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Spelling is the art of expressing words by their proper letters. This important art is to be acquired rather by means of the spelling-book or dictionary, and by observation in reading, than by the study of written rules; because what is proper or improper, depends chiefly upon usage. The orthography of our language is attended with much uncertainty and perplexity: many words are variously spelled by the best scholars, and many others are not usually written according to the analogy of similar words. But to be ignorant of the orthography of such words as are spelled with uniformity, and frequently used, is justly considered disgraceful. The Parts of Speech, or sorts of words, in English, are ten; namely, the Article, the Noun, the Adjective, the Pronoun, the Verb, the Participle, the Adverb, the Conjunction, the Preposition, and the Interjection.

The following pages are a translation of Dr. Steiner's Philosophie der Freiheit, which was published in Germany some twenty years ago. The edition was soon exhausted, and has never been reprinted; copies are much sought after but very difficult to obtain. The popularity of Dr. Steiner's later works upon ethics, mysticism, and kindred subjects has caused people to forget his earlier work upon philosophy in spite of the fact that he makes frequent references to this book and it contains the germs of which many of his present views are the logical outcome. For the above reasons, and with the author's sanction, I have decided to publish a translation. In 1918 Dr. Steiner published a revised edition of the Philosophie der Freiheit. For the translation of the new passages added to, and of the incidental changes made in, this revised edition I am indebted to Mr. Hoernlé, now Professor of Philosophy in the Armstrong College (Newcastle-upon-Tyne), University of Durham. At the author's request I have changed the title to Philosophy of Spiritual Activity, and throughout the entire work "freedom" should be taken to mean "spiritual activity." Dr. Steiner's Ph. D. Thesis on "Truth and Science," originally published as a prelude to The Philosophy of Freedom, has, with his consent, been translated for this edition and been added at the end of this volume.

The author has studied and compared a considerable number of works by the best authorities on the subject and has endeavored to adapt the best of their contents to the use of printers' apprentices.Every author has his own set of rules. At first sight, each set appears inconsistent with those given by other writers. This inconsistency, however, is generally more apparent than real. It arises from differences in point of view, method of approach, and system of classification. An attempt has been made to compile from these sources a set of rules which would bring before the pupil a correct and comprehensive view of the best current usage, well illustrated by examples and accompanied by practical typographical hints. The fact has been kept steadily in mind that this book is intended for a certain definite class of pupils and no pains have been spared to fit it to their needs. Any treatise consisting, as this one necessarily does, mainly of rules is practically useful only as a basis for constant and persistent drill. It is, of course, valuable for reference, but the emergencies of the day's work leave no time for consultation. These rules must be learned, and not only learned but assimilated so that their correct application becomes instinctive and instantaneous. This result can be secured only by practice. Hence the emphasis laid on the exercises indicated in the paragraphs introductory to the review questions.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work tells the teacher how to use games in school to increase a child's mental, moral and physical growth. The child learns to listen and follow directions. They also learn to play fair and accept defeat cheerfully. Rhythmic games teach body awareness and grace in movement. Games and Play for School and Home contains an introduction stating the objectives for the teacher as well as presenting games by age level.

English Grammar in familiar Lectures, accompanied by a Compendium, embracing a new systematic order of Parsing, a new system of Punctuation, exercises in false Syntax, and a System of Philosophical Grammar in notes: to which are added an Appendix, and a Key to the Exercises: designed for the use of Schools and Private Learners. By Samuel Kirkham. Eleventh Edition, enlarged and improved." In conformity to the act of Congress of the United States, entitled "an act for the encouragement of learning, by securing the copies of maps, charts, and books, to the authors and proprietors of such copies, during the time therein mentioned." And also to an act entitled "an act supplementary to an act entitled an act for the encouragement of learning, by securing the copies of maps, charts, and books, to the authors and proprietors of such copies, during the times therein mentioned, and extending the benefits thereof to the arts of designing, engraving, and etching historical and other prints. This work is mainly designed as a Reading-Book for Schools. In the first part of it, the principles of reading are developed and explained in a scientific and practical manner, and so familiarly illustrated in their application to practical examples as to enable even the juvenile mind very readily to comprehend their nature and character, their design and use, and thus to acquire that high degree of excellence, both, in reading and speaking, which all desire, but to which few attain. The last part of the work, contains Selections from the greatest master?pieces of rhetorical and poetical composition, both ancient and modern. Many of these selections are taken from the most elegant and classical American authors, writers whose noble productions have already shed an unfading lustre, and stamped immortality upon the literature of our country. In the select part of the work, rhetorical marks are also employed to point out the application of the principles laid down in the first part. The very favorable reception of the work by the public, and its astonishingly rapid introduction into schools, since its first publication in 1833, excites in the author the most sanguine hopes in regard to its future success.

First edition, first printing copy of a charming cookbook written by an admirer of her family's cook, Colette, "a French cook who entered domestic service at 8 years of age and had cooked for 51 years at the time she set down her recipes with Marie Jacques who describes the style as "French 'cuisine de famille'; and that-like most other very good things and very good folks-is simplicity itself." The Story-teller, who is the first person narrator of this cookbook, is eager to impart Colette's principles of cooking-and those principles are very firm. "Never grease cake tins with either margarine or salt butter, for both make the cakes stick and burn." "Yeast cakes , meringues, and the Gateau Fecule must not have baking powder put into them on any account." The cookbook has chapters on soups, eggs, ragouts and stews, birds and beasts, left-overs, chafing dish recipes, fish, frying, vegetables, sauces, candied fruits and sweets, cakes and biscuits, fruit, creams and sweet dishes, and conserves.

Are you tired of spending hours in the kitchen preparing meals? Do you want to enjoy delicious and tender dishes with minimal effort? Are you looking for a way to make the most of your crock pot and simplify your cooking routine? Introducing Tasty and Easy Recipes. This cookbook is your go-to guide for making mouth-watering meals. Here's what sets this cookbook apart from others: * Step-by-step instructions for hassle-free cooking * Variety of recipes for breakfast, lunch, dinner, and even desserts * Time-saving tips and tricks * Recipes suitable for different tastes and dietary preferences No matter your culinary expertise or hectic schedule, Tasty and Easy Recipes has you covered. Here's a glimpse of what you'll find inside: * Hearty breakfasts to kickstart your day * Savory soups and stews for cozy meals * Tender and flavorful meat and poultry dishes * Vegetarian and vegan recipes for plant-based options * Delicious side dishes to complement any meal * Irresistible desserts that will satisfy your sweet tooth With the help of this cookbookt, you can enjoy mouth-watering meals without spending hours in the kitchen. Let this book be your culinary companion and simplify your cooking routine.

This Cookbook has been prepared to meet the large and ever increasing demand for a guide to wholesome and palatable home cooking. The young housewife will find here complete simple directions for making delicious cakes and other culinary delights. Experienced cooks and those more skilled in the art will find here many of their favorite recipes and in addition helpful suggestions, especially in the matter of saving eggs and other expensive materials. Every recipe has been tested many times and all have been found excellent. Baking is used in all recipes in which a leavening agent is required, and the biscuits, muffins, griddle cakes, doughnuts, cakes and pastry prepared by its use are unequalled in texture and healthfulness. Imparts a fine appearance, and a particularly good flavor to the food. Failures in baking often result from the use of sour milk and soda, or even home made mixtures of cream of tartar and soda, because of inability to determine the uncertain strength of such materials and hence the proper proportions to use.

Let not the vanity of the cook induce you to forget the duty of a servant, which is, in the first place, to please his master: be particular, therefore, in enquiring what things please your employer. Many capital cooks will be found for great feasts and festivals, but very few for every-day service, because this is not "eye-service," but the service of principle and duty. Few, indeed, there are who will take equal pains to make one delicate dish, one small exquisite dinner, for the three hundred and sixty-five days in the year; yet this is by far the most valuable attainment of the two. The great secret of all cookery consists in making fine meat jellies; this is done at less expence than may be imagined by a careful, honest cook. For this purpose let all parings of meats of every kind, all bones, however dry they may appear, be carefully collected, and put over a very slow fire in a small quantity of water, always adding a little more as the water boils down. Skim this juice when cool: and, having melted it a second time, pass it through a sieve till thoroughly pure: put no salt or pepper; use this fine jelly for any sauce, adding herbs, or whatever savoury condiments you think proper, at the time it is used. Be careful all summer long to dry vegetables and herbs. Almost every herb and vegetable may be dried and preserved for winter use; for on these must chiefly depend all the varied flavours of your dishes. Mushrooms and artichokes strung on a string, with a bit of wood knotted in between each to prevent their touching, and hung in a dry place, will be excellent; and every species of culinary herb may be preserved either in bottles or paper bags.

The syntax of Prepositions consists, not solely or mainly in their power of governing the objective case, (though this alone is the scope which most grammarians have given it,) but in their adaptation to the other terms between which they express certain relations, such as appear by the sense of the words uttered. Interjections, being seldom any thing more than natural sounds or short words uttered independently, can hardly be said to have any syntax; but since some rule is necessary to show the learner how to dispose of them in parsing, a brief axiom for that purpose, is here added, which completes our series of rules: and, after several remarks on this canon, and on the common treatment of Interjections, this chapter is made to embrace Exercises upon all the other parts of speech, that the chapters in the Key may correspond to those of the Grammar. General review chapter of Syntax is devoted to a series of lessons, methodically digested, wherein are reviewed and reapplied, mostly in the order of the parts of speech, all those syntactical principles heretofore given which are useful for the correction of errors. General rule - The following comprehensive canon for the correction of all sorts of nondescript errors in syntax, and the several critical or general notes under it, seem necessary for the completion of my design; which is, to furnish a thorough exposition of the various faults against which the student of English grammar has occasion to be put upon his guard.

"So you see, Abe, them fellers, including Mr. Roosevelt, is willing to let no personal modesty stand in the way of a plain patriotic duty, at least so far as thirty-three and a third per cent. of his answer was concerned. But at that, it wouldn't do him no good, Abe, because, owing to what Mr. Roosevelt maintains is an oversight at the time the Constitution of the United States was fixed up 'way back in the year seventeen seventy-six, y'understand, the President of the United States was appointed the Commander-in-chief to run the United States army and navy, and also the President was otherwise mentioned several other times, but you could read the Constitution backward and forward, from end to end, and the word ex-President ain't so much as hinted at, y'understand."

Zen was uniquely suited to the Samurai of Japan. The high moral principles of Buddhism, when adopted and adapted by the Japanese warriors who became the Samurai, created an austere philosophy of singular beauty and depth. Its characteristic requirements of strict control over body and mind was exemplified by ancient warrior monks whose serene countenance, even in the face of certain death, made them much admired even by their foes. Zen may be the most misunderstood of the world's moral philosophies. While it is often classified as a Religion, it is frequently considered by its adherents to be a utilitarian philosophy, a collection of rational moral precepts or, even more simply, as a state of being. The aim of the practice of Zen is to become Enlightened and achieve the beatitude of Nirvana. To reach Nirvana means to achieve the state of extinction of pain and the annihilation of sin. Zen never looks for the realization of its beatitude in a place like heaven, nor believes in the realm of Reality transcendental of the phenomenal universe, nor gives countenance to the superstition of Immortality, nor does it hold the world is the best of all possible worlds, nor conceives life simply as blessing. It is in this life, full of shortcomings, misery, and sufferings, that Zen hopes to realize its beatitude. It is in this world, imperfect, changing, and moving, that Zen finds the Divine Light it worships. It is in this phenomenal universe of limitation and relativity that Zen aims to attain to highest Nirvana.

James is terminally ill when he confesses to a murder. Unfortunately, nobody believes him, including Marette, a woman who mysteriously arrived weeks earlier. This mystery is filled with suspense, action and romance in the Great White North where The Valley of Silent Men is hidden. American author James Oliver Curwood (1878 -1927) wrote action-adventure novels and his bestsellers were among the most read books in America in the 1900s. More than a dozen Hollywood films have been based on his frontier novels including "The Bear."

While considering the many good things to be found inside the covers of this book, don't forget to instil into the minds of your children the habit of thrift and of saving their earnings. It will add to their usefulness and your happiness in the years to come The book Civic League Cook Book, has been considered important throughout the human history, and so that this work is never forgotten we have made efforts in its preservation by republishing this book in a modern format for present and future generations. This whole book has been reformatted, retyped and designed.

The immediate incentive to this undertaking was, a knowledge, or at least a strong impression, that a connected and explanatory translation of the rules of jurisprudence in the Dharma ¿ástra of Yájnavalkya was a practical want. Such impression was coincided in, and therefore proved correct, by a long list of local subscribers eminently qualified, by position and experience, to decide. Dr. Röer is responsible for the fidelity of the rendering, so far as depends on knowledge of the Sanscrit language and literature, of Hindu mythology and philosophy. Mr. Montriou has aided, so far as enabled by juridical acquirements and experience. The language of translation has, therefore, been a joint labour, often the result of much and anxious discussion, and, if not unfrequently but a choice of doubtful alternatives, yet, always a choice made with pains and circumspection. The text we have generally followed is Stenzler's which is based on and selected from two MSS. in the royal library at Berlin and two editions published in Calcutta. We have not neglected constant comparison with Stenzler's German translation as well as with the several detached passages as translated by Colebrooke and W. Macnaghten. Words within brackets are not in the original text. References to, and extracts from, the standard commentary upon Yájnavalkya, the Mitákshará, necessarily form the staple of our notes. All such extracts are distinguished by the initial (M.), and the author of the commentary we invariably refer to as, the Commentator. At the same time, we have not blindly or implicitly followed this commentator. In some sense all Hindu glosses are untrustworthy guides. They assume the text to be the language of inspiration; and, as the several Dharma ¿ástras not merely differ, but often dispose of the same subject in a contradictory manner, Pandits deem it their duty to reconcile all discrepancies, how forced soever their interpretations may be. In passages so dealt with, we have endeavoured to give the plain meaning of the original text. We gratefully acknowledge the obliging assistance, in research, enquiry, and suggestion, occasionally afforded, in the progress of our task, by Babus, Chandra Saikhur Dev and Shyámácharäa Sircar.

In presenting this, the seventh book of the "1001 Question and Answer Series," we feel that a great want is partially met. It is evident, from the number of inquiries made for such a book, that the works devoted to the subject of Orthography are very limited. We are also aware that the Authors of the different Grammars devote such a limited space to the subject of Orthoepy and technical Orthography, that both Teacher and Pupil turn away from the subject in disgust. In preparing this list of questions and answers we have consulted the best authority of the present day, and believe we have gone over the ground in such a way that it will meet the approval of all interested. The questions and answers on Reading we trust will add to the interest of the book, and only hope that it will be received with as gracious a welcome and hearty approval as the rest of the series.

Thia volume, and those which follow it in Part VI of this series, is a compilation from various sources. The occasion does not call for an original treatise, but it does call for something somewhat different from existing text-books. The books prepared for school use are too academic and too little related to the specific needs of the apprentice to serve the turn of those for whom this book is intended. On the other hand the books for writers and printers are as a rule too advanced for the best service to the beginner. The authors of this Part, therefore, have tried to compile from a wide range of authorities such material as would be suited to the needs and the experience of the young apprentice. The tables of irregular verbs are the same as those used in "English Grammar for Common Schools". The student is recommended to study some good grammar with great care. There are many good grammars. The one used in the schools in the apprentice's locality will probably do as well as any. The student should learn to use the dictionary intelligently and should accustom himself to using it freely and frequently.

The Aura is the invisible emanation radiating from every individual. An ethereal radiation. The egg-shaped human nebula. Psychic atmosphere sensed by everyone, but seen by but few. The clairvoyant vision. The phosphorescent flame, and luminous cloud. The colors in the aura and what they mean. Effect of mental states, emotion and passion, upon its aura. The human aura is a very important and interesting phase of every personality. The finer forces, the most powerful.

That beneath all great art there has been a definite animating purpose, a single and profound desire to reach a specific goal, has been but vaguely sensed by the general public and by the great majority of critics. And there are, I believe, but very few persons not directly and seriously concerned with the production of pictures, who realise that this animating purpose has for its aim the solution of the profoundest problems of the creative will, that it is rooted deeply in the æsthetic consciousness, and that its evolution marks one of the most complex phases of human psychology. The habit of approaching a work of art from the naïf standpoint of one's personal temperament or taste and of judging it haphazardly by its individual appeal, irrespective of its inherent æsthetic merit, is so strongly implanted in the average spectator, that any attempt to define the principles of form and organisation underlying the eternal values of art is looked upon as an act of gratuitous pedantry. But such principles exist, and if we are to judge works of art accurately and consistently these principles must be mastered. Otherwise we are without a standard, and all our opinions are but the outgrowth of the chaos of our moods. Any attempt to democratise art results only in the lowering of the artistic standard. Art cannot be taught; and a true appreciation of it cannot grow up without a complete understanding of the æsthetic laws governing it. Those qualities in painting by which it is ordinarily judged are for the most part irrelevancies from the standpoint of pure æsthetics. They have as little to do with a picture's infixed greatness as the punctuation in Faust or the words of the Hymn to Joy in the Ninth Symphony. Small wonder that modern art has become a copious fountain-head of abuse and laughter; for modern art tends toward the elimination of all those accretions so beloved by the general- literature, drama, sentiment, symbolism, anecdote, prettiness and photographic realism. This book inquires first into the function and psychology of all great art, and endeavours to define those elements which make for genuine worth in painting. Next it attempts to explain both the basic and superficial differences between "ancient" and "modern" art and to point out, as minutely as space will permit, the superiority of the new methods over the old. By this exposition an effort is made to indicate the raison d'être of the modern procedure. After that, modern painters are taken up in the order of their importance to the evolution of painting during the last hundred years. I have tried to answer the following questions: What men and movements mark the milestones in the development of the new idea? What have been the motivating forces of each of these schools? To what extent are their innovations significant: what ones touch organically on the vital problems of æsthetics; and what was their influence on the men who came later? Out of what did the individual men spring; what forces and circumstances came together to make their existence possible? What were their aims, and what were their actual achievements? What relation did they bear to one another, and in what way did they advance on one another? Where has modern art led, and what inspirational possibilities lie before it? Before setting out to solve these problems, all of which have their roots in the very organisms of the science of æsthetics, I have posed a definite rationale of valuation. My principles are based on the quickening ideals of all great art, and, if properly understood, I believe, they will answer every question which arises in the intelligent spectator when he stands before a piece of visual art, be it a Byzantine mosaic, a complicated organisation by Rubens, a linear arrangement by Picasso or an utterly worthless anecdote in paint by an English academician.

George Augustus Moore (24 February 1852 - 21 January 1933) was an Irish novelist, short-story writer, poet, art critic, memoirist and dramatist. Moore came from a Roman Catholic landed family who lived at Moore Hall in Carra, County Mayo. He originally wanted to be a painter, and studied art in Paris during the 1870s. There, he befriended many of the leading French artists and writers of the day. As a naturalistic writer, he was amongst the first English-language authors to absorb the lessons of the French realists, and was particularly influenced by the works of Emile Zola. His writings influenced James Joyce, according to the literary critic and biographer Richard Ellmann, and, although Moore's work is sometimes seen as outside the mainstream of both Irish and British literature, he is as often regarded as the first great modern Irish novelist."

My aim, in writing this book, is to show that the externalism of the West, the prevalent tendency to pay undue regard to outward and visible "results" and to neglect what is inward and vital, is the source of most of the defects that vitiate Education in this country, and therefore that the only remedy for those defects is the drastic one of changing our standard of reality and our conception of the meaning and value of life. My reason for making a special study of that branch of education which is known as "Elementary," is that I happen to have a more intimate knowledge of it than of any other branch, the inside of an elementary school being so familiar to me that I can in some degree bring the eye of experience to bear upon the problems that confront its teachers. I do not for a moment imagine that the elementary school teacher is more deeply tainted than his fellows with the virus of "Occidentalism." Nor do I think that the defects of his schools are graver than those of other educational institutions. In my judgment they are less grave because, though perhaps more glaring, they have not had time to become so deeply rooted, and are therefore, one may surmise, less difficult to eradicate. Also there is at least a breath of healthy discontent stirring in the field of elementary education, a breath which sometimes blows the mist away and gives us sudden gleams of sunshine, whereas over the higher levels of the educational world there hangs the heavy stupor of profound self-satisfaction.

Thought-reading is duly considered and explained. A clear distinction is drawn between Musculation, or Muscle and Mind-Reading; and although these pages are not confined to Thought-Reading, as generally understood by the public, the subject itself, and as an entertainment, have been pretty fully dealt with. During the past decade, psychological subjects have, in a remarkable way, arrested public attention. "New Mesmerism" and "New Spiritualism" are popular subjects with editors and magazine writers. Whatever the real causes-a greater influx of the spiritual from "the state of the dead," or from a reaction in the minds of men against the purblind materialism of our scientific leaders, it is hard to say. Possibly these and other causes have been at work. One thing is certain, for good or ill, the majority of thinking men and women of the age are not only interested in, but are actually searching for evidence of "embodied spirit." Hence we find men of science, journalists, and even professed materialists and secularists, who, a few years ago, could scarcely speak of these subjects in the ordinary language of courtesy, confess now not only their belief, but are going to the other extreme of advocating, what as yet, they have failed to fully grasp. higher mode of communication between human beings after we have severed our temporary connection with matter. Whether or not, the hope should repay our study. I have sought in the following pages to briefly define and illustrate what these phases of communication are. Double and Psychic Consciousness, Clairvoyance, natural and induced; Psychometry, its natural and leading features as a spiritual faculty; Thought?Transference, visions, dreams, and their portents, are in turn briefly dealt with, in order to extract therefrom some evidence of soul. Modern Spiritualism is referred to, in so far as Thought-Reading is likely to throw any light upon its psychological phases, as well as on its physical phenomena. While attempting to cover so much ground my difficulty was not what to write, but what not to write, the materials at my disposal being so abundant. Much has been cut down to get the whole within reasonable compass. Nevertheless, I hope my readers will find "How to Thought-Read" a readable contribution to the science of soul.

Of all the delicacies in the whole mundus edibiles, I will maintain roast pig to be the most delicate. There is no flavor comparable, I will contend, to that of the crisp, tawny, well-watched, not over-roasted crackling, as it is well called, the very teeth are invited to their share of the pleasure at this banquet in overcoming the coy, brittle resistance, with the adhesive oleaginous, oh, call it not fat! But an indefinable sweetness growing up to it, the tender blossoming of fat, fat cropped in the bud, taken in the shoot, in the first innocence, the cream and quintessence of the child-pig's yet pure food, the lean, no lean, but a kind of animal manna, or rather fat and lean (if it must be so) so blended and running into each other that both together make but one ambrosian result or common substance. Hog killing and pork making on the farm have become almost lost arts in these days of mammoth packing establishments which handle such enormous numbers of swine at all seasons of the year. Yet the progressive farmer of to-day should not only provide his own fresh and cured pork for family use, but also should be able to supply at remunerative prices such persons in his neighborhood as appreciate the excellence and general merit of country or "homemade" pork product. This is true, also, though naturally in a less degree, of the townsman who fattens one or two pigs on the family kitchen slops, adding sufficient grain ration to finish off the pork for autumn slaughter. The only popular book of the kind ever published, "Home Pork Making" furnishes in a plain manner just such detailed information as is needed to enable the farmer, feeder, or country butcher to successfully and economically slaughter his own hogs and cure his own pork. All stages of the work are fully presented, so that even without experience or special equipment any intelligent person can readily follow the instructions. Hints are given about finishing off hogs for bacon, hams, etc. Then, beginning with proper methods of slaughtering, the various processes are clearly presented, including every needful detail from the scalding vat to the kitchen baking dish and dining-room table. The various chapters treat successively of the following, among other branches of the art of pork making: Possibilities of profit in home curing and marketing pork; finishing off hogs for bacon; class of rations best adapted, flesh and fat forming foods; best methods of slaughtering hogs, with necessary adjuncts for this preliminary work; scalding and scraping; the construction of vats; dressing the carcass; cooling and cutting up the meat; best disposition of the offal; the making of sausage and scrapple; success in producing a fine quality of lard and the proper care of it.

This book has been written in response to the many requests for practical help in the planning of menus and for the recipes in use in the cafeteria under the management of the authors. This book is designed primarily to assist the managers of food departments in institutions. However, it is hoped that the chapters on menu planning, the recipes, and the list of weights and their approximate measures may prove useful as a text for those teachers of institution management who have the problem of teaching large quantity cookery and menu planning. Well-balanced and appropriate menus are absolutely necessary to the success of any establishment serving food. Given the best of raw materials and the most competent cooks, the institutional manager will fail to please his patrons if his menus show lack of careful planning. The truth of this assertion is verified by the analysis of many failures. On the other hand successful menu planning is not especially difficult. Like any other art it requires careful study and observance of a few simple rules. Of course, it is impossible to formulate one set of rules that will apply to all situations. Each manager must make his own rules based on the conditions he has to meet. There are, however, certain basic principles to be recognized and followed. If the ensuing chapters succeed in explaining these principles and in emphasizing their importance, the authors' purpose will have been served. In planning menus for an institution the manager must: Keep in mind the nature of the institution; its purpose; the character of its patronage. Follow certain dietetic principles. Maintain constant variety in the food. Keep menus appropriate to the temperature; the weather; the season; occasional holidays. Recognize the limitations imposed by equipment; amount and kind of help; range of cost permitted; left-over foods to be used; form of service.

In den gewaltigen Fortschritten, welche unserer Zeit ihr Gepräge geben und alle unsere Verhältnisse den Zielen des Praktischen, Schönen und Nützlichen entgegenführen, wird mehr und mehr auch der stille Wirkungskreis der Hausfrau ergriffen. Was in vergangenen Zeiten mühsame Arbeit war, das gestaltet sich unter dem Einfluß moderner Hilfsmittel zu angenehmer Beschäftigung; wo früher der Erfolg trotz aller Sorgfalt ein Spiel des Zufalles blieb, da ist gegenwärtig durch neue Methoden die Gewißheit des Gelingens gegeben, neue Gebiete ersprießlicher Thätigkeit sind der Hausfrau eröffnet, lästige und nutzlose Arbeiten ihr genommen worden und so ist die Vertreterin moderner Wirtschaftsweise nicht mehr verurteilt, in den ausgetretenen Geleisen ihrer Vorfahren zu wandeln, sondern sie kann mit freiem Geiste alle Gebiete ihres Wirkens überblicken, sich das Nützliche dienstbar machen und allen Nachteil erfolgreich vermeiden. Wie kommt es nun, daß die Fortschritte der Chemie sich so langsam im Haus- und Küchenwesen einbürgern? Zwei Ursachen kann man als die wahrscheinlichen angeben. Die Anweisungen, welche bisher für die Hausfrauen geschrieben sind, waren nicht so klar und kurz gefaßt, wie es zur Erreichung eines Erfolges notwendig ist, oder sie wurden am grünen Tische ohne Rücksicht auf die Praxis geschrieben, und waren in Folge dessen unbrauchbar. Andererseits werden auch vielfach die Anweisungen nicht genau genommen, man glaubt, daß es auf kleine Abweichungen und geringe Nachlässigkeiten nicht ankomme. Dem ist aber nicht so, denn gerade derjenige, der ein leicht verständliches Rezept geben will, muß sich so kurz und bestimmt wie möglich fassen und alles überflüssige Beiwerk streng vermeiden. Wer deshalb in seinem Hauswesen eine Neuerung einführen will, der höre nicht auf die klugen Ratschläge anderer, die nur zweifelhafte Resultate erzielt haben, sondern er verschaffe sich die Original-Anweisungen, um sie wörtlich und pünktlich zu befolgen. In der Natur der Sache liegt es, daß sich das wirklich Gute nur langsam Bahn bricht und erst nur kleinen Kreisen zu Gute kommt. Was sich aber in diesen erprobt und bewährt hat, das muß der Allgemeinheit erschlossen werden.

It is not considered necessary to offer an apology for the publication of a work on English grammar and composition for the Public Schools of Ontario. The plan of the work is inductive and practical, and the author has endeavored to make the book a useful one for the purposes of teaching. Every principle is presented through the observation of examples of good English. The study of grammar aids the student to master his mother-tongue, but its chief function is to secure mental discipline. For the development of the intellectual powers, the capable teacher, well furnished with rational methods, will find this study superior to all others. It is a study in recognizing similarities, in distinguishing differences, in making abstractions, in forming generalizations. The object of Parts I.-IV. of this book is to contribute something to the science of elementary English grammar. Part V. treats of composition. The usual exercises in completing halfbuilt sentences, in straightening out wrecks of sentences, in combining simple sentences into complex sentences, in expanding phrases into clauses, etc., will not be found therein. They have done quite enough towards fostering stupidity in our schools. The art of expression is acquired through steady practice, therefore pupils should write compositions not once a week, but during part of every period, about things which they understand. They should be taught good form in expression, and trained to correct their own exercises. This part of the work, though brief, will be found suggestive. Teachers and pupils have not been deprived of the pleasure and profit of an independent examination of the construction of the prose selections. This little volume owes something to several English grammars, and the debt is hereby acknowledged.

It seems clear that happiness is the ultimate goal to which human life aspires. But what is the true essence of happiness? This thorny question is faced by Aristotle (384-322 B.C.) in the Nicomachean Ethics. Among the many values that can be attributed to the philosopher of Stagira (Macedonia) is this text belonging to the last period of his production and undoubtedly the most influential and elaborate of his writings on Ethics. The result of the selection made by his son Nicomachus, hence the title with the notes that the author himself used for his lessons at the Lyceum, the work summarizes with total clarity the keys to the moral reflection of its author. But even more meritorious is the fact of having been the one who for the first time in universal literature deals with the discipline as an independent philosophical branch. For Aristotle, as Teresa Martinez Manzano points out in her introduction, Ethics, the science of habits and character, is not merely a theoretical knowledge, but also displays a practical dimension in the search for virtue, the most precious good as the patrimony of the soul.

¿Popular literature abounds in unsound statements on food. It is unfortunate that many ardent workers in the cause of health are lacking in scientific knowledge, especially of physiology and chemistry. By their immature and sweeping statements from the platform and press, they often bring discredit on a good cause. A vegetarian may be defined as one who abstains from all animals as food. The term animal is used in its proper scientific sense (comprising insects, molluscs, crustaceans, fish, etc.). Animal products are not excluded, though they are not considered really necessary. They are looked upon as a great convenience, whilst free from nearly all the objections appertaining to flesh food. If you want to learn more about food how to make food, this book iwill help you a lot!

Agesilaus, king of Sparta, being asked what things he thought most proper for boys to learn, replied: "Those things which they should practice when they become men." His reply was in perfect harmony with the good judgment of mankind, and cannot fail to be appreciated by all who have good common sense. If Agesilaus lived at the present time, the question would most probably have included both boys and girls, and undoubtedly his reply would be so worded as to apply to men and women. Mankind, especially of the United States, has two great duties. First, that of self-support and education. Second, that of governmental support and national enlightenment. While I have thus divided man's responsibility in two parts, it might not be improper to obliviate the dividing line and say that man's duties are all under one comprehensive head, viz.: "Mankind's duty is to man." However, in the preparation of this volume the dividing line is recognized and two general departments are presented; that of domestic or household economy, and national or political economy. The former department is a compilation of useful household formulas so arranged and worded as to form a neat and concise household receipt book. Frequent reference to its pages will impart such information as will enable the reader to save money and at the same time enjoy life. Department number two treats on social questions that are now knocking at humanity's intellectual threshold for admission and solution. Records show that less than one-thirtieth part of the time of man in general is consumed in productive pursuits, yet some people toil diligently three?fifths of their time and receive only a scanty living. To assist in making clear the road to private and national prosperity is therefore the motive which actuates me in the publication of this book.

The following plans of study for the English texts commonly used in secondary schools are presented in the hope that they may be suggestive to teachers of English who are struggling with the various problems which confront them. Each teacher, of course, must work out his own plan in accordance with the needs of his pupils and the conditions under which he works; but, as it is helpful to observe the class-room work of other teachers, so it may be helpful to see a fellow teacher's plans of work. I wish to disclaim any desire to dogmatize about the methods or the details of teaching. If I have anywhere assumed a tone of authority, it has been merely for the sake of brevity in stating my opinions. Three books on the teaching of English have recently appeared: The Teaching of English by Percival Chubb, The Teaching of English by Professors Carpenter, Baker, and Scott, and Talks on Teaching Literature by Arlo Bates. All of these are full of inspiration and suggestion for me as they doubtless are for hundreds of others; they ought to be within reach of every progressive teacher of English. The present volume is essentially different from these in purpose. It aims, not at a discussion of the principles of teaching, but at the application of certain principles to the teaching of some of the books required for admission to college. References by page or line to the book under discussion are to the texts of the Gateway Series. For suggestions concerning the plan of the book and certain of its details, I am under obligations to Dr. Henry van Dyke. I desire also to express my thanks for helpful criticism to several of my fellow teachers in the Morris High School, especially to Mr. Harold E. Foster who has kindly read most of the manuscript.