gradual consolidation
of the provinces into one kingdom, and the development of the
sentiment of nationality, are traced and illustrated.

The growth of the absolutism of the crown, the interesting and
important relations of France to America, and the causes of the
French Revolution, are fully presented.

The career of Napoleon and its effects on France and Europe are
carefully examined.

Finally, a sketch is given of the stages of the historical progress
of France in connection with the state of the Republic to-day.

G. W. Knight, _Prof. of History, Ohio State University_: I do not
know another book which, in anything like the same space, conveys
for youthful students so good a notion of French events.

A. H. Fetterolf, _Pres. of Girard College_: I like it very much. It
is an excellent book and I trust soon to have it used in Girard
College.

Edward G. Bourne, _Prof. of History, Adelbert College_: I have no
hesitation in pronouncing it the best French history of its scope
that I have seen. It is clear and accurate, and shows unusual skill
in the selection of matter as well as judgment in emphasizing the
political significance of events.

The Nation, _New York_: It is a marked advance on any available work
of its scope. The author has shown competent judgment in the choice
of his facts and his style is clear and interesting. The proportions
are well observed, and the political significance of events is given
due prominence in his treatment. So far as we have noticed, unusual
accuracy has been achieved.

_Reference History of the United States_.
By HANNAH A. DAVIDSON, M.A., Teacher of History, Belmont School,
California. 12mo. Cloth. xii + 190 pages. By mail, 90 cents; for
introduction, 80 cents.

This book, which is designed expressly for schools of advanced
grade, high schools, academies, and seminaries, is an attempt to
connect history teaching more closely in method and matter with the
teaching and study of history in the college and the university. In
the best institutions the study of history is no longer the study
of a text-book. The library is the workshop, the best books that have
been written are the tools; the teacher is the guide, and the pupil's
mind must do the work.

The objects of the method of instruction outlined in this book are
two: First, to help the pupil acquire discipline, and to train him
in those methods of work which he ought to use throughout his college
course; second, to giv