EMBER 2, 1903. __ Price 50 cents per year - Southern Education ~ (Rural peers) Ne _. “Tf the crowns of all the kingdoms of Europe were ‘ -- laid down at my feet in exchange for my books and my love of reading, t Ne spurn them all.” ce Lie aed ed Gay hrf the duty of the State to see that its citizens know how to read,-it is certainly no less its duty to see that they are trained to do the right kind of reading; otherwise the ability to read may be harmful rather then beneficial, both to the individual and to the State.” Sherman Williams. “The child that by the age of fourteen has not read Robinson Crusoe, Hiawatha, Pilgrim’s Progress, The Stories of Greek Heroes, by Kingsley and Hawthorne; - The Lays of Ancient Rome, Paul Revere’s Ride, Gul- liver’s Travels, The Arabian Nights, Sleepy Hollow, Rip Van Winkle, The Tales of the White Hills, The Court- ship of Miles Standish, Scott’s Tales of a Grandfather, Marmion, and Lady of the Lake, the Story of Ulysses and the Trojan War, of Siegfried, William Tell, Alfred, and John Smith, of Columbus, Washington, and Lincoln =the boy or girl who has grown up to the age of fourteen Eo without. a chance to read and thoroughly enjoy these books: has been robbed of a great fundamental right; a right which can never be made: good by any subsequent 5 Rk or grants EE ah oe Rotts ae ap de -. Charles A. BORY es SOUTHERN EDUCATION | BOARD, sages » Tean, Publishers. VOL. ee Se a ee No 18 _- @AUT-O@DEN CO., KNOXVILLE, Tithw. SOUTHERN EDUCATION BOARD Dr. E. A. Alderman, Wm. H. Baldwin, Rev. Wallace Buttrick, Dr. J. L. M. Curry, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Hon: H. H. Hanna, Dr. C. D. McIver, Edgar Gardner Murphy, Robert C. Ogden, Dr. Walter H. Page, Geo. Foster Peabody, and Dr. Albert Shaw Officers President, Robert C. Ogden, New York City Secretary, Dr. Charles D, McIver, Greensboro, N. C.. Treasurer, George Foster Peabody, New York City Supervising Director, Hon. J. L. M. Curry, Washington, D. Ce Bureau of Information and Investigation: Director, Dr. Chas. W. Dabney; Secretary, Charles L. Coon, Knoxville, “Tenth District Directors: Dr. E. A. Alderman, New Orleans, ‘La., Dr. H. B. Frissell, Hampton, Va., Dr. Charles D, McIver, Greensboro, N. C. Campaign Committee: Hon. a L. M. Curry, Chairman; Dr. E. A. Alderman, Dr. Chas. W. Dabney, Dr. H. B. Frissell, Dr. Chas. D, McIver General Field Agents: Dr. G. S. Dickerman, New Haven, Conn. ; _ Prin. Booker T’. Washington, Tuskegee, Ala. es Field Agents for Virginia: Hon. H. St. cenee Nes Lexington, 6 Va., and Dr. Robert Frazer, Richmond, Va. ~ Field Agent for Alabama, J. B. Graham, Talladega, ee Executive Secretary associated with the President, Edgar Gardner METRES, . “A good book is the precious life-blood of a master spirit ee. embalmed: and treasured up on purpose toa life eee ites: — MILTON. “God be thanked for good books. They are the voices of the distant and the dead, and make us heirs of the spiritual life | of the past ages. ‘In the best books great men talk to us, sive tis 3 : ‘their most precious thoughts, and abe their souls into ours.’ ae CHANNING. - ‘CA taste : for books is iti pleasure atid glory ue my “tifes : re would not exchange it for the glory ot the Indies.’ oe oA She = —Grnron. O27 .B3 5 ey Southern Lducation Published at Knoxville, Tenn., by the Bureau of the Southern Education Board: SUBSCRIPTION PRICE: aber Sey 5 a 50 cents PRTG eIMONtNS)...22).n oe. 1b Cents ADDRESS: SOUTHERN EDUCATION BOARD KNOXVILLE, TENN. Monday, November 2, 1903 The editor is indebted for valuable suggestions in making this number of SoUTHERN Epucation to Mr. Clarence H. Poe, Raleigh, N. C.; to Supt G. F. Boyd, Kosciusko, Miss.; to Profs. P. P. Claxton and W. Rose, University of Tennessee; and to many others. Any rural teacher can have a rural school library, if she only wills to have Get the children interested first of all. The children’s interest will secure After this is secured a public entertainment will help. one. the interest of the parents. Then talk to the parents and ask for more money. And how is the best way to interest children in the rural library you should have? The best way is for the teacher to get some of the books on the library lists in this number of SouTHERN Epvu- CATION. Let the children read these books. Read some of them to the chil- dren. Jet them carry some of them home. ‘The parents will thus soon be- come. interested and the rural library will be easy to establish. The ordinary reading books used in the rural schools, the books prescribed for use, are usually poor literature at best or only selections from real litera- ture. The reading by the children of the books mentioned in the rural school library lists of this number of SouTHERN Epucation can not take the place of any state prescribed school course, but such reading can nevertheless be done and can be used to give life and joy to the whole rural school work. The rural school library need not have very many books. It is perhaps best that it should be small. The teacher should be thoroughly familiar with each book. The rural school library should be ac- cessible to the children and their parents during the vacation time. The teacher can arrange for this by having some in- telligent person in the community act as librarian during the vacation. There can be no real education except And _ such contact can occur in two ways only, viz., by soul contact with soul. by means of books (not text-books) and by means of teachers. The rural school library is, therefore, a necessity in the education of children. The rural school library is the means by which to get books, to keep them, and to get books read. That rural school in which no books 338 SOUTHERN are read except the ordinary text-books is not educating the children. The most it is doing is giving those children the mere tools of knowledge. Such a school is only trusting that somehow the chil- dren may become educated, may finally learn how to use the dangerous tools it has ignorantly given them. The children’s literature of the first and the second school years should con- sist largely of fairy stories and fables. During the third year the myths of the Greeks and the Romans should be read. During the fourth year the Song of Hia- watha should be read; during the fifth year the Norse mythology; during the sixth year the Odyssey of Homer; dur- ing the seventh year the Iliad of Homer; during the eighth year the children’s reading should be largely in the field Whole books Of course, other literature than that indi- of American literature. should be read and not scraps. cated above may be read with much pleasure and profit, but what is here in- dicated should come first. The difference between an educated man and an wtuneducated man “is that the educated man feels more, sees more, wants more, is interested in a vastly ‘greater variety of things.” Mere technical arithmetic, technical grammar, technical drawing, and most of the geography and history taught in our public schools can not really educate the children; these can only supply the tools of knowledge. Real education comes to the children by means of reading good books and by association with teachers who are them- selves educated. EDUCATION The public schools of Nebraska cele- On this provided. brate Library Day each year. day a _ special program is Funds and donations of books for the library are solicited and the public school patrons of each district are urged to One of the ob- jects of the library. movement in Ne- attend the celebration. braska is the encouragment of reading aloud in the homes by both pupils and parents. Texas has a State Library Association which was organized on June 10, 1902. This association is working with good prospects of favorable results for a State Library Commission, whose business it shall be to secure needed library legisla- tion, and to promote the establishment and furtherance of free public libraries The Texas State Library Association has time and again in every way possible. called attention to the importance of establishing free rural and _ traveling libraries and to the necessity and im- portance of good reading in the public schools. The first public library in America to be supported chiefly at public expense and from which any citizen might bor- row books was established at Charleston, Ss. C., in 1698, and was in charge of the minister of St. Philip's Church as librarian. Why Rural! Libraries? “The difference between the educated man and the uneducated,’ says Presi- dent Schurman, “is that the educated man sees more, feels more, wants more, is interested in a vastly greater variety SOUTHERN EDUCATION of things, and, in short, lives a larger, He is haunted by thoughts and touched by emotions a richer and a fuller life. and moved by ideals which are incom- municable to him who has not been nour- ished at the breasts of human science It is the business of the initiate the child Yet it is a lamentable fact and culture.” school to into this larger life. that the boys and the girls of the rural communities of the South are getting from the public school practically no help in this direction. A child may learn to read and to write and to manipulate num- bers, may learn the rules of grammar and rhetoric, may memorize and recite the mere lists of facts which pass for geog- raphy and history — may do all this well, and yet go out into the world with his horizon but little broader than if the school had never existed. The business of the school is to in- itiate the child But civilization is not embodied in the formal into civilization. 3359 reading, writing, arithmetic, To give the child these is to give him his instruments, his tools; but studies: grammar. to give him no more is to leave him without inspiration and guidance. These tools are made useful only in so far as the child has opened ‘up to him the realms of nature and humanity. Through the use of these instruments the child may enrich his own life by appropriating the accumulated experience of the race. This experience comes to him in the main in the form of books. The most vital endowment which the school gives to the child is the confirmed reading habit directed by a cultivated taste. With this endowment the most remote com- munity is put in touch with civilization; the child of the district 1s made the citi- zen of the world. But this reading habit can not be cultivated in the absence of Without the rural district li- brary, the rural school must fail in its books. most important function. Veni, LIBRARIES AND THE PUBLIC SCHOOLS. The education gained at school must, with the great majority of people, be meager at the best. reading after the school life is finished. This may be, and should be, supplemented by extensive If this work is to be done well, and under favorable conditions, the pupil must, while in school, not only be trained to like good literature, but also, if possible, to use a public library intelligently. The library must be regarded as an important and necessary part of the system of public education. of the inhabitants of Massachusetts are without library facilities. It is said that not more than one in five hundred This should be the condition everywhere, and may be at no very distant time if those who should be the most interested — the teachers of the country — will make a unani- mous, persistent, and continued effort in this direction. There is nothing that appeals to people more generally, or to which they will respond more readily and liberally, than an effort to establish free public libraries, 1f the work 1s carried on with good judgment. Children must be directed and trained in regard to their reading. They can no more be trusted to get their own knowledge of and taste for literature unaided than they can get their scientific and mathematical training in the same way. If it is the duty of the State to see that its citizens know how to read, it is certainly no less its duty to see that they are trained to do the right kind of reading; otherwise the ability to read may be harmful rather than beneficial, both to the individual and to the State. b 44186 _ 340 SOUTHERN EDUCATION Training pupils to read and love good literature is by far the most important work done in school. There is nothing else that a teacher can do at all compatable to it in value. It is the one thing the school does that continues to contribute to one’s education so long as he lives. We should never forget that it is not the ability to read, but the use made of that ability, that contributes to the destiny of a child. Some one has said that education consists of formation of habits and the acquisition of tastes. This is certainly the case so far as reading is concerned, and all that the school and library can do, working together in harmony, is necessary to the best success in this matter of forming correct reading habits and good taste in literature. — SHERMAN WILLIAMS. THE CHILD’S LITERARY RIGHT. The child that by the age of 14 has not read Robinson Crusoe, Hiawatha, Pilgrim’s Progress, The Stories of Greek Heroes, by Kingsley and Hawthorne, The Lays of Ancient Rome, Paul Revere’s Ride, Gulliver’s Travels, The Arabian Nights, Sleepy Hollow, Rip Van Winkle, The Tales of the White Hills, The Courtship of Miles Standish, Scott’s Tales of a Grandfather, Marmion,’and Lady of the Lake, the story of Ulysses and the Trojan War, of Siegfried, William Tell, Alfred, and John Smith, of Columbus, Washington, and Lincoln —the boy or girl who has grown up to the age of 14 without a chance to read and thor- oughly enjoy these books has been robbed of a great fundamental right; a right which can never be made good by any subsequent privileges or grants. It is not a question of learning how to read —all children who go to school learn that; it is the vastly greater question of appreciating and enjoying the best things which are worth reading. Judged on this standard of worth, the reading exer- cises of our schools have acquired a tenfold significance, and all teachers who have looked into the matter have felt a new enthusiasm for the grand oppor- tunities of commen-school education. There is no doubt, whatever, among intelligent people, that good literature is a powerful instrument of education. It is by nomeans the whole of education, but when the reading habits of children are properly directed, their interest in suitable books cultivated and strengthened, their characters are strongly tinctured and influenced by what they read. lf their minds are thus filled up with such stimulating thought material, and their sympathies and interests awakened and cultivated by such ennobling thoughts, the better side of character has a deep, rich soil into which it may strike its roots. So profound has heen the conviction of leading educators upon the value of the reading matter of the schools for the best purposes of true education that the whole plan of study, and the whole method of treatment and discussion, as touching these materials, have been reorganized with a view to putting all chil- dren into! possession of this great birthright. —CuHartEes A. McMurry. RURAL LIBRARIES. The Need for Rural Libraries and an Explanation of the North Carolina Rural School Library Laws. “We have heretofore put too much confidence in the mere acquisition of the arts of reading and writing. After these arts are acquired there is much to be done to make them effective for the development of the child’s intelligence. If his reasoning power is to be developed through reading he must be guided to the right sort of reading. The school must teach not only how to read, but what to read, and it must develop a taste for wholesome reading.” It is to remedy just this defect that the rural school library has been intro- duced into twenty-nine American States. And though widely varying plans have been adopted, in no other State, I dare say, has more rapid progress been made, or greater results accomplished in proportion to the capital expended, than in North Carolina. For this reason I may be pardoned for referring at some length SOUTHERN EDUCATION 34 lla to this North Carolina plan, which seems to be the one best adapted to States having a large rural population and a small revenue. ‘The law as passed by the General Assembly of 1901 provides in substance: That wherever the friends or patrons of any rural public school contribute $10 or more for starting a library in connection with the school, $10 of the regular district school fund shall also be set apart for the same purpose, while another $10 will be given from the State appropriation — thus assuring at the outset at least $30 for each school library; in many cases, of course, the patrons raise more than the minimum sum, $10, needed to secure the $20 from other sources. The County Board of Education then names some competent person to manage the prospective library, and purchase the books for it; these to be chosen from a remarkably well-selected list prepared by a committee of distinguished educators two years ago. The same committee, by the way, obtained competitive bids, from prominent publishing houses, thus forcing prices to strikingly low figures, even for classics, The smallest libraries have seventy-five or eighty neat and sub- stantially bound volumes. By the earnest efforts of the North Carolina Literary and Historical Asso- ciation an appropriation of $5,000 was obtained for the payment of the State’s part in the experimental plan just outlined, and in September, 1901, the appro- priation became available and the first North Carolina rural school library was established. The entire sum would have been speedily exhausted by the more progressive sections had not the legislature provided that the State appropriation of $10 for each library should be available for not more than six school districts in any one of the ninety-seven counties. Within five months a third of the counties reached this limit, and other schools within their borders applied in vain for State aid. Before the General Assembly of 1903 met in January, 431 of a possible 500 libraries had been helped. In the face of such success, there was nothing for the legislature to do but make an appropriation of $5,000 more for the ensuing two years; while $2,500 was added to strengthen and enlarge the libraries already established — the same Carnegie-like principle of codperation to be observed; each gift from the State to be duplicated by an appropriation from the school fund and again duplicated by private subscription. Not only does the rural school library develop the reading habit; it develops it along right lines. Since, as Emerson says, “the ancestor of every action is a thought,” how important it is that the literature that is to provoke thought be not only wholesome but well-rounded and well-balanced! In our city libraries fiction has much too large a place; many women and young people read nothing ‘else. But while these rural libraries contain a few great novels, the chief effort is to develop a proper appreciation of choice works of science, travel, nature- study, poetry, history, biography, and mythology. Even if the child formed the “reading habit” outside the school, it would still be worth while for the State to have these libraries for the sole purpose of turning his new-found love of truth into right channels of truth and beauty. Nor have the boys and girls been the only beneficiaries of the new movement. It has opened up a new world for many of the parents, and has done incalculable good in continuing the education of persons too old or too poor to longer attend school. The superintendent of schools for Durham County says that the books are used as much. by the parents as by the children themselves, and the Pitt County superintendent says that the libraries have caused hitherto indifferent parents to become deeply interested in the education of their children. “ The peculiar value of the school library,” as the New York Evening Post rightly observes, “lies in the fact that it educates the younger generation as well as the older.” All in all, the North Carolina plan has proved a strikingly successful inno- vation, and we are moved to wonder that our educational leaders did not long ago perceive the value of rural library work, or, realizing it, did not think of the ease with which it may be conducted in connection with the public school. We are now not far from the time when no house where children meet for study, whether in town or country, will be regarded as even tolerably equipped witpout a small collection of the best books. —CnLarence H. Por, Raleigh, N. C., in September, 1903, Review of Reviews. 342 SOUTHERN EDUCATION A RURAL SCHOOL LIBRARY. A List of Books for a Rural School Library. Something about the Books. the Books. Classified by Grades. Cost and Where to get The following is a good list of books with which to begin a rural school library. The books are described somewhat in detail, and some of them are also classified by grades, for the greater convenience of teachers. in the general list may be read by the teacher to the pupils. Many of the books The books which have been arranged by grades bear directly on what should be the literature, geography, or history work of those grades. 1. Classic Stories for Little Ones. Mrs. L. B. McMurry. Public School’ Publishing: Coer. nae 35¢ (1) This is an excellent adaptation of a number of the most famous fairy stories. The book can be read very early in the school life of the children. 2. Bow-Wow and Mew-Mew. G. M. Craik. Maynard, Merrill Bl COS ee oa are eee ale ee 20c (1) This is the story of the life and ad- ventures of a dog and a cat. The book will be enjoyed by the youngest readers. 3. Southern Poets. Weber. Mac- millan? Co.) New Yorkes4).c.4 25¢ (8) This book contains selections from the leading Southern poets. 4. Paul Jones. Hutchins Hapgood. pp. 126. Houghton, Mifflin & COG Cath ie an eal ae Op he as eet as a 65¢ (6) This is a brief biography of John Paul Jones. It gives an account of his early voyages, cruise of the Providence and the .4rthur, the cruise of the Ranger, his fight with the Serapis. There are addi- tional chapters on Diplomacy at the Texel, Society in Paris, Private Ambi- tion and Public Business, a chapter on his Russian Service, and an account of his last days. There is an excellent frontispiece of Jones. 5. The Eugene Field Book. Mary E. Burt and Mary B. Cable. Du E30.) Anat ies pcribncrs. SATS ILOO2 Ss saat sass eet ee 60c This is a collection of the best chil- dren’s poems by Eugene Field. It con- tains the well-known poems, Little Boy Blue, Wynken, Blynken and Nod, Just "Fore Christmas, Pittypat and Tippytoes, and the like. Besides there is a chapter of letters by Field to his children, a chapter of autobiography, and anecdotes illustrating the well-known characteris- tics of Field. 6. Alice’s Adventures in Wonder- land. Edited by Florence Mil- ner. pp. 192. Rand, McNally & Co. ; Tlustrated 4. eee ae 25c (G) Every one knows this book. It is not necessary to speak of its contents. It has long been one of the best books for children. This edition contains a bio- graphical sketch of the author and some notes by the editor. There is also a reading list for those who desire to know more about Lewis Carroll’s books. 7. Big People and Little People of Other Lands. Edward R. Shaw. pp. 128. American Book Co., TQOO Fit. yl Shae ee 30¢ (2) This book describes the big people and little people of China, Japan, Arabia, Corea, Borneo, India, Lapland, Green- land, Russia, Switzerland, Holland, Pata- gonia, the pygmies of Africa, and the Indians. ‘There is a chapter on the Philippines, the Congo and Amazon valleys. The book is well illustrated and charmingly written. 8. Stories of Great Americans for Little Americans. Edward Eg- gleston. pp. 159. American Book .Coj, 1805 22.072 ve oe 40c SOUTHERN EDUCATION There are stories of Franklin, Boone, Irving, Audubon, Daniel Boone, Dr. Kane, Jefferson, Kit Carson, Horace Greeley, and others. There are many il- Justrations which add interest to the book. 9. Tales of Troy. Charles De Gar- mo. “pp. 68 Public School Publishing Co., Bloomington, PEPE GOS Wt cit): Sate Mille ce 63 35Cc (6) This is Dr. De Garmo’s translation of a famous German story of Professor C. Witt. The book contains an account of Paris and Helen, The Greeks at Aulis, Iphigenia, The Greeks and Trojans, Quarrel of Agamemnon and Achilles, The Duel between Paris and Agamem- non, The Great Deeds of Diomed, Hec- tor and Ajax, The Misfortune of the Greeks, The Night Spies, Patroclus, Achilles and Ajax, and the Destruction of Troy. There are several illustrations and an index for the pronunciation of proper names. 10. Old Stories of the Fast. James Baldwin. pp. 215. American Book Co., ee OOL IC. biter cowie.’ 45c 3) This book contains the author’s adap- tation in literary form and language of a number of Old Testament stories. The stories treated are The Garden of De- light, The Two Brothers, The Flood of Waters, The Great Chief, The Master of the Land of the Nile, The Great Law- giver, and others equally interesting. This is one of the most charmingly written children’s books extant. 11. The Story of Ulysses. Agnes Spofford Cook. pp. 153. Pub- lic School Publishing Co., Vk stwieadyaat'g gaye a 0 PR Me deepiemar anes ger 50c (3) This book contains a well-written ac- count of the part Ulysses played in the Trojan War and his adventures on his journey homeward to Ithaca, based on Homer’s Odyssey. ‘There are illustra- tions and a few explanatory notes which add much to the value of the book. 12, Aunt Martha’s Corner Cupboard. Mary and Elizabeth Kirby. pp. 153. Educational Publishing .of books relating to Indians. 343 Stories about tea, sugar, coffee, salt, currants, rice, and honey. ‘There are many illustrations. The book is intended to give children a glimpse of the great world of industry beyond their usual en- vironment. 13. Ten Boys. Jane Andrews. Ginn & Co., Boston. pp. 240. 1902..50c (4) This book is intended to trace our own race from its Aryan source to its pres- ent type. There are stories of Cablu, Darius, Cleon, Horatius,. Wulf, Gilbert, Roger, Ezekiel Fuller, Jonathan Dawson, and Frank Wilson. The book is illus- trated and charmingly written, as are all of Miss Andrews’ stories. 14. Stories .of Colonial Children. Pratt) app. 221.» Educational Publishing Co., New York... .40c (3) This book attempts to give a glimpse at the child life in the Colonies before the days of the Revolution. There are numerous illustrations, one of which is a reproduction of a page from the New England Primer. 15. The Song of Hiawatha. Long- fellow. pp. 193. Houghton, MMiftline OC On.) BOSTON washed 40c (4) This book is Nos. 13 and 14 of the Riverside Literature Series. It contains, besides the poem, an account of the visit to Hiawatha’s people by Alice M. Long- fellow, an introductory note and a list There is a pronouncing vocabulary. The illustra- tions are by Frederic Remington. 16. Stories of Industry. Chase & Clow. 2 vols. pp. 350. Edu- cational) Publishing) Go. wee... 80c (40c each) (5-8) Volume I contains stories of coal, pe- troleum, gold, silver, copper, the making of sewing machines, stoves, watches, clocks, ships, glass articles, and the like. Volume II contains stories of the making of calico, linen, carpets, silk, hats, furs, shoes, and the like. Both volumes are proiusely illustrated. 17. 20ld, Norse > stones: Sarah Powers’ Bradish. Pp. 240. Americans Books Coy sewe-ates 45c (5) 344 SOUTHERN The author has endeavored to re-tell some of the most popular of the old Norse stories so as to make them attrac- tive to young readers. Most of these stories show what our ancestors thought of the common phenomena of nature, such as day and night summer and win- ter, storms and sunshine, life and death. The book is well written. There is a pronouncing vocabulary of Norse names. The book is illustrated. 18. Gulliver’s Travels. | Jonathan Swift. .pp. 193. Houghton, NMittig Coa are ea), © eee 40c (5) This edition contains the voyages to Liliput and Brobdinag. ‘There is an in- troductory sketch, notes, and two maps. This volume is No. 89-90 of the River- side Literature Series. 19. A Wonder Book for Boys and Girls. Nathaniel Hawthorne. pp. 203. Houghton, Mifflin & OY ae AANUA one ainge tlee HOY Segue Ug. 40c (4) This well-known book contains stories of the Gorgon’s Head, the Golden Touch, Paradise of Children, Three Golden Apples, the Miraculous Pitcher, and the Chimera. ‘There is an introductory note, mythological index and pronouncing vo- cabulary and six illustrations. ‘This vol- ume is No. 17-18 of the Riverside Litera- ture Series. 20. Little Women. Louisa M. Alcott. pp. 532. Little, Brown & Co., BOStOt. TOG var caine meee ee (6 Little Women: or Meg, Joe, Beth and Amy is one of the best children’s books. ‘Lhis edition is illustrated. 21. Fifty Famous Stories Retold. James Baldwin. pp. 172. Amer- ican Book Co., New York..... 35c (2) This book contains stories of King Al- fred, Robin Hood, Bruce and the Spider, Sir Philip Sydney, Sir Walter Raleigh, George Washington, William Tell, Reg- ulus, Damon and Pythias, and many others. There are numerous illustra- tions. EDUCATION 22. The Arabian Nights. Edward Everett Hale. pp. 366. Ginn & Co., Boston. 5/5 ee seem 45c (G) This edition contains The Story of Aladdin, The Traveling Merchant, and other well-known stories of the East. There are numerous illustrations. . 23. Discoverers and Explorers. Ed- ward R. Shaw. pp. 129. Amer- ican Book Co., New York..... 35c (4) This book contains stories of Marco Polo, Columbus, Vasco da Gama, John and Sebastian Cabot, Vespucius, Ponce de Leon, Balboa, Magellan, Cortez, Pi- zarro, De Soto, Verrazzano, Henry Hud- son, and an account of the famous voy- age of Sir Francis Drake, the Great River Amazon, and Ei Dorado. 24. /&sop’s Fables. Mara’ Wa-Prate 2 vols. pp. 254. Educational Publishing Co., New York.... Lgl wii ae ‘ ...50c (25¢ each) This is an edition suitable for very young children. The well-known fables of The Fox and the Lion, The Fox and the Grapes, The Grasshopper and the Ant, The Fox and the Crow, The Dog and His Shadow, The Fox and the Stork, The Dog in the Manger, The Lark and Her Young Ones, The Hare and the Tor- toise, The Lion and the Mouse, The Wind and the Sun, Borrowed Feathers, The Ox and the Frog, The Hen that Laid the Golden Egg, and many others, may be found in these books. 25. Seven Little Sisters. Jane An- drews. pp. 121. Ginn & Co, Boston) boss's bebe estpy ells a 50¢ (3) The seven little sisters live on the round ball that floats in the air. ‘These sisters are The Little Brown Baby, Agoonac, Gemilia, The Little Moun- tain Maiden, Pense, The Little Dark Girl, Louise, The Child of the Rhine, and Louise, the Child of the Western Forest. This book takes the children on an imaginary journey to various parts of the world and describes child life as it is found there. There are illustrations, and an account of the life and work of Miss Jane Andrews. SOUTHERN - 26. Story of Ancient Peoples. Emma J. Arnold. pp. 232. American Pega Onn VeW LY OL! a,b 8s ies 60c (8) This is an exceedingly interesting ac- count of the ancient Egyptians, Chal- deans, Hittites, Phcenicians, Hebrews, Medes and Persians, Hindoos and Chi- nese.. There is an introduction, a list ot authorities and reference books, and many illustrations. 27. Essays from the Sketch Book. Washington Irving. pp. 159. Maynard, Merrill & Co., New "y: COT DER gta 0 LS A ge tee a 24¢ (8) This edition contains the Voyage of Roscoe, The Wife. Rip Van Winkle, The Art of Book Making, The Mutability of Literature, Stratford-on-theAvon, Christ- mas, Stage Coach, Christmas Eve, Christ- mas Day, and The Legend of Sleepy Hollow. There are notes and a short life of Irving. 2auebie Vision of sir Launtal and Other Poems. James Russell Lowell. pp. 202. Houghton, Minin &. Coy Boston; ...0...... 4oc (8) This is No. 30 of the Riverside Litera- ture Series. There is a_ biographical sketch and notes, a portrait of Lowell, and other illustrations. This edition also contains Under the Old Elm, The Con- cord Ode, and other poems by Lowell. 29. The King of the Golden River. Hooneisuskin, pp. 82. Rand, PLO er COS ys og ud AEs eek 25c (5) This edition of The King of the Golden River is one of the Canterbury Classics Series. There are illustrations, notes, a reading list, suggestions to teachers. The King of the Golden River: or the Story of the Black Brothers, is one of the best fairy stories ever written. 30. The Courtship of Miles Standish. Longfellow. pp. 90. Houghton, LTTE A aan 9 Foye tare h Ee ee ge 4Oc (6) This volume is No. 2 of the Riverside Literature Series. There are explanatory notes as well as one of Longfellow’s EDUCATION 345 other poems from Tales of a Wayside Inn. The Courtship of Miles Standish is one of Longfellow’s favorite poems, and depicts life in the old Colony days in Plymouth. 31. Evangeline. Longfellow. pp. 100. Houghtom Mifflin: & Cou. 09: 40c (8) This edition of Evangeline contains a biographical sketch of Longfellow and an introduction and notes by Horace FE. Scudder. There is also a sketch of Long- fellow’s home life by his daughter, Miss | Alice M. Longfellow. A pronouncing vo- cabulary of names and foreign words contained in Evangeline adds to the value of this edition. Eivangeline is a tale of Acadie, the country now known as Nova Scotia. 32. Hans Andersen’s Stories. pp. 205. Houghton, Mifflin & Co., EG sta er ssh ote aba wa ouee 40c (5) This book is one of the Riverside Lit- erature Series and contains some of the best of Hans Andersen’s fairy stories, among them The Ugly Duckling, The Pine Tree, Little Match Girl, The Snow Queen, The Nightingale, The Happy Family, and The Candles. 33. The Stories Mother Nature Told Her Children. Jane Andrews. pp. 131. Ginn & Co., Boston. ..50c (3) The Stories Mother Nature told Her Children are The Story of the Amber Beads, The New Life, The Talk of the Trees that Stand in the Village Street, How the Indian Corn Grows, Water Lilies, The Carrying Trade, Sea Life, The Frost Giants, The Indians, and the like. This is one of the best nature study books ever written. 34. The Little Lame Prince. Miss Muloch. pp. 74. Maynard, Merrill & Co.,.New York......20¢ (2) This is one of the best known chil- dren’s books extant. 35. Enoch Arden, and Other Poems. Tennyson. pp. 224. Houghton, Mii de Cour Boston ane 4oc (6) 346 SOUTHERN This is Rolfe’s edition of ‘Tennyson’s well-known poem. There are notes and an explanatory index of words and phrases. 30. The Last of the Mohicans. James Fennimore Cooper. University Publishing Co., New York... .30c (6) The Last of the Mohicans is a story of Indian life by one of the greatest Ameri- can novelists. or the Silver Skates. Mary Mapes Dodge. PDe) B03 wharlesoeScribners: SONS, INC WY Ol hate one eee $1.50 (7) Hens Brinker: or the Silver Skates, is a story of life in Holland. The book is well illustrated and of surpassing inter- cst. 37. Hans Brinker: as 38. Robinson Crusoe. Lida B. Mc- Murry and Mary Hall Husted. pp. 131. Public School Publish- ine Co” Bloemineton, lila: Sis (2). This little book is an adaptation of the story of Robinson Crusoe to the attain- ment and educational needs of children in the primary schools. ‘This edition is illustrated, well written, and intensely in- teresting. 39. Fairy Stories and Fables. James Baldwin. pp. 176. American BookiCo, Newry orkiyagas oer 35c Besides containing a number of well- known fables of A‘sop this book con- tains The Story of Three Bears, The Three Pigs, Little Red Riding Hood, Tom Thumb, Jack and the Bean Stalk, Peter and the Magic Goose, Cinderella, Puss in Boots, The Fisherman and His Wife, and many others. This is one of the best written fairy story books now to be obtained. 40. The Birds’ Christmas Carol. Kate Douglas Wiggin. pp. 60. Houghton, Mifflin & Co., Bos- TOD etevaeog aed osrereia sha eeetene ae ee rena 50c (G) This is an intensely interesting Christ- mas story which all children will thor- oughly enjoy. EDUCATION 41. Legends of the Red Children. Mara L. Pratt. pp. 128. Wer- ner School Publishing Co., York... 5. 30¢c (4) This book contains the Indian folk stories as to the origin of the lightning, the south wind, the morning star, the rainbow, and many others. 42. Old Greek Stories. James Bald- win. pp. 208. American Book Co.; (New York 7.02.35 45c (3) The story of Promethus, Io, Arachne, Apollo, Alcestis, Medusa, Atalanta, The- seus, and other Greek stories are here presented in fine literary form. ‘There are many illustrations and a pronouncing dictionary of persons and places. 43. The Children of the Cold. Fred- erick Schwatka. pp. 212. Edu- cational Publishing Co., New York |. Ueaa es te oe $1.25 (6) his is perhaps the best story of Es- quimaux life extant. 44. Tom Brown’s School Days. Thomas . Hughes! [oper Houghton, Mifflin & Co., Bos- COM (ais sidiagee ale Sx seve eaten 40c (G) This book contains the story of a boy who attended the Rugby School in Eng- land, in the days of the famous Dr. Thomas Arnold. 45. The Deerslayer. James Feni- more Cooper. University Pub- lishine’.Co., New: York: 2. ame 30c (6) This is the first one of Cooper’s well- known Leather Stocking Tales which portray Indian and pioneer life in the early days. 46. Two Little Confederates. Thomas Nelson Page. pp. 156. Charles Scribners’) Sons) isan eee $1.50 (8) This is a story of the Civil War by one of the best known writers in the South. SOUTHERN EDUCATION 47. Andrew Jackson. William G. Brown. pp. 156. Houghton, Mifflin, & Co., Boston......... 65¢ (8) This is a short biography of Andrew Jackson by. a well-known writer on Southern subjects. 48. George Washington. Horace E. Scudder. pp. 253. Houghton, dine eer GOw okt eae toa atk os 75C (7) This is one of the best boys’ lives of Washington, well written and intensely interesting. 49. ‘The Odyssey of Homer. William Cullen Bryant. Houghton, Mif- Reem AMR Tre cs da aiale &. 2 at sate > 85¢c (6) This is perhaps the best English trans- lation of one of the most famous poeins in all literature. There is a pronouncing vocabulary of proper names at the end of the book. 50. Little Lord Fauntleroy. Frances Hodgson Burnett. pp. 290. Charles Scribners’ Sons, New nied &, CORE Ail ase semen ae Pica $1.25 (G) One of the best and one of the most famous children’s stories obtainable. 51. Uncle Remus, His Songs and Sayings. Joel Chandler Harris. pp. 256. D. Appleton & Co. . .$1.30 (G) This book contains the folk-lore of the negroes of the old Southern plantation. s2, Birds and Bees Sharp Eyes. John Burroughs. pp. 96. Hough- ton, Miffin & Co., Boston... .40c (G) | This is an interesting nature study book by one of the best American writers on such subjects. 53. Ivanhoe. Sir Walter Scott. Uni- versity Publishing Co., New UTC MAs deh tate 6s abeivinee & oe Hints 30¢ (G) This is one of the most famous ro- mances in English literature. 347 54. Wild Animals I Have Known. Ernest Thompson-Seton. pp. 358. Charles Scribners’ Sons, New York (G) This book contains some of the most interesting animal stories yet written, Illustrations are the very best. 55. A Midsummer Night’s Dream. William Shakespeare. pp. 102. DD?) Ceneath & Co,, Boston?s,.25¢ (G) This edition of A Midsummer Night’s Dream is edited by Sarah Willard Heis- tand. ‘There is an introduction, and ex- planatory notes. 56. The Comedy of the ‘Tempest. William Shakespeare. pp. 08. DP Cub eath® Co. Bostonw., 25¢ cong ak The Tempest is perhaps the one play of Shakespeare which most appeals ta young readers. This is the play which contains the characters of Miranda, Prospero, Ariel, and Caliban. 57. Each and All. Jane Andrews. pp. 142. Ginn & Co., Boston. ..50c (3) This is a companion book to the Seven Little Sisters. The same charac- ters which appear in Seven Little Sisters again appear in this volume. 58. The Vicar of Wakefield. Oliver Goldsmith. University Pub- PIS TIITOD CLO aso nea ey 30¢ (G) An English classic which will be en- joyed by all boys and girls in the upper grammar grades. 59. Kenilworth. Sir Walter Scott. University Publishing Co., New Sdn dala a OR ts This is one of Sir Walter Scott’s most famous Waverley novels. It describes the times and events of Queen Eliza- beth’s reign. 60. Tittle Men. Louisa M. Alcott. pp. 376. Little, Brown & Co., Bsstonsn cats. oe ee eae dia $1.50 (G) 348 This is a companion book to Little Women, and describes life at Plumfield with Joe’s boys. 61. Silas Marner. George Eliot. University Publishing Co., New YiOr ley VS oid ime (eae nek 30¢ (G) Perhaps this is the most powerful story ever written showing the wrong use of money. 62. Century Book for Young Ameri- cans. Elbridge S$. Brooks. pp. 249. Century Co., New York, $1.50 (7) This is perhaps one of the best books on civil government to be obtained. Its arrangement, its style, and the illustra- tions make it an intensely interesting book. 63. Pilgrim’s Progress. John Bun- yan. University Publishing Co., New York (G) This is one of the most famous alle- gories ever written. It describes the journey of the Christian through this world to the world beyond. 64. Hiawatha Primer. Florence Hol- : brook. Houghton, Mifflin & Co., BOShOT Rete Gre its a yee eae 40c (1) This is an adaptation of the Song of Hiawatha. It is suitable for the young- est readers, and is a most enjoyable book. 657. (Grimm 6 oP airy) otOries = ok. . Claxton and M. W. Halibur- ton. B. F. Johnson Co., Rich- SOT. Vas oe een bak oer ever aaused eet 25¢ (1) This book is an adaptation of a num- ber of Grimm’s Fairy Stories, and can be read by the youngest children. SOUTHERN EDUCATION 66. Little Lucy’s Wonderful Globe. Charlotte M. Yonge. Educa- tional ‘Pub..Co.,"Nv Y. ene! (3) This is an extremely interesting story. It is a little girl’s dream of the children of other lands. 67. Stories of Bird Lite ites Pearson. B. F. Johnson Co., Richmond;* V2. .. 5.5) eee 60c . (5) This is an interesting story of the life of many of our Southern birds. 68. American Indians. Frederick starr. D) Gi. Heath maaan New: York: 4). 7) c.53. 035 ae (6) This is an account of the various tribes. of American Indians. 69. Black Beauty. Anna Sewell. University Pub: Cox NY ago (4) The best book ever written to inculcate the spirit of kindness to the horse. 70. Emmy Lou. George Madden Martin. McClure’s, N. Yv255.50 G) The story of the progress of Emmy Lou through the school. 71. The Jungle Book. Rudyard Kip- ling. The Century Co., New York sessile ak (G) This book portrays the animal life of the jungle. 72. The Knights of the Round Table. W. H. Frost. Scribners’ Sons, New York This book tells the story of King Ar- thur and his Knights of the Round Table in a very fascinating manner. Classified by Grades. Note.—For convenience the marginal numbers refer to the same numbers in the preceding list. I 1. Classic Stories for Little Ones, Mrs. L. B. McMurry. 24. Atsop’s Fables, Mara L,. Pratt. 64. Hiawatha Primer, Florence Hol- brook. 65. Grimm’s Fairy Stories, P. P. Clax- ton and M. W. Haliburton. to 21: 34. 38. 39. 10. ifs I2. 14. 25. 33. eee rs: 10. 23; 4l. 16, v7, 18. 20. 67. SOUTHERN EDUCATION Bow-Wow and Mew-Mew, G. M. Craik. 2, Big People and Little People of Other Lands, Edward R. Shaw. Stories of Great Americans for Lit- tle Americans, Edward Eggleston. Fifty Famous Stories Retold, James Baldwin. The Little Lame Prince, Miss Mu- loch. Robinson Crusoe, Lida B. McMurry and Mary Hall Husted. Fairy Stories and Fables, James Baldwin. 3) Old Stories of the East, James Baldwin. The Story of Ulysses, Agnes Spof- ford Cooke. Aunt Martha’s Corner Cupboard, Mary and Elizabeth Kirby. Stories of Colonial Children, Pratt. Seven Little Sisters, Jane Andrews. The Stories Mother Nature Told Her Children, Jane Andrews. Old Greek Stories, James Baldwin. Each and All, Jane Andrews. Little Lucy's Wonderful Charlotte M. Yonge. 4. Ten Boys, Jane Andrews. The Song of Hiawatha, Longfellow. A Wonder Book for Boys and Girls, Nathaniel Hawthorne. Discoverers and Explorers, Edward R. Shaw. Legends of the Red Children, Mara Le Pratt. Globe, 5. Stories of Industry, Chase and Clow. 2 vols. Old Norse Stories, Sarah Powers Bradish. Gulliver’s Travels, Jonathan Swift. The King of the Golden River, John Ruskin. Hans Andersen’s Stories. Stories of Bird Life, T. Gilbert Pearson. 6. Paul Jones, Hutchins Hapgood. Tales of Troy, Charles De Garmo. - 30. 35. 30. 43. 37: 48. 62. 26. 20: 28. ay: 40. 47. 20. 22. 40. eT, is 53: 349 The Courtship of Miles Standish, Longfellow. Enoch Arden and other Poems, Tennyson. The Last of the Mohicans, James Fenimore Céoper. The Children of the.Cold, Frederick Schwatka. The Deerslayer, James Cooper. The Odyssey of Homer, William Cullen Bryant. American Indians, Frederick Starr. Fe, Hans Brinker: or the Silver Skates, Mary Mapes Dodge. George Washington, Scudder. Century Book for Young Ameri- cans, Elbridge S. Brooks. 8. Story of Ancient Peoples, Emma J. Arnold. Essays from. the Washington Irving. The Vision of Sir Launfal and Other Poems, James Russell Low- ell. Evangeline, Longfellow. Two Little Confederates, Thomas Nelson Page. Andrew Jackson, William G. Brown. Southern Poets, Weber. Fenimore Horace E. Sketch Book, GENERAL, The Eugene Field Book, Mary E. Burt and Mary B. Cabie. Alice’s Adventures in Wonderland, Ed. by Florence Milner. Little Women, Louisa M. Alcott. The Arabian Nights, Everett E. Hale. The Birds’ Christmas Carol, Kate Douglas Wiggin. Tom Brown’s School Days, Thomas Hughes. Little Lord Fauntleroy, Hodgson Burnett. Uncle Remus: His Songs and Say- ings, Joel Chandler Harris. Birds and Bees Sharp Eyes, John Burroughs. Ivanhoe, Sir Walter Scott. Frances 350 SOUTHERN EDUCATION 54. Wild Animals I Have Known, Ern- 60. Little Men, Louisa M. Alcott. est Thompson-Seton. 61. Silas Marner, George Eliot. 55. A Midsummer Night's Dream, Wil- 63. Pilgrim’s Progress, John Bunyan. liam Shakespeare. 69. Black Beauty, Anna Sewell. 56. The Comedy of the Tempest, Wil- iemaShalespents 70. Emmy Lou, Mrs. George Madden Martin. 58. The Vicar of Wakefield, Oliver 71. The Jungle Book, Rudyard Kipling. Se 72. Knights of the Round Table, Wil- 59. Kenilworth, Sir Walter Scott. liam Henry Frost. Cost. The list price of the above-named seventy-two books aggregates about $40. An average discount of 25 per cent. may be obtained on orders for school libraries, which will mean that the actual cost of such a library will be about $30. A RURAL SCHOOL LIBRARY. The following is the above list of books by authors and titles: Andrews’ Seven Little Sisters, Baldwin’s Old Stories of the East, Baldwin’s Old Greek Stories, Andrews’ Each and All, Andrews’ Stories Mother Nature Told, Pratt’s Legends of the Red Children, Holbrook’s Hiawatha Primer, Egegle- ston’s Great Americans for Little Americans, Baldwin’s Fifty Famous Stories Retold, Scudder’s Life of George Washington, Hawthorne’s Wonder Book, Pear- son’s Stories of Bird Life, Longfellow’s Evangeline, Longfellow’s Miles Standish, Tennyson’s Enoch Arden, Lowell’s Vision of Sir Launfal, Longfellow’s Song of Hiawatha, Shakespeare’s Midsummer Night’s Dream, Shakespeare’s The Tempest, Claxton’s Grimm’s Fairy Stories, Carroll’s Alice in Wonderland, Bald- win’s Fairy Stories and Fables, Bradish’s Old Norse Stories, McMurry’s Robin- son Crusoe, Eliot’s Silas Marner, Goldsmith’s Vicar of Wakefield, Hughes’ Tom Brown at Rugby, Hale’s Arabian Nights, Irving’s Sketch Book, Bunyan’s Pilgrim Progress, Swift’s Gulliver’s Travels, Shaw’s Big People and Little People of Other Lands, Shaw’s Discoverers and Explorers, Wiggin’s Birds’ Christmas Carol, Ruskin’s King of the Golden River, Alcott’s Little Men, Alcott’s Little Women, Burnett’s Little Lord Fauntleroy, Page’s T'wo Little Confederates, Mc- Murry’s Classic Stories for Little Ones, Brooks’ Century Book for Young Ameri- cans, Arnold’s Story of Ancient Peoples, De Garmo’s Tales of Troy, Cooke’s Story of Ulysses, Yonge’s Little Lucy’s Wonderful Globe, Kirby’s Aunt Martha’s Corner Cupboard, Pratt’s Stories of Colonial Children, Chase and Clow’s Stories of Industry, Vols. I and II, Schwatka’s Children of the Cold, Bryant’s Homer’s Odyssey, Sewell’s Black Beauty, Scott’s Ivanhoe, Martin’s Emmy Lou, Mulock’s Little Lame Prince, Harris’s Uncle Remus: His Songs and Sayings, Dodge’s Hans Brinker, Cooper’s Deer Slayer, Cooper’s Last of the Mohicans, Scott’s Kenilworth, Andrews’ Ten Boys on the Road from Long Ago to Now, Kipling’s Jungle Book, two volumes, Thompson-Seton’s Wild Animals I Have Known, Hapgood’s Paul Jones, Brown’s Andrew Jackson, Burt’s Eugene Field Book, Andersen’s Fairy Tales, Starr’s American Indians, Burrough’s Birds and Bees Sharp Eyes, Frost’s Knights of the Round Table, Weber’s Southern Poets. SOME BOOKS FOR THE RURAL HOME. The following list of books should be added to the rural school library as soon as possible after it is established. The whole list can be bought for about $7.50. ‘The books are ali of great value in making country life more attractive and profitable. SOUTHERN EDUCATION -Farm Poultry. Watson, G. C., Mac- Pre At parle ta fale * that I ‘is not A~ee Rc ae . ‘2 3 ‘make any broad distinction between the illiterateness of any towns- man who can not read at all and the illiterateness of him who has learned only to read what is for children and feeble intellect.’ How a : - much narrower then should be the distinction between the ‘ illiter- Pe ateness of him who can not read at all’ and the illiterateness ees ‘him whose training has been such that he Sees reading only asatask tobe shunned!” = —C. H. Por, September, 1903, . oe of np Ml ill INNA i