t is a reference
book for the reader and a guide in the use of English, both oral and
written. It fills every requirement that can reasonably be expected of a
dictionary of moderate size.

This new book gives the preference to forms of spelling now current in the
United States, in cases of doubt leaning toward the simpler forms that may
be coming into use. In the matter of pronunciation such alternatives are
included as are in very common use, but the one that is preferred is
clearly indicated. Each definition is in the form of a specific statement
accompanied by one or more synonyms, between which careful discrimination
is made.

In addition, this dictionary includes an unusual amount of supplementary
information of value to students: the etymology, syllabication and
capitalization of words; many proper names from folklore, mythology, and
the Bible; a list of prefixes and suffixes; all irregularly inflected
forms; rules for spelling; 2329 lists of synonyms, in which 3518 words are
carefully discriminated; answers to many questions on the use of correct
English constantly asked by pupils; a guide to pronunciation; abbreviations
used in writing and printing; a list of 1200 foreign words and phrases; a
dictionary of 5400 proper names of persons and places, etc.

AMERICAN BOOK COMPANY

PUPIL'S NOTEBOOKS AND STUDY OUTLINES IN HISTORY

ORIENTAL AND GREEK HISTORY

By L.B. LEWIS, Teacher of Ancient History, Central High School, Syracuse,
N.Y.

ROMAN HISTORY

By EDNA M. McKINLEY, Ph.B., Teacher of Ancient and European History,
Central High School, Syracuse, N.Y.

These notebooks combine the topical and library methods of studying
history. They give a correct historical perspective; they show the relation
of important events to each other; and they drive home in the pupil's mind
certain vital facts by requiring him to perform various kinds of
interesting work, which in each case is definitely laid out.

A skeleton outline of topics is included with indications of subdivisions
and blank spaces in which the student is to write the more important
sub-topics and other brief notes to complete the outline.

Special topics for collateral reading are inserted to supplement the text
in the proper places. These special topics are to be reported on in class
in connection with the regular text lesson, and the reports are to be
written by the student on the blank pages left for this purpose at the end
of the book. A