PRICE TWO CENTS. THE ZEYI^ LIBOTY. A Semi-Weekly Magazine. VOL. I. i No. 7. ! JANUARY 23, 1883. $ $ 2.00 ( A YEAR. [Entered at the Post-Office, New York, as Second-Class Matter.] THE Motive and Habit of Reading. By CHARLES F. RICHARDSON. PliOSPECTtJS. It is intended that each number of The Elzevir Library shall contain a complete literary gem , a characteristic specimen of the best product of the brain of the author who is represented. The numbers taken together will form a unique cyclopedia of the world’s choicest literature. Subscriptions received for any sepa- rate numbers. The 104 numbers of a year will contain not less than 2912 pages, and should that dumber be reached in less than a year, subscriptions at $2 will be consi^red as terminated. TO CLUBS. -An extra copy free for^lf club of five; three extra for a club of ten. TO DEALei^S. — T rade supplied direct, or by the news com- panies. Uncut coj^es returnable. JOHN B. ALDEN, Publisher, 18 VESEYfcST., NEW YORK. P. O. Box 1227. XTbe 3£l3evic Xibrar^ 186 Essays of Elia. Charles Lamb., 165 Heroism. Ralpo Waldo Emerson 363 Co-operation. Holyoake .* 162 Alden’sUniv. Literature, Part III 161 Burke on the Sublime and Beautiful 160 Obiter Dicta. Augustine Birreli 159 Alden’s Univ. Literature, Part II 157 On Leaves. Ills. Sir John Lubbock 156 Alden’s Univ. Literature, Part I 155 Thomas Carlyle, from Obiter Dicta 148 Gems of Song and Story 147 Great Thoughts from Greek Authors. Euripides 146 The same: Demosthenes, Diogenes 145 The same: Aristotle, ‘etc „ 144 The same: Aristophanes, etc 143 The same: iEschylus, Anacreon, etc 142 Emerson. Matthew Arnold 141 Physical Education. Spencer 140 Moral Education. Herbert Spencer 139 Intellectual Education. Spencer, 138 What Knowledge is of Most Worth 137 Progress of the Working Classes. Robert Giffin, LL.D. 136 The War for the Union. W. Phillips 135 Wendell Phillips. Geo. Wm. Curtis 134 Numbers. Matthew Arnold 133 The Coming Slavery. Spencer 132 On Liberty. John Stuart Mill 131 Rokeby. Sir Walter Scott 130 Milton. T. Babington Macaulay 129 Erasmus and Henry VIIL D’Aubigne 128 Lady of the Lake. Scott 127 Marmion. Scott 126 Lay of the Last Minstrel. Scott 125 Confessions of an Opium-Eater 124 Legend of the Wandering Jew 123- Hermann and Dorothea. Goethe 122 Public Health. Edward Orton, LL.D 121 Some of My Pets. Grace Greenwood 120 The Raven, etc. Edgar A. Poe 119 Ethics of the Dust. John Ituskin 118 Crown of Wild Olive. JohuRuskin 117 Sesame and Lilies. John Ruskin 116 Luther Anecdotes. Dr. Macaulay 115 Luther’s Table Talk. Dr. Macaulay 114 Life of George Muller. Mrs. Muller 113 The Understanding. John Locke 112 The Battle of Waterloo, E.S. Creasy Ill The Battle of Saratoga. E. S. Creasy 110 Defeat of the Spanish Armada 109 Battle of Hastings. E. 3 Creasy 108 Tints of the Times. O. C. Kerr 107 Battle of the Books. Dean Swift 106 The Heart of Bruce, etc. Aytoun 105 Virginia,, The Armada. Macaulay 104 Count Rumford. John Tyndall 303 Tim Battle of Marathon. E.S. Creasy. 102 The Ancient Mariner. Coleridge 101 Mazeppa. Lord Byron 100 James Ferguson, the Astronomer 99 The Four Chief Apostles. F. Godet S9 Gertrude of Wyoming. Campbell 84 E^savs on Man. By Pope , 83 Fior d’Aliza. By Lamartine 79 Tne Spectre Bridegroom. Irving 15c 2c 10c 15c 15c 12c 15c 4c 15c 2c 4c 2c 2c 2c 2c 2c 2c 5c 5c 5c 5c 4c 3c 3c 3c 3c 12c 8c 5c 2e 8c 8c 6c 10c 2c 6c 2c 2c 2c 10c 10c 10c 8c 5c 5c 10c 2c 2c 2c 3c 2c 2c 2c 2c 3c 3c 2c 2c 3c 3c 2c 3c 15c 3e 02 % %^50.\/rrJ 3C. & THE CHOICE OF BOOKS. ■5? 1 THE MOTIVE OF READING. 2 “ Of making many books there is no end,” said >-the wisest of men three thousand years ago ; and she added the equally true statement that “ much study ” — that is, much reading — “ is a weariness of the flesh.” A fourteenth century commenta- „ tor, in considering this text, drew the conclusion f that no books may rightly be read save “ the ^bokis of hooli scripture,” and “ other bokis, that ben nedeful to the understonding of hooli script- ure.” Modern readers, reared outside the close H) ; atmosphere of mediaeval cloisters, are of course Ssnot so narrow in their interpretation of this text ; but all will agree that a wise choice must be made from the great stores of literature that the ^ ages have accumulated, from the days of papyrus ^scrolls and birch-bark writings, to these times, ^ when scarcely any country town is without its 8 The Choice of Books. printing-press. “We are now,” says Disraeli, “ in want of an art to teach how books are to be read, rather than to read them ; such an art is practicable.” The very first thing to be remembered by turn who Would study the art of reading is that noth- ing can take the place of personal enthusiasm and personal work. However wise may be the friendly adviser, and however full and perfect the chosen hand-book of reading, neither can do more than to stimulate and suggest. Notning can take the place of a direct familiarity with books themselves. To know one good book well, is better than to know something about a hun- dred good books, at second hand. The taste for reading and the habit of reading must always be developed from within ; they can never be given from without. All plans and systems of reading, therefore, should be taken, as far as possible, into one's heart of hearts, and be made a part of his own mind and thought. Unless this can be done, they are worse than useless. Dr. McCosh says : “The book to read is not the one that thinks for you, but the one which makes you think.” It is plain, then, that a “ course of reading ” may be a great The Motive of Reading . 9 good or a great evil, according to its use. The late Bishop Alonzo Potter, one of the most judi- cious of literary helpers, offered to readers this sound piece of advice : “ Do not be so enslaved by any system or course of study, as to think it may not be altered.” However conscious one may be of his own deficiencies, and however he may feel the need of outside aid, he should never permit his own independence and self-respect to be obliterated. “ He who reads incessantly/' says Milton, “And to his reading brings not A spirit and judgment equal or superior, Uncertain and unsettled still remains, Deep versed in books, but shallow in himself/* The general agreement of intelligent people as to the merit of an author or the worth of a book, is. of course, to be accepted until one finds some valid reason for reversing it. But nothing is to be gained by pretending to like what one really dislikes, or to enjoy what one does not find profitable, or even intelligible. If a reader is not honest and sincere in this matter, there is small hope for him. The lowest taste may be cultivated and improved, and radically changed ; but pretense and artificiality can never grow io The Choice of Books. into anything better. They must be wholly rooted out at the start. If you dislike Shake- speare’s “Hamlet,” and greatly enjoy a trashy story, say so with sincerity and sorrow, if occa- sion requires, and hope and work for a reversal of your taste. “ It’s guid to be honest and true,” says Burns, and nowhere is honesty more needed than here. It should always be borne in mind that the busiest reader must leave unread all but a mere fraction of the good books in the world. “ Be not alarmed because so many books are recom- mended,” says Bishop Potter ; “ and do not at- tempt to read much or fast but “ dare to be ig- norant of many things.” There are now 1,100,000 printed books in the library of the British Mu- seum alone ; and the library of the Bibliotheque Nationale of Paris contains more than 3,000,000 volumes. An experienced librarian has esti- mated that not less than 25,000 new books now appear annually ; and yet the reading of a book a fortnight, or say twenty-five books a year, is quite as much as the average reader can possi- bly achieve — a rate at which only 1,250 books could be read in half a century. Since this is so, he must be very thoughtless and very timid The Motive of Reading . x i who feels any shame in confessing that he is wholly ignorant of a great many books ; and on the other hand, none but a very superficial and conceited reader will venture to express surprise at the deficiencies of others, when a little thought would make his own so clearly manifest. In Cowper’s words : Knowledge is proud that he has learned so much ; Wisdom is humble that he knows no more. UNIVERSITY OF ILLINOIS LIBRARY 12 The Choice of Books. THE READING HABIT. There are some persons who are so fortunate as to be unable to tell when they formed the habit of reading ; who find it a constant and ever increasing advantage and pleasure, their whole lives long ; and who will not lay it down so long as they live. There are men and women in the world whose youth and whose old age are so bound up in the reading habit that, if questioned as to its first inception and probable end, they could only reply, like Dimple-chin and Grizzled- face, in Mr. Stedman’s pretty poem of “ Toujours Amour : ” “ Ask some younger lass than I ; ” “ Ask some older sage than I.” Happy are those whose early surroundings thus permit them to form the reading habit unconsciously ; whose parents and friends surround them with good books and periodicals ; and whose time is so ap- portioned, in childhood and youth, as to permit them to give a fair share of it to reading, as well as to study in school, on the one hand, and phys- ical labor, on the other. It is plain that a great The Reading Habit . 13 duty and responsibility thus rests upon the par- ents and guardians and teachers of the young, at the very outset. It is theirs to furnish the books, and to stimulate and suggest, in every wise way, the best methods of reading. Just where, in this early formation of the read- ing habit, absolute direction should end and ad- vice begin, is a matter which the individual parent or guardian must decide for himself, in large measure. Perhaps there is greater danger of too much direction than of too much sugges- tion. It is well to give the young reader, in great part, the privilege of forming his own plans and making his own choice. 0.f this promotion of self-development Herbert Spencer says : “ In education the process of self-development should be encouraged to the fullest extent. Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to dis- cover as much as possible. Humanity has pro- gressed solely by self-instruction ; and that . to achieve the best results each mind must progress somewhat after the same fashion, is continually proved by the marked success of self-made men. Those who have been brought up under the H fhe Choice of Books. ordinary school-drill, and have carried away with them the idea that education is practicable only in that style, will think it hopeless to make chil- dren their own teachers. If, however, they will call to mind that the all-important knowledge of surrounding objects which a child gets in its early years is got without help, if they will re- member that the child is self-taught in the use of its mother’s tongue ; if they will estimate the amount of that experience of life, that out-of- school wisdom which every boy gathers for himself ; if they will mark the unusual intelli- gence of the uncared for London gamin, as shown in all directions in which his faculties have been tasked ; if, further, they will think how many minds have struggled up unaided, not only through the mysteries of our irrationally-plan- ned curriculum, but through hosts of other obsta- cles besides, they will find it a not unreasonable conclusion, that if the subjects be put before him in right order and right form, any pupil of ordi- nary capacity will surmount his successive diffi- culties with but little assistance. Who indeed can watch the ceaseless observation and inquiry and inference going on in a child’s mind, or listen to its acute remarks on matters within the range The Reading Habit . 1 S of its faculties, without perceiving that these powers which it manifests, if brought to bear systematically upon any studies within the same range, would readily master them without help ? This need for perpetual telling is the result of our stupidity, not of the child’s. We drag it away from the facts in which it is interested, and which it is actively assimilating of itself ; we put before it facts far too complex for it to under- stand, and therefore distasteful to it ; finding that it will not voluntarily acquire these facts, we thrust them into his mind by force of threats and punishment ; by thus denying the knowledge it craves, and cramming it with knowledge it cannot digest, we produce a morbid state of its faculties, and a consequent disgust for knowledge in general ; and when as a result partly of the stolid indifference we have brought on, and partly of still continued unfitness in its studies, the child can understand nothing without expla- nation, and becomes a mere passive recipient of our instruction, we infer that education must necessarily be carried on thus. Having by our method induced helplessness, we straightway make the helplessness a reason for our method.” After making all needed deductions from the 16 The Choice of Books. somewhat impatient spirit in which Mr. Spencer here speaks, it can hardly be questioned that the young reader — and most of these suggestions apply equally well to those who begin to read later in life — will do much for himself ; and that, on the whole, he stands in greater need of a judi- cious guide and helper than of a rigorous ruler and taskmaster. Of course, if he lacks both guid- ance and government, the latter is better than nothing ; and there are times when only stern commandment will avail. But the rule should be made in accordance with the large purpose of helpfulness. The reading habit is a growth a development, not a creation ; and all measures for its cultivation, whether from without or with- in, should be made with this fact in mind. And where strict and even stern regulation is neces. sary, the direction will be most profitable that best succeeds in causing itself to be assimilated in the mind of the governed, as a part of that mind, and not as a foreign addition. Whether the reader, thus helped by wise coun- selors, be young or old, he should soon become familiar with the advantage of making his read- mg a part of his daily life. Miss Edith Simcox, one of the wisest of living Englishwomen, thus The Reading Habit . 1 7 presses this point : “ No part of a child's school knowledge can be safely allowed to remain long detached from its daily life. The history and geography of lesson books must join on to that of the newspapers ; it is almost worse to know the name and date of a writer or a hero, without an independent familiarity with the nature of his books or actions, than to be frankly ignorant of all at once ; and in every branch of science it is admitted that a knowledge of definitions and formulas is useless apart from experimental ac- quaintance with the actual bodies described. An inaccurate general knowledge, that would not stand the test of examination, may even in some cases have more educational value than a few correct and barren facts; and our educa- tional results will not be thoroughly satisfactory if detailed information is imparted faster than circumstantial impressions about its color and bearing.” Mr. Ruskin, too, has recently spoken of the duty of brightening the beginnings of education, and of the evils of cramming, against which, hap- pily, the tide of the best contemporary thought is now setting strongly, — never to ebb, let us hope. “Make your children,” he says, “happy 1 8 The Choice of Books. in their youth ; let distinction come to them, if it will, after well spent and well-remembered years ; but let them now break and eat the bread of Heaven with gladness and singleness of heart, and send portions to them for whom nothing is prepared ; and so Heaven send you its grace, before meat, and after it.” Of the necessity of making attractive the beginnings of reading, Edward Everett Hale says : “ In the first place, we must make this business agreeable. Which- ever avenue we take into the maze must be one of the pleasant avenues, or else, in a world which the good God has made very beautiful, the young people will go a-skating, or a-fishing, or a-swimming, or a-voyaging, and not a-reading, and no blame to them.” How much can be done by others in making the literary path pleas- ant, is known to the full by those whose first steps were guided therein by a wise father, or mother, or teacher, or friend. How strongly the lack of the helpful hand is felt, none who have missed it will need to be told. But those who must be their own helpers need not be one whit discouraged. The history of the world is full of bright examples of the value of self-training, as shown by the subsequent suo The Reading Habit . 19 cess won as readers, and writers, and workers in every department of life, by those who appar- ently lacked both books to read and time to read them, or even the candle wherewith to light the printed page. It would be easy to fill this whole series of chapters with accounts of the way in which the reading habit has been acquired and followed in the face of every obstacle. But a single bit of personal reminiscence may be taken as the type of thousands ; not only because of its touching beauty and its telling force, but because it is the latest to be told. To-morrow some other man of eminence will add no less strong testimony to the possibility of self-education. It is the story told by Robert Collyer, who worked his way from the anvil in a little English town, up to a commanding position among American preachers and writers. “ Do you want to know,” he asked, “ how I manage to talk to you in this simple Saxon ? I will tell you. I read Bunyan, Crusoe, and Goldsmith when I was a boy, morn- ing, noon, and night. All the rest was task work ; these were my delight, with the stories in the Bible, and with Shakespeare, when at last the mighty master came within our doors. The rest were as senna to me. These were like a 20 The Choice of Books . well of pure water, and this is the first step 1 seem to have taken of my own free will toward the pulpit I took to these as I took to milk, and, without the least idea what I was do- ing, got the taste for simple words into the very fiber of my nature. There was day-school for me until I was eight years old, and then I had to turn in and work thirteen hours a day From the days when we used to spell out Crusoe and old Bunyan there had grown up in me a de- vouring hunger to read books. It made small matter what they were, so they were books. Half a volume of an old encyclopaedia came along — the first I had ever seen. How man}' times I went through that I cannot even guess. I remember that I read some old reports of the Missionary Society with the greatest delight. There were chapters in them about China and Labrador. Yet I think it is in reading, as it is in eating, when the first hunger is over you begin to be a little critical, and will by no means take to garbage if you are of a wholesome nature. And I remember this because it touches this beautiful valley of the Hudson. I could not go home for the Christmas of 1839, an d was feeling very sad about it all, for I was only a boy ; and The Reading Habit , 21 sittir* g by the fire, an old farmer came in and said- ‘I notice thou’s fond o’ reading, so I brought thee summat to read/ It was Irving’s 4 Sketch Book/ I had never heard of the work. I went at it, and was 4 as them that dream/ No such delight had touched me since the old days of Crusoe. I saw the Hudson and the Catskills, took poor Rip at once into my heart, as every- body has, pitied Ichabod while I laughed at him, thought the old Dutch feast a most admirable thing, and long before I was through, all regret at my lost Christmas had gone down the wind, and I had found out there are books and books. That vast hunger to read never left me. If there was no candle, I poked my head down to the fire ; read while I was eating, blowing the bel- lows, or walking from one place to another. I could read and walk four miles an hour. The world centered in books. There was no thought in my mind of any good to come out of it ; the good lay in the reading. I had no more idea of being a minister than you elder men who were boys then, in this town, had that I should be here to-night to tell this story. Now, give a boy a passion like this for anything, books or business, painting or farming, mechanism or music, and 22 l'he Choice of Books. you give him thereby a lever to lift his world, and a patent of nobility, if the thing he does is noble. There were two or three of my mind about books. We became companions, and gave the roughs a wide berth. The books did their work, too, about that drink, and fought the devil with a finer fire. I remember while I was yet a lad reading Macaulay’s great essay on Bacon, and 1 could grasp its wonderful beauty. There has been no time when I have not felt sad that there should have been no chance for me at a good education and training. I miss it every day, but such chances as were left lay in thal everlasting hunger to still be reading. I was tough as leather, and could do the double stint, and so it was that, all unknown to myself, I was as one that soweth good seed in his field.” With young or old, there is no such helpei toward the reading habit as the cultivation o! this warm and undying feeling of the friendli. ness of books, — in which subject Frederick Deni- son Maurice found enough to write a whole book. If a parent or other guide seems but a task-master ; if his rules are those of a statute- book, and his society like that of an officer of the law, there is small hope that his help can be made The Reading Habit . 23 either serviceable or profitable. But with the growth of the friendly feeling comes a state of mind which renders all things possible. When one book has become a friend and fellow, the world has grown that much broader and more beautiful. Petrarch said of his books, considered as his friends (I borrow the translation from the excellent treasure-house of quotations on books and reading, prefixed by Dr. Allibone to his “Dictionary of Authors ”): “I have friends, whose society is extremely agreeable to me ; they are of all ages, and of every country. They have distinguished themselves both in the cabi- net and in the field, and obtained high honors for their knowledge of the sciences* It is easy to gain access to them, for they are always at my service, and I admit them to my company, and dismiss them from it, whenever I please. They are never troublesome, but immediately answer every question I ask them. Some relate to me the events of the past ages, while others reveal to me the secrets of nature. Some teach me how to live, and others how to die. Some, by their vivacity, drive away my cares and ex- hilarate my spirits, while others give fortitude to my mind, and teach me the important lesson how 24 The Choice of Books . to restrain my desires, and to depend wholly on myself. They open to me, in short, the various avenues of all the arts and sciences, and upon their information I safely rely in all emergencies.” “ In my study,” quaintly said Sir William Waller, “ I am sure to converse with none but wise men ; but abroad it is impossible for me to avoid the society of fools.” Sir John Herschel called books “ the best society in every period of his- tory :” “ Were I to pray for a taste which should stand me in stead under every variety of circum- stances, and be a source of happiness and cheer- fulness to me during life, and a shield against its ills, however things might go amiss, and the world frown upon me, it would be a taste for reading. Give a man this taste, and the means of gratifying it, and you can hardly fail of mak- ing him a happy man ; unless, indeed, you put into his hands a most perverse selection of books. You place him in contact with the best society in every period of history — with the wisest, the r wittiest, the tenderest, the bravest, and the purest characters who have adorned humanity. You Wake him a denizen of all nations, a contempo- rary of all ages. The world has been created for him.” Among his books, William Ellery The Reading Habit. 25 Channing could say : “ In the best books, great men talk to us, with us, and give us their most precious thoughts. Books are the voices of the distant and the dead. Books are the true level- ers. They give to all who will faithfully use them, the society and the presence of the best and greatest of our race. No matter how poor I am ; no matter though the prosperous of my own time will not enter my obscure dwelling, if earned men and poets will enter and take up ;heir abode under my roof, — if Milton will cross my threshold to sing to me of Paradise ; and Shakespeare open to me the world of imagina- tion and the workings of the human heart ; and Franklin enrich me with his practical wisdom, — I shall not pine for want of- intellectual compan- ionship, and I may become a cultivated man, though excluded from what is called the best society in the place where I live Nothing can supply the place of books. They are cheer- ing and soothing companions in solitude, illness, or affliction. The wealth of both continents could not compensate for the good they impart. Let every man, if possible, gather some good books under his roof, and obtain access for him- self and family to some social library. Almost The Choice of Books . 26 any luxury should be sacrificed to this.'* And one cannot wonder that Fenelon said : “ If the crowns of all the kingdoms of the empire were laid down at my feet in exchange for my books and my love of reading, I would spurn them all ;” or that the historian Gibbon wrote : “ A taste for books is the pleasure and glory of my life. I would not exchange it for the glory of the Indies,” All these words of wise readers show that he who rightly cultivates the reading habit can not only have the best of friends ever at hand, but can at length say with all modesty, if he reads aright and remembers well : “ My mind to me a kingdom is.” The foregoing pages are from “The Choice of Books,” by- Charles F. Richardson, a very beautiful volume of 208 pages, its sixteen chapters treating of the following subjects’. The Motive of Reading. The Reading Habit. What Books to Read. The Best Time to Read. I low Much to Read. Remembering What One Reads. The Use of Note-Books. The Cultivation of Taste. Poetry. The Art of Skipping. The Use of Translations. How to Read Periodicals. Reading Aloud and Reading Clubs. What Books to Own. The Use of Public Libraries. The True Service of Reading. The volume is sold at prices as follows: Cloth binding, 25 cents; half Russia, red edges, 35 cents; gilt, gilt edges, 35 cents. Illustrated Ibistor^ ^UIZOT’S History of FRANCE. A History of France from the earliest times to 1848. By M. Guizot and his daughter, Mme. Guizot Be *Witt. Translated by Robert Black. With 426 fine illus- trations. Complete in 8 volumes, small octavo, of about 500 pages each. RA WLINSON’S Seven Great MONARCHIES of the Ancient Eastern World. Chaldea, Assyria; Babylon; Media; Per- sia; Parthia, and the New Persian Empire. By George Rawlinson, M. A. In three large 12mo. volumes, of over 2,000 pages. With all the notes and a new and greatly improved index, also with the profuse and fine il- lustrations and maps (over 700) of the English Edition. 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The whole richly bound, extra cloth, beveled boards, gold title and ornaments. Be TTbomas Carlyle CA P LYLE 9 S COMPLETE WOPKS. New Library Edition, finely printed on large payer. Over 9,500 pages, handsomely bound in 13 Volumes, small octavo, extra cloth, beveled boards, gM tops. BUnerican Poets ANNABEL and OTHEB BOEMS. By Mrs. Ellen P. Allerton. A dainty little volume of poems, some of which are al- ready well known, which the author hopes may “serve to brighten homely toil with a touch of the ideal.” 12mo., fine cloth, gilt top. POEMS by H. TV. LONGFELLOW. In one 12mo. volume of 269 pages, Small Pica type, leaded. Fine cloth, red top. POEMS by JOHN G. WHITTIEB. In one 12mo c volume of 319 pages. Small Pica type, leaded. Fine cloth, red top. POEMS by WILLIAM CULLEN BUY ANT. In one 12mo. vol., 347 pages, Small Pica type, leaded. Fine cloth, red top. 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The object of this series is to reveal to any English reader the knowledge and the beauties of classic literature, tell who the writers were, give some connected outline of their story, present their most striking pas- sages in choice English translation, and illustrate them from the wealth of modern scholarship : 1. Caesar, By Anthony Trollope. 2. Herodotus. By Geo. C. Swayne. 3. Cicero. By TV. L. Collins. 4. Demosthenes. Rev. W. J.Brodribb. 5. Aristotle. By Sir Alex. Grant. 6. Plato. By C. W. Collins. 7. Horace. By Theodore Martin. 8. Juvenal. By Edward Walford. 9. Tacitus. By W. B. Donne. 10. Virgil. By W. L. Collins. 11. Homer: The Iliad. By W. L. Collins. 12. Homer: The Odyssey. W. L. Collins. 13. Xenophon. By Sir Alex. Grant. 14. JEschylus. By the Bishop of Colombo. 15. Sophocles. By C. W. Collins. 16. Pliny. By Church and Brodribb. 17. Aristophanes. By W.L Collins. 18. The Greek Anthology. Lord leaves. 19. Euripides. By W. B. Donne. 20. Livy. B. W. L. Collins. 21. Ovid. By Rev. 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A very neat large 12mo. volume, Long Primer type, fine cloth, gilt tops, uniform with the New Library Edition of Bulwer’s Works. The BOOK-LOVER 9 S ROSARY. Elzevir Edition , large type, gilt edges, ornamented — very handsome. 75 Life of Sam Houston 74 Young People’s Life of Washington 70 Nos. 2, 43, 66, 67, 68, 69, combined 69 A Half Hour with St. Paul 68 The Crucifixion. Cunningham Geikie 67 Seneca and St. Paul. Canon Farrar 66 The Celtic Hermits. Chas. Kingsley 65 Schiller’s Historv Thirty Years’ War 64 The Essays of Lord Bacon 63 Mud King’s Daughter. Andersen.... 62 The Ugly Duck, and other Stories 61 The Picture Book without Pictures 60 The Ice Maiden, and other Stories 59 The Christmas Greeting 58 Shoes Of Fortune and otfier Stories 57 Fairy Tales. Hans Andersen. Illus 56 The Story-Teller, and other Tales 54 Nos. 10, 13, 40, 51, 52, 53, combined 53 Adventures of Bai-on Munchausen 52 Sindbad the Sailor 51 Fables from ASsop. Illustrated 50 Nos. 11, 16, 38, and Life of Irving. R. H. Stoddard. 46 Philosophy of Style. Spencer 44 Evidences of Evolution. Huxley 43 Buddhism. By John Caird 42 Civilizations of Asia, llawlinson 41 Life of Peter Cooper. C.E. Lester 40 Sunshine and other Stories. Alden 38 Life of Richard Wagner. Portrait 37 Pearls of the Faith. Edwin Arnold 36 Schiller’s Song of the Bell, etc 35 Life of Alex. H. Stephens. Illus 32 Indian Song of Songs. Arnold 30 Highways of Literature. D. Pryde 28 Songs of Seven, etc. Jean Ingelow 27 How Lisa Loved the King. Geo.Eliot 26 Cotter’s Saturday Night, etc. Burns 25 Deserted Village, etc. Goldsmith 21 American Humorists. Mark Twain 20 American Humorists. A. Ward 19 American Humorists. Lowell. 18 Cricket on the Hearth. Dickens 17 American Humorists.— Holmes 16 Life of Gustave Dore. Illustrated 15 American Humorists.— Irving 14 Bunyan’s Pilgrim’s Progress. Illus 13 A Half Hour in Natural History 12 World Smashing, etc. Williams 11 Life of Sir Isaac Newton. Parton 10 Queen Mabel, etc. Ellen T. Alden 9 Hamlet. Shakespeare 8 Frederick the Great. Macaulay 7 Motive and Habit of Reading 6 Enoch Arden. Alfred Tennyson 5 Sea-Serpents of Science . W ilson 3 The Words of Washington 2 The Burning of Rome. Farrar 1 Rip Van Winkle, Irving 20e 30c 12c 3c 2c 2c 2c 30c 15c 10c 10c 10c 10c 10c 10c 10c 10c 12c 2c 2c 3c 10c 4c 2c 2c 2c 10c 3c 3c 15c 2c 10c 6c 10c 2c 2c 2c 2c 2c 2c 4c 10c 2c 3c 2c 10c 3c 2c 2c 3c 7c 7c 2c 2c 2c 4c 2c 2c ANCIENT CLASSICS FOR ENGLISH READERS. 97 Hesiod and Theognis. Davies 96 Pindar. By Rev. F. D. Mo rice 95 Lucretius. By W. H. Malloek 92 Plautus and Terence. W. L. Collins 91 Lucian. By W. L Collins 90 Thucydides. By W. L. Collins 87 Ovid. By Rev. A. Church 86 Livy. By W. L. Collins : 15c 15c 15c 15c 15c 15c 15c 15c 85 Euripides. By W. B. Donne.. 82 The Greek Anthology. Lord Neaves. 81 Aristophanes.. By W. L. Collins 80 Pliny. By Church and Brodribb 78 Sophocles. By C. W. Collins 77 Alschylus. Bishop of Colombo 76 Xenophon. By Sir Alex. Grant 73 Homer’s Odyssey. By W. L. Collins. 72 Homer’s Iliad. By W. L. Collins.... 71 Virgil. ByW.L. Collins 45 Tacitus. By W. B. Donne 39 Juvenal. By Edward Walford 34 Horace. By Theodore Martin 33 Plato. By Clinton W. Collins 31 Aristotle. By Sir Alex. Grant 29 Demosthenes. By W. J. Brodribb. . 24 Cicero. By W. Lucas Collins 23 Herodotus. By Geo. C. Swayne. . . . 22 Caesar. By Anthony Trollope 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c 15c PARTIAL LIST OF TTbe IFrvniuj Xibcar^. 169 Love’s Harvest. Far jeon 168 A Family Affair. Conway 157 Pilgrim’s Progress. Bunyan 156 vEsop’s Fables 155 Choice of Books. Richardson 154 The Light of Asia. Arnold 153 Manliness of Christ. Hughes 152 On Socialism. John Stuart Mill. 126 Irving Tales. (Short Stories) 125 Gems from Longfellow, Whittier, and Bryant 124 Alden’s Juvenile Story-Book 109 Chinese Gordon. Archibald Forbes 103 Irving Classics, Second Series 102 Irving Classics, First Series 78 Robinson Crusoe. DeFoe 77 The Arabian Nights 74 History of the Republican Party 36 Marcus Aurelius. Matthew Arnold 31 Extracts from Confucius and Mencius. Translated 30 Twice Told Tales. Hawthorne 28 Message of the Nineteenth Century. Pres’t W'hite of Cornell. 27 Salmagundi. Irving 26 Capt. Bonneville. Irving 25 Astoria. Irving 24 Moorish Chronicles. Irving 23 Rab and His Friends. John Brown 22 Life of Goldsmith. Irving 21 Life of Mahomet. Irving 20 Spanish Voyages. Irving 19 Conquest of Spain. Irving 18 Conquest of Granada. Irving 17 The Alhambra. Irving 16 Tour of the Prairies. Irving 15 Knickerbocker. Irving 14 Legend of Sleepy Hollow. Irving 13 Crayon Papers. Irving .# 12 The Sketch Book. Irving 11 Abbotsford, etc. Irving 10 Wolf ert’s Roost, etc. Irving 7 Bracebridge Hall. Irving 6 Tales of a Traveler. Irving 2, 3, 4, 5, Life of Columbus. Irving 20c 20c 20c 20c 15c 10c 5c 5c 15c 10c 5c 15c 15c 15c 20c 20c 25c 3c 3c 3c 3c 20c 20c 25c 10c 2c 20c 30c 15c 10c 25c 15c 10c 20c 3c 15c 20c 10c 10c 20c 40c