the raising of better crops. But suppose this aim should be expanded and made to include not only the cultivation of the farm but the culture of the man who farms. What lines of reading would you advise if the question should come your way? Would they not be literature, history, and nature? say, ye severest, would they not?

The group in mind are not farmers; they are teachers. Agriculture in the "Course" must give way to pedagogy, but the other three claim that they can read their title clear as the sun at noon to their place.

The thing which the Circle does, most beneficial, perhaps, to the member as a reader, is the quickening of his interest in the given topics when it comes into collision with the thought that at the coming meeting of the "member's" club this chapter of pedagogy or history, these pages of classic literature, this delightful walk abroad with the author of Signs and Seasons, will be before him and his fellows for straight seeing, clear thinking and an honest comparison of results. And this interest is not limited to the single study from the given writer named in the Course. Its pure contagion spreads to kindred studies, to the life of the author and to some other pieces wherein he has revealed himself. For example, what is more natural and studentlike than for a person who is reading about Milton in Macaulay's es

say this winter to stop by the way and reread Comus, L'Allegro, Il. Penseroso, or Lycidas? The time will not be wasted if these bits of perfection be memorized, poem by poem, verse by verse, word by word. Or, while he is supping with Addison, to take down the Spectator mine, I confess, is reposing in "the dust and silence of the upper shelf" and read those papers which Addison devoted to an unfolding of the greatness of Paradise Lost?

But this note must not try to make up in length what it lacks in the other dimensions.

The Board of Control did not forecast the orthographical peril into which they were thrusting two eminent words when they called upon so many spellers to practice. their art upon "Macaulay" and "Burroughs."

SOMETHING ABOUT HISTORY IN THE COURSE FOR 1900— '01.

By J. J. Burns.

It would be a waste of time to give reasons for the opinion that a fruitful reading of American history must be well-lined with the study of European history; that especially of England and of France.

The Board of Control has chosen an opportune time to cross the Atlantic, and invite its readers to follow it into some scenes of the Nineteenth Century drama, acted upon

stages somewhat remote, it is true, but parts of the one great play.

There is no danger that current home history will be neglected in this stirring time; and whichever of the two books on history a club may select, while in imagination they are comrading with other peoples and living in other times, they will be rounding out their knowledge of their own country and its institutions and growing to be better Americans. And whether it be England in the Nineteenth Century, or Europe, the curtain will rise upon the grand and awful tragedy of Napoleon.

In this department of the MONTHLY, the custom, not honored in the breach, perhaps, of presenting questions upon the different books will be followed to some extent. One excellent purpose they will serve that of self-examination by him who reads alone, who must be both teacher and pupil in his solitary Circle. They may also tempt to wider reading, especially in history where the court may not be ready with its verdict until it hears from the other side. For example, in listening to the noble Macaulay we must not forget that he is an ardent whig, and we may with reason wish to see how the same matter appeared through the longer, or shorter, focus of some tory's glass.

The mention of the great essayist leads me to the self-put query whether the Board noted at the

time of selection what a course of supplementing history they were choosing history, so named on the title page; Shakspere's Wars of the Roses; Macaulay's Comparison of the Great Rebellion and the Great Revolution, and his frequent glimpses into the England, particuiarly the literary England, of Queen Anne. Or, if we choose Thackeray, not Macaulay, the novel, not the essays, in following Esmond we shall go farther into that same England, stay longer, see more, and be carried comfortably back to "Ole Virginny" at the end.

On the hint found somewhere in this introduction, which has stretched its slow length along without any purpose of mine at the outset, I follow here with some of those questions, making my bashful `bow over a copy of

title of Emperor

manner of it?

reason for it, What did France

still officially call herself?

9. Some things of interest connected with the name Trafalgar? [Read Southey's Life of Nelson.]

10. "Holy Roman Emperor,"— who last held the title? Why did he give it up? What prominent Englishman now living wrote a history of the "Holy Roman Empire"?

sketch of.

II. Austerlitz [Oman doubts the authenticity of the often-quoted and sadly-tragic order of the younger Pitt to "roll up the map of Europe" etc. Lord Roseberry tells the story but limits the time to ten years, and does not give the words as Pitt's last. The great son of the great Chatham was at Bath when the news of Austerlitz reached him. He had been ill, he became worse, was taken soon after to his villa and as he entered it his eye rested on the map of Europe and this prompted the despairing direction to roll it up as a useless thing. He died eleven days later. Roseberry says that just before the awful moment he said: "O my country! how I leave my country!" Greene, Guizot, and Sloan, in his great life of Napoleon, relate the incident of the map.]

12. In what O. T. R. C. book did we have the Berlin decrees and the Orders in Council discussed at length?

13. Something about Sir John

burial.

Review the poem of his

14. Who was Napoleon's second wife? his motive? Is not "frivolous" a mild adjective to apply to the weaker side of Josephine?

15. Picture the extent of the French Empire at its greatest.

16. What do you regard the real cause of Napoleon's downfall?

SUGGESTIVE QUESTIONS ON OMAN'S ENGLAND IN THE NINETEENTH CENTURY.

INTRODUCTION.

Contrast the conception of centuries as held by a Jew or Moslem with your own.

2. Why should we reckon by centuries?

3. Name some great events in England in the Nineteenth Century.

4. Compare English credit past and present.

5. What great revolution in English industry within the past hundred years?

6. Colonial growth?

Why? Do you censure him for it ?

3. Name two great expeditions planned by Pitt before his retirement. Give an outline of them.

4. Describe the Battle of Copenhagen. Do you consider it an important battle? Why?

5. Give date and provisions of the Treaty of Amiens. Locate Amiens, Trinidad, Minorica, Cape of Good Hope, and Malta.

6. Why was England so liberal with Bonaparte in this treaty?

CHAPTER II. THE STRUGGLE WITH BONAPARTE.

I.

The Naval War-1803-1806. I. Describe the conditions in England the year following the treaty.

2. What were Bonaparte's objects in coming to terms with England?

3. Describe his subsequent actions. What do they prove regarding his character?

4. Why did England hold Malta and refuse to surrender Cape of Good Hope?

5. Give England's reasons for again declaring war. Was she justified in so doing?

6. Describe Bonaparte's treatment of English tourists. What does it show as to his character?

7. What was the final end and aim of all of Bonaparte's plans?

8. In this war what conditions and circumstances favored Bonaparte?

Describe the feeling in Eng

12. Why was Pitt recalled?

13. Give an account of Bonapate's coronation.

14. Why did Spain join Bonaparte?

15. Describe Bonaparte's Great Naval Scheme. Why did it fail? 16. Describe the Battle of Trafalgar.

17. Account for the opposition to Bonaparte among the old Monarchies of Europe. How did Pitt turn this to good account?

18. Were Ulm and Austerlitz important engagements? Why?

19. Describe the death of Pitt.