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It contains portraits of leading American authors and pictures of their homes; discussions of the writings of both American and British authors; biographies, references, criticisms, and choice selections. Also a study of the Bible as a literary work. Full cloth, 344 pages. Price, prepaid, $1.25. Introduction, $12.00 dozen, prepaid

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A literary Gem-Book. GRAMMAR AND ANALYSIS BY DIAGRAMS. Containing 600 sentences diagrammed by the "Improved Straight-line System," with many notes explaining difficult points in analysis and parsing. Price, prepaid, $1.25 ORTHOGRAPHY AND ORTHOEPY. Cloth, 128 pages. Price, prepaid, 50c. Introduction, $4.80 a doz., prepaid Cloth, 160 pages. Price, prepaid, 50c. Light-blue cloth TREASURED THOUGHTS. with gold stamp, price, prepaid. 75c. Name on back of book in gold for 25c extra

3 Books-One $1.25 book and two 50c books, prepaid, $2,00 Books-One $1.25 book and one 50c book, prepaid, $1.60

All 4 Books Prepaid....

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"Hidalgo and Home Life at West Lawn"

(M. A. Donohue & Co., Chicago), by R. A. McCracken, Paxton, Ill. It is quite evident that this interesting work has been prepared by an author who is still a boy in his interests and sympathies. It will prove an inspiration to the boys and girls who may read it, as it is a simple story of a beautiful fam

ily life. Difficulties are overcome in a philosophical manner, and a spirit of kindness is developed. Observation is cultivated by the different members of the family as they make long trips. Lessons in right living abound throughout the work, and it déserves a large sale.

"Choice Selections of Poetry for Children and Youth" (John W. Baird, Lombard Building, Indianapolis). This interesting volume contains "300 Gems" which have been collected and collated by John W. Baird, and we bespeak for it a careful perusal. If the selections are properly used by parents and teachers right thoughts, lessons, and principles will be instilled in the lives of the pupils in the various schools. The work is strongly endorsed by Prof. Lee O. Harris, Greenfield, Ind., as follows: "I have very thoroughly examined, and read with more than ordinary pleasure and interest, 'Choice Selections of Poetry for Children and Youth,' collected and collated by John W. Baird, and consider it one of the most satisfactory and valuable collections for that purpose which has been brought to my attention within the forty-six years of my connection with the public schools of Indiana." In this work the compiler has manifested a rare judgment in selection and an intuitive appreciation of that which is interesting, not to the primary grades alone, but to all the grades of school progress and to the teachers themselves

THE ORDER OF PESTALOZZI.

We are pleased to note the continued growth and prosperity of the Order of Pestalozzi. It is less than eight months since the organization of Horace Mann Lodge, No. 1, at Portland, Indiana, yet since then lodges have been organized in twenty-one counties, with a total membership of nearly fifteen hundred.

This order is a fraternal, co-operative association of school teachers, organized, incorporated and doing business under the laws of the State of Indiana. On the social side it is similar to other fraternal orders, having a lodge system and ritualistic form of work and providing sick and death benefits and all the other features of fraternal

organizations, except that it limits its membership to school teachers or those legally qualified to teach, and admits men and women on equal terms.

It is democratic in its government, each local lodge regulating its own affairs within the limits fixed by the general laws.

The objects of the order as stated by the articles of association are as follows: (a) To unite the school teachers of America in an intellectual, fraternal co-operative association. (b) To improve its members socially, morally and intellectually by the adoption and promulgation of appropriate ritualistic instruction. (c) To raise the standard of scholarship and professional training of teachers, secure longer terms of school, procure better wages, regulate the tenure of position and establish school teaching as a permanent profession. (d) To provide for lectures, entertainments and such other intellectual and social pleasures as will elevate, entertain and bind together its members in bonds of true fellowship. (e) To aid its members in securing employment, and in purchasing books and periodicals. (f) To aid its members in sickness and distress and assist in burying them when dead; and finally (h) To assist them in any manner consistent with good citizenship.

We wish to emphasize the fact that the Order of Pestalozzi is not a teachers' union in the usual meaning of that term, though of course when two or more persons associate themselves for the accomplishment of a definite purpose, in one sense a union is formed. But the Order of Pestalozzi seeks to accomplish nothing by the usual methods of unions. Whatever it does toward assisting its members in a material or financial way will be done in a dignified and legitimate manner by petition and argument, trusting for results to the justice of the teachers'

cause.

The Supreme Order is anxious to get in touch with one or more good active and progressive teachers in each county where local organizations have not yet been formed, who can and will take up the work of local organization. If no lodge of the Order has been established in your county, write the Supreme Order of Pestalozzi, Portland, Indiana, for particulars as to how one may be secured.

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STUDY THE

New York State Examinations CONTENTS:

14 Years Questions with Ans. in Arithmetic. 14 Years Questions with Ans. in Grammar. 14 Years Questions with Ans. in Geography. 14 Years Questions with Ans. in Physiology. 14 Years Questions with Ans. in Methods. 14 Years Questions with Ans. in Civil Govern. 14 Years Questions with Ans. in U. S. History. 14 Years Questions with Ans. in English Comp. 14 Years Questions with Ans. in Book-keeping. 14 Years Questions with Ans. in SchoolLaw. 14 Years Questions with Ans. in Algebra. 14 Years Questions with Ans. in Gen. Literature. 14 Years Questions with Ans. in Gen. History. 14 Years Questions with Ans, in Rhetoric. 14 Years Questions with Ans. in Astronomy. 14 Years Questions with Ans. in Botany, 14 Years Questions with Ans. in Physics.

14 Years Questions with Ans. in Chemistry.

14 Years Questions with Ans. in Geometry.

14 Years Questions with Ans. in Zoology. 14 Years Questions with Ans. in Geology. 14 Years Questions with Ans. in Latin.

14 Years Questions with Ans. in School Economy PRICE: ANY SUBJECT, 25c.; ANY 14 SUBJECTS, $1.50; THE 23 SUBJECTS COMPLETE, POSTPAID, IOR $2.00. BALL PUBLISHING CO., Rochester. N. Y.

2. Find the sum of seven hundred seventy and thirteen thousandths; nine thousand and ninety and nineteen hundredths; four tenths; three thousand and three and eleven thousandths; ten thousand eighty and one hundred eight ten thousandths; twenty-five hundred and six hundred thousandths.

3. A sold B a horse for more than it cost, and B sold it for $80, losing of what it cost him; how much did A pay for the horse?

4. A dealer sold fe of a firkin of butter, weighing 56 lbs, which cost 221⁄2 cents per pound, for $3.24, and the remainder at an advance of 2% cents per pound. How much did he receive for the remainder? How much did he gain or lose?

5. If a soldier takes a full 28-inch step" how many steps will he take in marching a distance of 14 miles?

6. Bought a house and lot from Mr. A for $3,500 which was 70% of the sum he paid for it, and sold it for 20% above cost. What was my gain? What did the house and lot cost Mr. A?

7. The volume of a cube is 512000 cubic inches find its entire surface and the total length of its edges.

The sum of two numbers is 42, their difference is 12, what are the numbers? Work by algebra.

Answers.

1. The best way to present the square of a number is by means of a square figure. The square of a number represents a plane figure of two equal dimensions of some given unit, the number squared expressing the number of units of such dimension. The cube of a number would be explained similarly with a figure of threelequal dimensions.

of cost to B=$96.

$96-3 cost of horse to A.

of cost of horse to A= of $96, which is $24.

of cost of horse to A-$72. Ans.

4. 56 lbs. @ 222 cents-$12.60 cost of butter. of 56 lbs. 241⁄2 lbs. sold for $3.24. 31 lbs. remainder which sold at advance of 2 cents per pound or 248 cents per pound. 311⁄2 pounds@24% cents-$7.821 received for remainder. $7.821+$3.24-$11.06 selling price of butter. $12.60-$11.064-$1.53 loss.

1. Upon what discovery did the English base their claims to North America?

2. Who were the Patroons of New Netherland? What were their duties and what their privileges? 3. What was the last English Colony founded within the present territory of the U. S.? By whom founded, and what motives led to its being founded?

4. What were the British plans for the campaign of 1777? To what extent successful and to what extent not successful?

5. What military event of the Revolutionary War occurred in Indiana? Give brief account of it. 6. What did the United States gain in territory by the Mexican War?

7. What Union victories in July, 1863, secured the completion of one of the great features of the reat plan of war for the Union?

8. What States have been admitted to the Union since the close of the Civil War?

Answers.

1. Upon the discovery of Labrador in 1497 by John Cabot and his son Sebastian.

2. (a) The Dutch West India Company offered to each person establishing a colony of 50 persons over 15 years of age, a strip of land on the banks of some river, to be 16 miles in width, or eight miles where both banks were occupied. These tracts were to stretch back from the river indefinitely, and the owners were called patroons. (b) They and their heirs were granted the privilege of holding these tracts forever, and it was the duty of each of these petty monarchs to develop his principality. Passage money was furnished by the patroons to many poor Germans, who were bound to serve a given number of years as tenants.

3. (a) The colony at Savannah in 1733. (b) James Oglethorpe and several other persons, who constituted the "trustees for the establishing of the colony of Georgia." Their motives were to provide homes for the unhappy men in England who were imprisoned because of the misfortune of poverty.

4. (a) The English were determined to get control of the Hudson River and thus cut off New England from the Middle States. General Burgoyne was to march down from Canada ɛnd General Howe was to go north from New York to meet him. Another force under St. Leger was to go up Lake Ontario to Oswego. take Fort Stanwix and come down the Mohawk Valley, (b) Burgoyne captured Ticonderoga, but was defeated

at Bennington. In October, 1777, he surrendered at Saratoga to General Gates, the American commander. Meanwhile St. Leger had met with discomfiture, and realized that he could not take Fort Stanwix. General Howe was infatuated with the idea of taking Philadelphia, and defeated General Washington at Brandywine and Germantown, but the latter's campaign was not a failure, as he had succeeded by superior strategy in blocking the plans of the former. Washington's daring generalship won the admiration of European statesmen. France realized that the Americans would probably gain their independence; hence the treaty of alliance at Paris, February 6, 1778.

5. (a) The recapture of Vincennes by Colonel George Rogers Clark, after it had surrendered to Hamilton, the British General. (b) In January, 1779, Colonel Clark, with 130 bold men, crossed the "drowned lands" of the Wabash. They had to wade for miles, but resolutely kept on, and laid siege to the fort, which, with its garrison and governor, surrendered.

6. Mexico ceded to the United States New Mexico and Upper California, which now includes the State of California.

7. The defeat of General Lee at Gettysburg by General Meade, July 1, 2 and 3, and the surrender of Vicksburg, July 4, by General Pemberton to General Grant.

8. Nebraska, 1867; Colorado, 1876; Washington, Montana and North and South Dakota, 1889; Idaho and Wyoming, 1890; Utah, 1896.

LINCOLN.

1. What States originally formed the Confederate States Government? What States afterward joined the movement?

2. Give an account of the arrest of Mason and Slidell. How was the international difficulty arising from this affair settled and how did this settlement agree with the position the United States had taken in 1812?

3. What was the first military success of General Grant in the Civil War?

4. What were the strong points and the weak points of General McClellan as a commander?

5. What characteristics did President Lincoln display in dealing with General McClellan? Describe the capture of New Orleans.

6.

1. South Carolina, Georgia, Alabama, Louisiana, Florida, and Mississippi. Texas a few weeks later. Arkansas May 6, 1861, North Carolina May 20th, and Virginia and Tennessee came later.

2. These gentlemen were aboard the steamer Trent en route to England and France as special ambassadors on behalf of the Southern Confederacy. Captain Wilkes, commanding a war vessel of the United States stopped the Trent on the high seas and took the Commissioners by force. Great excitement prevailed and the United States finally gave up the prisoners with suitable apologies. Lincoln said, "We fought Great Britain in 1812 for just what Captain Wilkes did.”

3. The capture of Forts Henry and Donelson.
4. He was a splendid civil engineer, a superb drill

master and tactician, and when on the defensive, was a terrible fighter, as was instanced at Antietam. His defects were that he was insurbordinate, egotistical and lacked aggressiveness. He constantly overestimated the strength of the enemy and underestimated that of his own. He was not in harmony with the Lincoln administration, as he believed in slavery, and was himself a politician.

5. Great patience and forbearance. Lincoln seemed to appreciate McClellan's good qualities and was slow to remove him from the head of the arm y.

6. In order to break the power of the Confederacy it was absolutely necessary to have possession of the mouth of the Mississippi. In the spring of 1862 a powerful fleet was sent against New Orleans under the command of David Farragut. Forts Jackson and St. Philip below the city were stormed for six days and nights without avail. Farragut determined to risk running by the batteries in order to destroy the Confederate fleet above the forts, and this was accomplished by night. Thus New Orleans passed into the hands of the Federals, and General Butler was given command of the city, April, 1862.

7. With disfavor. He thought it exposed Washington and was too indirect.

8. In July, 1862, the President had submitted a draft of his proclamation to the cabinet for their approval. Seward thought the time was not opportune. The document was laid away until the Federal armies could win a victory in order to give the proclamation weight. When Lee turned back from Antietam Lincoln resolved to send the proclamation after him as a threat to the South.

1. Expired air contains carbon dioxide, water vapor, and certain organic substances whose exact nature is not well known. The organic substances are especially injurious.

2. Arm: humerus, radius and ulna. Leg: femur, tibia and fibula.

3. Alcohol and narcotics stimulate the heart to greater action, increasing the frequency of its beat, but at the same time decreasing its force. This force may be so decreased as to impair the action of the heart, making it less effective. The heart may be injured by the habitual use of alcoholic drinks. Its

1. Clear enunciation, perfect pronunciation and right voice inflection. These may be secured only by long and continued practice.

2. Because the child learns much by imitation, and if the teacher's reading should be faulty the standard set for the child is defective.

3. A proper pronunciation of words is based primarily on the enunciation of the letters and syllables. 4. This question admits of a variety of answers. The writer would say the "Deserted Village." In order to give the students a glimpse of the fine art in the poem, and to help them to appreciate the sweetness and grace that prevail in its melodious lines.

5. That which appeals to the fanciful. "Hiawatha" and "Little Lord Fauntleroy," for examples.

6. In the grade the teacher should make a strong effort to fix the ideals of the children. Here the period of adolescence begins, and what is read and properly assimilated will stay with the pupil during life.

7. First hear the class read the poem entire, in order that its music and rhythm may take possession of their minds. Then have them to see the central theme of hope and trust in the final outcome of an earnest life. Finally sum up the poet's arguments in proof that life is not an empty dream, but an opportunity for the brave spirit to assert itself and win the victory.

8. The writer heartily approves the practice. If the theme in a short poem gets hold of the mind of the pupil it will stay with him through life.

GEOGRAPHY.

1. Give examples of two natural disadvantages in Europe which have been overcome by man. How has each been overcome?