d._
=127. The Camp Fire and the Wigwam.= (Cassell) 2_s._ 6_d._
=128. The Lost Trail.= (Cassell) 2_s._ 6_d._
=129. Footsteps in the Forest.= (Cassell) 2_s._ 6_d._
American, Fenimore Cooper-like adventures, but without the love or the somewhat stilted language. There is an admirable Red Indian hero, a Christian, who appears in all difficulties. Boys revel in these books, which seem to have an unusual attraction for them. The three first form the ‘Boy Pioneer Series,’ the three last the ‘Log Cabin Series.’ Many of the real pioneers of Kentucky are introduced.
=130. Lost in the Backwoods.= By Mrs. TRAILL. (Nelson) 3_s._ 6_d._
Adventures in a Canadian forest of fifty or sixty years ago. Well worthy of its republication.
=131. The French Prisoners.= By BERBY. (Macmillan) 4_s._ 6_d._
The friendship that springs up between some German boys and their French captives, well told.
=132. Treasure Island.= By R. L. STEVENSON. (Cassell) 5_s._
So exciting and engrossing that it must be mentioned, but bringing the reader into rough company, among a good many horrors.
=133. Tom Brown’s School Days.= By T. HUGHES. (Macmillan) 2_s._ or 6_d._
The life is so fresh and wholesome in spirit that, though the sphere is so different from that of the elementary school-boy, his tone may be raised by it.
=134. Ascott Hope’s Tales.=
These are too numerous and have too many different publishers for enumeration, but all are lively and wholesome tales of boyhood mostly in school life, and are good to lend and give.
=135. The Crofton Boys.= By HARRIET MARTINEAU. (Routledge) 1_s._ and 1_s._ 6_d._ (With 40 illustrations, 2_s._)
A very attractive story of a brave little boy at school, who loses his foot by an accident, and resolutely conceals the name of the perpetrator.
=136. Follow the Leader.= By TALBOT B. REED. (Cassell) 5_s._
Another public-school story, sound and spirited, and likely to interest. People sometimes learn best from what does not profess to be about their own life.
=137. In Quest of Gold on the Whanga Falls.= By C. H. JOHNSTONE. (Cassell) 3_s._ 6_d._
Exciting Australian adventures. It is to be hoped they will not inspire the gold fever, for which, however, ‘True Gold’ (see No. 602) may be an antidote.
=138. The Boy with an Idea.= By Mrs. EILOART. (Warne) 2_s._ 6_d._
An inventive genius, always getting into exquisitely droll predicaments, some of which are quite fit to do duty at a penny reading.
=139. Twenty Thousand Leagues under the Sea.= By JULES VERNE. Two parts. (Low) Cloth 3_s._ 6_d._, boards, 2 parts, 1_s._ each.
=140. The Mysterious Island.= Three parts. (Low) Cloth 2_s._, boards 1_s._ each.
=141. The Earth to the Moon and a Trip round it.= (Low) Cloth 2_s._, boards 1_s._ each.
=142. Five Weeks in a Balloon.= (Low) Cloth 2_s._, boards 1_s._
=143. Dr. Ox’s Experiment.= (Low) Cloth 2_s._, boards 1_s._
=144. The Steam House.= (Low) Two parts. Cloth 2_s._, boards 1_s._ each.
Jules Verne is a modern Baron Munchausen with an air of science and a Frenchman’s ironical gravity. To some he is perfectly enchanting, but there are soberer minds who are bewildered as to whether the wonders they read of are meant for truth or fiction, and dislike him accordingly. We have only mentioned a small selection of his translated works, but all are perfectly safe, for he is a religious, sound-hearted man. ‘Dr. Ox’s Experiment’ is short enough for a penny reading among intelligent people.
=145. Ben Sylvester’s Word.= (See No. 55.)
=146. Frank’s Debt.= By C. M. YONGE. (Walter Smith) 3_d._
The dull rude lad raised by better surroundings.
=147. The Little Duke.= (See No. 488.)
=148. The Caged Lion.= (See No. 410.) 6_s._
=149. Harry and Archie.= (See No. 254.)
=150. Pickle and his Page Boy.= (See No. 30.)
=151. For Fortune and Glory, a Story of the Soudan War.= By LEWIS HOUGH. (Cassell) 5_s._
A somewhat wild story, involving adventures with an old semi-madman who has turned Mahometan, but with a very graphic description of life in the English army.
=152. On Board the ‘Esmeralda.’= By J. HUTCHESON. (Cassell) 3_s._ 6_d._
No harm in it, though the Squeers establishment at the beginning might have been spared.
=153. Jackanapes.= By J. H. EWING. (S.P.C.K.) 1_s._
This beautiful story wins the attention of boys, but those who read it to them find it advisable to skip the unnecessary incident of the elopement.
=154. Mutiny on the ‘Albatross.’= By F. FRANKFORT MOORE. (S.P.C.K.) 3_s._ 6_d._
Exactly fulfilling the boy’s description, ‘A pretty book with plenty of killing.’
=155. Nimrod Nunn.= (S.P.C.K.) 2_s._
A village waif becomes a brave soldier, and is killed in Egypt.
=156. Pirates’ Creek.= By S. W. SADLER. (S.P.C.K.) 3_s._
=157. Tales by W. H. Kingston.=
There are so many of these, and brought out by so many publishers (S.P.C.K.), (Griffith, Farran, & Co.), (Warne), (Shaw), (Nisbet), (Routledge), that it is hardly possible to collect or enumerate them, and one description answers for all. They are full of adventure, well studied from travels and geography, perfectly safe and innocent, with more incident than character, and very useful for those who love adventurous tales.
=158. Tales by R. M. Ballantyne.=
These also are too numerous for individual mention. They teach much as to manners, geography, &c., and there is a conscientious, religious tone about both authors, but Mr. Ballantyne’s are apt to be rather confused where any Church matter comes in question.
=159. A Hero: Philip’s Book.= By the Author of ‘John Halifax.’ (Routledge) 1_s._
A very striking picture of moral _versus_ physical courage.
=160. Straight to the Mark.= By the Rev. T. S. MILLINGTON. (R.T.S.) 5_s._
A good schoolboy tale.
=161. Paul Howard’s Captivity.= (Griffith, Farran, & Co.) 1_s._ 6_d._
A boy who propitiated his Chinese captors by his knowledge of watches.
=162. Will’s Voyages.= By F. F. MOORE. (S.P.C.K.) 3_s._ 6_d._
=163. The ‘Great Orion.’= By F. F. MOORE. (S.P.C.K.) 3_s._
=164. The Adventurous Voyage of the ‘Polly.’= By S. W. SADLER. (S.P.C.K.) 3_s._
=165. Scapegrace Dick.= (See No. 460.)
=166. In the Land of the Moose, the Bear, and the Beaver.= By ACHILLES DAUNT. (Nelson) 3_s._ 6_d._
=167. In the Bush and on the Trail.= (Nelson) 3_s._ 6_d._
Both these are beautifully got up, and will make the boy who gets either of them for a prize happy at the moment, and sure to imbibe some real knowledge of the places named and animals described.
=168. Yussuf the Guide.= By G. MANVILLE FENN. (Blackie) 5_s._
Travels in Asia Minor. Full of adventures and often very droll.
=169. Devon Boys.= By G. MANVILLE FENN. (Blackie) 6_s._
An excellent set of seaside adventures near Barnstaple in the old smuggling times.
=170. The Final Reckoning.= By G. A. HENTY. (Blackie) 5_s._
Bush life in Australia in the convict times.
=171. Beyond the Himalayas.= By JOHN GEDDIE. (Nelson) 3_s._ 6_d._
=172. Lake Regions of Central Africa.= By JOHN GEDDIE. (Nelson) 3_s._ 6_d._
=173. The Castaways in the Wilds of Borneo.= By MAYNE REID. (Nelson) 3_s._ 6_d._
=174. Frank Redcliffe.= (Nelson) 3_s._ 6_d._
Adventures in South America.
=175. Mark Willis.= (Nelson) 1_s._ 6_d._
Adventures of a sailor boy.
All these are interesting tales of enterprise conveying much useful geographical information, and wholesomely sound and amusing.
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DRAWING-ROOM STORIES.
The stories under this head are chosen for their unusual excellence, but they deal in general with a way of life, with pursuits, allusions, and temptations, so much out of the line of the ordinary clients of the parish library that we do not recommend them for that purpose, although they would do no harm but decidedly good, so far as they were understood, and, where readers of a superior degree are included, would be excellent.
=176. The Langdales of Langdale End.= By ELEANOR LLOYD. (Marcus Ward) 3_s._ 6_d._
A lively, clever set of children, slightly over-independent of their parents. They get into a scrape by secretiveness about their pleasures, and their discussions of their clergyman might not be edifying to some readers.
=177. Hermy, the Story of a Little Girl.= By Mrs. MOLESWORTH. (Routledge) 2_s._ 6_d._
A pleasant nursery tale.
=178. Miss Fenwick’s Failures.= By ESMÉ STUART. (Blackie) 2_s._ 6_d._
A governess’s troubles with naughty children.
=179. A York and a Lancaster Rose.= By ANNIE KEARY. (Macmillan) 6_s._
One Rose is a professor’s daughter, the other is a carpenter’s. They come into connection at the soup kitchen of a Sisterhood, much to their mutual benefit. The trials of the professor’s daughter are those of a large intellectual family in a London house, where inclination often has to be silently sacrificed.
=180. Laneton Parsonage.= By ELIZABETH SEWELL. (Longmans) 1_s._
The catechism illustrated practically by three periods of the lives of a clergyman’s daughters—at home, at school, and after the return from school.
=181. Sweet William.= By Mrs. ERSKINE. (S.P.C.K.) 1_s._ 6_d._
An engaging little girl, devoted to her butterfly-hunting brothers, but waking to high and deep aspirations, which find their first fulfilment in the discovery of an old cottage woman’s lost son.
=182. Grumble.= By Mrs. ERSKINE. (S.P.C.K.) 1_s._
The pinch of agricultural depression felt but not understood in the nursery drives a little damsel to try to mend matters by _wishing_ in a fairy ring.
=183. The Birthday.= By Lady HARRIET HOWARD. (Masters) 3_s._ 6_d._
A charming set of children in high life, simple, natural, and wholesome, a favourite of many years’ standing.
=184. The White Gipsy.= By ANNETTE LYSTER. (S.P.C.K.) 3_s._
A child picked up by gipsies after a railway accident, and bred up among them till recovered by his mother.
=185. Decima’s Promise.= By AGNES GIBERNE. (Nisbet) 3_s._ 6_d._
This is made to a servant girl not to reveal an accident to a young child of which both alike are guilty. It results in the poor child’s idiocy, and thus would be a wholesome warning to nurses, but Decima’s other troubles are rather out of their beat.
=186. In the Marsh.= By BESSIE CURTEIS. (S.P.C.K.) 2_s._
A very clever portrait of life on the Sussex coast, as seen by some young folks quartered in a farmhouse.
=187. Rosamond Ferrars.= By M. BRAMSTON. (S.P.C.K.) 2_s._ 6_d._
A girl hardened by want of home life introduced into a good and happy home where the key of life is given to her.
=188. The Little Brown Girl.= By ESMÉ STUART. (S.P.C.K.) 2_s._ 6_d._
An orphan unkindly treated by children who are prejudiced against her, and nearly frighten her to death.
=189. The Runaway.= (Macmillan) 2_s._ 6_d._
Exceedingly droll mishaps befall the little maid who hides the runaway from school in her cupboard.
=190. When I was a Little Girl.= (Macmillan) 2_s._ 6_d._
=191. Nine Years Old.= (Macmillan) 2_s._ 6_d._
Great favourites with children; without much plot, but flowing on naturally.
=192. Little Alice and her Sister.= (Masters) 2_s._
A charmingly told cure of a spoilt and passionate little girl caused by an elder sister returned from India.
=193. P’s and Q’s.= By C. M. YONGE. (Macmillan) 4_s._ 6_d._
Turns on the difficulty of submitting to a fresh government.
=194. Henrietta’s Wish.= By C. M. YONGE. (Masters) 4_s._ 6_d._
On vehemently carrying out a personal wish.
=195. The Two Guardians.= By C. M. YONGE. (Masters) 6_s._
A religiously brought-up girl transplanted into a worldly family.
=196. The Wynnes.= (Masters) 5_s._
A sensible, thoughtful picture of the trials of a large family.
=197. One of a Covey.= (Wells Gardner, Darton & Co.) 3_s._ 6_d._
A little girl taken away from a home full of brothers and sisters to find solitary luxury very wearisome.
=198. Regent Rosalind.= (S. Tinsley) 7_s._ 6_d._
The difficulties of a young girl brought home from school to become head of a motherless household.
=199. Phil’s Mother.= (S. Tinsley) 5_s._
Several short and good stories, of which ‘Georgie’s Christmas Holidays’ is the best.
=200. Elly’s Choice.= (S.P.C.K.) 1_s._ 6_d._
=201. Boys and Girls.= (S.P.C.K.) 1_s._
The best thing in these is a remarkable fable or allegory, quite fit to be read separately, where each person is represented as chained for life to some animal symbolising character, and the question in each case is, Will the animal subdue the human being to the ruin of both, or will the human creature make the animal his obedient servant to the salvation of both?
=202. Ella’s Mistake.= By LAURA LANE. (S.P.C.K.) 1_s._
The damsel takes to sensational religion and despises her mother, but learns her error.
=203. Courage and Cowards.= By SELINA GAYE. (Nisbet) 2_s._ 6_d._
The contrast between physical daring and moral courage well brought out.
=204. The Autocrat of the Nursery.= By L. T. MEADE. (Hodder) 5_s._
This is delightfully illustrated and is a charming story, but it has the fault—a serious one if reverence is desired—of giving holy Names misspelt for baby utterance. A touch of the pen will alter this.
=205. Countess Kate and the Stokesley Secret.= By C. M. YONGE. (Walter Smith) 5_s._
One is a plunge into high life and the other a merry scrambling family.
=206. The Six Cushions.= By C. M. YONGE. (Walter Smith) 2_s._
The varying fates of six cushions for the chancel step, dealt out to be worked by as many young ladies.
=207. Trixy; or, Those who Live in Glass Houses should not Throw Stones.= By MARGERY SYMINGTON. (Cassell) 1_s._ 6_d._
Pleasant scenes of life in a small Swiss young ladies’ school.
=208. Studies for Stories.= By JEAN INGELOW. (Wells Gardner, Darton, & Co.) 3_s._ 6_d._
A collection of really powerful short tales, not half sufficiently known, chiefly of girls’ school life.
=209. The Old House in the Square.= By ALICE WEBER. (Routledge) 3_s._ 6_d._
A well-drawn family, who are too exclusive to be hospitable to their father’s pupil, and need to be brought to a better mind.
=210. North Wind and Sunshine.= By ANNETTE LYSTER. (S.P.C.K.) 2_s._ 6_d._
The contrast between piety and charity at home, and anywhere except at home.
=211. Five Pounds Reward.= (S.P.C.K.) 1_s._
Very droll.
=212. Heart Service.= (S.P.C.K.) 1_s._
Useful warning against selfish neglect.
=213. Snowball Society.= By M. BRAMSTON. (S.P.C.K.) 2_s._ 6_d._
=214. Home and School.= By M. BRAMSTON. (S.P.C.K.) 2_s._ 6_d._
These tell of the same family—the first of a scheme for providing poor children with a playground; the second is of high school adventures.
=215. Lob Lie by the Fire.= By J. H. EWING. (S.P.C.K.) 1_s._
=216. Story of a Short Life.= By J. H. EWING. (S.P.C.K.) 1_s._
=217. Jan of the Mill.= By J. H. EWING. (Bell) 1_s._
=218. Daddy Darwin’s Dovecote.= By J. H. EWING. (S.P.C.K.) 1_s._
These exquisite pieces of Mrs. Ewing’s are too delicately worked for the ordinary style of children or the poor, though they may be appreciated by those who have time to dream over them and, as it were, imbibe them.
=219. Story of a Happy Home.= By MARY HOWITT. (Nelson) 2_s._
Real childish incidents of a year; hardly story, but told with the charm of Mrs. Howitt.
=220. Sue and I.= By Mrs. O’REILLY. (Wells Gardner, Darton, & Co.) 3_s._ 6_d._
Delightful reminiscences of childhood.
=221. Aunt Judy’s Tales.= By Mrs. GATTY. (Bell) 3_s._ 6_d._
=222. Aunt Judy’s Letters.= By Mrs. GATTY. (Bell) 3_s._ 6_d._
=223. Aunt Sally’s History.= By Mrs. GATTY. (Bell) 2_s._ 6_d._
Needing no words of recommendation.
=224. Castle Blair.= By FLORA SHAW. (Kegan Paul) 3_s._ 6_d._
A wild Irish story, very attractive and exciting.
=225.= EDGEWORTH’S =Early Lessons=. ” =Frank=. ” =Rosamond=. ” =Parent’s Assistant=. ” =Harry and Lucy=.
These are real classics, and ought to be well read by every child. There are many points of good sense, refinement, and honour better given in them than in most modern books. They have been so often republished that they may be had at almost any price.
=226. Tip Cat.= (Smith) 3_s._ 6_d._
Has much grace and tenderness.
=227. May Cunningham’s Trial.= (Cassell) 2_s._
Interesting and spirited.
=228. Pat.= By STELLA AUSTIN. (Masters) 3_s._ 6_d._
By far the best of Stella Austin’s stories, which are popular, but have for the most part the fault of admiring the children’s simplicity too palpably, and might foster affectation or self-consciousness.
=229. Sidney Grey.= By ANNIE KEARY. (Warne) 3_s._ 6_d._
A story of much excellence and reality.
=230. The School-boy Baronet.= By the Hon. Mrs. GREENE. (Warne) 3_s._ 6_d._
A young tyrant cured of his overbearing ways by seeing their exaggeration in lower life.
=231. Cushions and Corners.= By the Hon. Mrs. GREENE. (Warne) 2_s._ 6_d._
A clever story on angular and gentle tempers.
=232. Blind Man’s Holiday.= By ANNIE KEARY. (Warne) 2_s._
=233. Father Phim.= By ANNIE KEARY. (Warne) 1_s._
In the first we have touches from the author’s own childhood. The second is very beautiful, and perhaps the most perfect of the author’s works.
=234. New Honours.= By Mrs. SELBY LOWNDES. (Warne) 2_s._
Children whose first experiences of their father’s peerage are not pleasant.
=235. Mistress Mary.= By Mrs. SITWELL. (S.P.C.K.) 1_s._ 6_d._
A charming story of a quaint little girl and her noble-minded parents.
=236. Dora and Nora.= By ANNETTE LYSTER. (S.P.C.K.) 2_s._
Two girls who endure in a very different manner the trial of living with a cross old aunt.
=237. Carry’s Rose.= By Mrs. CUPPLES. (Nelson) 9_d._
Against teasing.
=238. The Launch of the ‘Victory.’= (Nelson) 6_d._
Of a wholesome friendship made over a toy ship.
=239. The Phantom Picture.= By the Hon. Mrs. GREENE. (Nelson) 2_s._
Disobedience detected by the culprit unconsciously photographing himself.
=240. Silverthorns.= By Mrs. MOLESWORTH. (Hatchard) 6_s._
A harsh judgment and incipient jealousy confuted. Very sweet characters.
=241. The Linen Room Window.= By C. BIRLEY. (Wells Gardner, Darton, & Co.) 1_s._ 6_d._
The effect of sunshine through a convex bit of glass.
=242. A Story for the Schoolroom.= (S.P.C.K.) 2_s._
Excitement at going to stay with a girl of higher rank ending in wholesome discipline and mortification of self-importance.
[Illustration]
[Illustration]
ON THE CATECHISM.
These are not studies on the Catechism, but illustrations.
=243. Stories and Lessons on the Catechism.= (Walter Smith) 3 vols. 13_s._
A companion to the lessons on the Collects, with a class of girls instead of boys. The using of it for many years has tested its excellence.
=244. Stories on the Catechism.= By C. A. JONES. (Masters) 4 vols. 2_s._ 6_d._ each.
Detached stories, with questions at the end of each on the portion to which it applies.
=245. Laneton Parsonage.= (See No. 180.)
Written mainly to illustrate the Catechism.
=246. Tales illustrative of the Apostles’ Creed.= By J. M. NEALE. (Masters) 2_s._ 6_d._
=247. Stories on the Commandments.= (S.P.C.K.) 1_s._ 6_d._
=248. Stories on my Duty to God.= (S.P.C.K.) 1_s._ 6_d._
=249. Stories on my Duty to my Neighbour.= (S.P.C.K.) 1_s._ 6_d._
=250. Stories on the Lord’s Prayer.= By E. SEWELL. (Masters) 6_d._
All the above may be usefully read, or lent, to children, one by one, as comments on the lesson freshly taught.
=251. The Little Camp on Eagle Hill.= By E. WETHERELL. (Warne) 1_s._ 6_d._
Somewhat striking conversations upon the Lord’s Prayer.
=252. Children of the Church.=