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 Copyright © 2021, 2022 by Liberation Media
First edition published 2021
Second edition 2022
All rights reserved. No part of this publication may be
reproduced without the prior permission of the author.
ISBN: 978-0-9910303-8-5
Library of Congress Control Number: 2022932268
Cover illustration: Vladimir Tatlin

Edited by
Nino Brown

Editorial Assistants
Hannah Dickinson, Mazda Majidi,
Gabriel Rockhill, and Marissa Sanchez

Staff
Jon Britton, Sarah Carlson, Anne Gamboni, Saul Kanowitz,
Susan Muysenburg, Keith Pavlik

Liberation Media
2969 Mission Street #201
San Francisco, CA 94110
(415) 821-6171
[email protected]
www.LiberationMedia.org
 About Liberation School

Liberation School is an educational site for activists and

fighters created by the Party for Socialism and Liberation. Maintained
by a core editorial collective of PSL members, we are committed to
providing political and historical clarity to the burning issues of our
movement. The socialist digital school is for both PSL members and
friends as well as all progressive and revolutionary activists.
In addition to in-depth articles, analysis, interviews and Party
documents, Liberation School features a growing number of
educational resources to help a new generation of revolutionaries
learn, study and apply Marxist theory today.
Video and audio courses include “Black Struggle is Class
Struggle,” “Fascism and Global Class Struggle,” “Comrade” and
more. We also have study guides for classic texts by Engels, Marx,
and Lenin, as well as for contemporary works like “Hammer and Hoe”
and a number of PSL publications.
All materials can be found at LiberationSchool.org.
 Contents
Revolutionary education and the promotion of socialist
consciousness
Vygotsky and the Marxist approach to education
Paulo Freire and revolutionary leadership
Comrades: Made, not born
Research and presentation
Amílcar Cabral
Dual power, base building and serving the people in the U.S.
revolutionary movement
Building organization and creating cadre
The role of journalism in class society and in revolution
Interview with militant historian Sónia Vaz Borges
Formulating study and discussion questions
Teaching tactics
Endnotes
 Revolutionary education and the
promotion of socialist consciousness
Introduction
By Liberation School Editorial Collective

Marxist theory is one of the most potent weapons the working

and oppressed classes have. It is a weapon our class can and has
used to not only win reforms but to build revolutionary societies where
the people are in control, rather than profits. As the Party for
Socialism and Liberation identified at our Third Party Congress in
2016, one of our primary tasks is to mend the “break in ideological
continuity” that emerged after the overthrow of the Soviet Union. The
communist movement will do so by establishing “the theory of
revolutionary Marxism and the entire vision of workers’ power” as a
dominant guiding pole in people’s struggles.[1]
Objective factors like rampant unemployment and the growing
climate catastrophe have helped revive interest in socialism as the
only alternative to the exploitation and oppression of capitalism and
imperialism. While organizers cannot predict when a revolutionary
opportunity will arise, we know that the objective conditions for such
will present themselves as a result of capitalism’s internal
contradictions. In addition to building organizations that fight to
improve people’s lives in the here and now, one of our constant tasks
as revolutionaries is to prepare the subjective factors for revolution.
This means we have to organize our class, build connections to and
relationships with communities and organizations, raise the political
consciousness of the people and ourselves, and popularize socialism
amongst ever wider groups. A socialist revolution will not take place
spontaneously as a response to worsening conditions; it requires a
mass revolutionary movement of millions of human beings who have
the consciousness, confidence and desire to fight for it.
Education is a key component in preparing these subjective
conditions for revolution. On a daily basis socialist and other
progressive organizers and activists engage in educational
processes. Here we define education broadly, for processes that take
place both inside and outside of formal class settings. Organizers
read the news, history and theory on our own and with each other, we
organize and attend study and discussion groups, we attend and
present at public forums, we write informational and agitational
literature in response to the struggles we are engaged in, we
converse with our neighbors and coworkers about politics and we
even organize and teach classes and courses. The mentorship and
training that every organizer both receives and offers to others, in the
course of a struggle or campaign, all have educational dimensions to
it. Active political education is crucial for revolutionary struggle
because it raises the consciousness and long-term commitment of
the people who will confront the deepening objective crises of
capitalism.
A good deal of revolutionary education involves explanation,
argumentation, coming up with the appropriate formulation or slogan,
recommending the right reading or the right speech, and generally
promoting our analysis of the problems we face and the solutions to
those problems. All of these educational activities are absolutely
crucial, but they are only one aspect of education. Specifically, the
activities listed above are about the political content of revolutionary
education, what could be called the revolutionary curriculum.
The curriculum is about the political theories and goals we
want to learn and teach. Pedagogy — the method and practice of
teaching — on the other hand, is primarily about how we engage that
curriculum. In other words, the curriculum refers to the “what” of
education and pedagogy refers to the “how” of education, or to the
different approaches we take to education, the kinds of attitudes we
practice, the types of relationships we establish and how we
understand our own teaching and learning and more.
Pedagogy is important because even the most appropriate,
relevant and correct content can be engaged or taught in a way that
turns people off, shuts them down or otherwise disengages them.
Part of learning how to be a better organizer entails learning how to
be a better educator. Without explicitly considering educational theory
and practice, we will not have the frameworks, concepts and
language to intentionally plan, revise, implement, reflect on, discuss
and evaluate our educational practices. In this book, we focus on the
pedagogy — and not the curriculum — of revolutionary education.
The intent is not to tell you how to educate, but to provide you with
resources to inform your own educational endeavors.

Revolutionary optimism and the presumption of competence

If you ask any teacher in any setting, they will tell you there is
no “formula” or “recipe” for education. Corporate charter movements
often try to produce such recipes — like Teach for America’s “I do,
you do, we do” rote learning method. But teaching is dependent on
relationships, trust, respect and a host of other elements. All these
can change day to day. Teaching on a Monday after a big fight broke
out at a weekend party is different from teaching the next Wednesday
when things have settled down a bit. Teaching in a pandemic is
markedly different from teaching before one. These are just a few
examples of the unpredictable forces that shape the educational
experience.
Similarly, Marxist pedagogy is contingent on a multitude of
factors: the dominant political ideology at the place and time (is it
intensely anti-communist or more open?), the consciousness of
students as individuals or as a collective (are they coming from a
liberal issue-based organization or a strand of the movement?), the
autonomy we are allowed in certain settings (is it an after-school club
at a public/private school, a community meeting or a Party office?).
And of course, there are other factors like different skills,
personalities, time commitments, and relations between teachers and
students.
There is a caricature of Marxism we might encounter in the
movement and among left academics: the idea that Marxist revolution
is predicated on the “enlightened” revolutionary teaching the
“ignorant” masses. Nowhere do Marx or Engels even hint at this
condescending notion, and neither do the revolutionaries following in
their wake. As we will discuss in the first chapter, one of Lenin’s main
gripes with those “Marxists” who focused exclusively on bread-and-
butter issues, what he called “trade-union consciousness,” was their
assumption that workers could only understand their immediate
situation. It was also one of Marx and Engels’ main critiques of the
reformism of the Social Democratic Party in Germany. As Marx and
(primarily or wholly) Engels wrote in an 1879 letter for internal
circulation among some SDP leaders:

For almost 40 years we have emphasized that the class

struggle is the immediate motive force of history and, in
particular, that the class struggle between bourgeoisie and
proletariat is the great lever of modern social revolution; hence
we cannot possibly co-operate with men who seek to eliminate
that class struggle from the movement. At the founding of the
International we expressly formulated the battle cry: The
emancipation of the working class must be achieved by the
working class itself. … Hence we cannot cooperate with men
who say openly that the workers are too uneducated to
emancipate themselves, and must first be emancipated from
above by philanthropic members of the upper and lower middle
classes.[2]

What Marx and Engels are saying here is that we should

always presume the competence of the working class. This does not
mean we should presume the capitalist system sets everyone up for
success. Quite the contrary: The system sets the masses up for
poverty. What presuming competence does mean, however, is that
we should assume by default that those we are organizing alongside
have the capacity and potential for transforming their consciousness
and ideas, habits and actions, political beliefs and commitments. We
will not all have the same knowledge, but we always all have the
same capacities for utilizing our intelligence.
Presuming competence also puts the responsibility on the
educator, the revolutionary, the organizer and the organization,
insofar as it means that if the student is not “getting it,” then the
problem lies with us. Too often educators displace our own
incompetence onto students. This is not to say, as with “bad grades”
in the classroom, that it is all the teacher’s fault either. A Marxist
approach to education requires looking beyond concepts such as the
“innate” inability of the student and instead to a complex of factors,
some of which are beyond and some of which are within our
dominion. Our own teaching is one determining factor that is within
our control.

Outline of the book

Because teaching is unpredictable and dynamic, we have to
maintain flexibility with our educational tactics and strategies. The
questions of what teaching strategies to use and when and how to
use them, however, should be informed by Marxist pedagogical
theories. This is why this book begins with several pieces on Marxist
philosophies of education. The opening chapters are more theoretical
and introduce some of the foundational educational theories in the
Marxist tradition. While we give current examples of how they can
inform our own practices today, they do not directly answer the
question “What is to be done?” Instead, these theories provide
different frameworks socialist organizers can use to refine our own
teaching practices.
The book begins with chapters on educational practitioners
and theorists who are more popularly known in the United States, but
whose Marxist origins are often repressed or ignored. Chapter 1
focuses on Soviet psychologist Lev Vygotsky, who produced the first
specifically historical-materialist theory of education. Vygotsky
demonstrated that any person’s or group’s level of development and
potential for future growth is not biologically fixed or socially
predetermined. Instead, Vygotsky showed that people’s development
is dependent on their historical circumstances and based on social
experiences. In other words, there is nothing essential in the student
that explains why they have developed in a certain way or how they
can develop in the future. Vygotsky developed his theory of the “Zone
of Proximal Development” to help educators move students beyond
their present level of development by guiding them through problem-
solving scenarios. Many classroom teachers in the United States will
have some familiarity with these concepts, while others may find
them new and somewhat challenging. We believe the theory can be
extended to the task of raising class consciousness among the
working class, which requires meeting people where they are,
accompanying through struggles and experiences that challenge their
existing worldview, and then drawing out the lessons together.
 The second chapter focuses on Paulo Freire’s critique of
oppressive education and the conception of revolutionary pedagogy
he developed in response. Freire identified mainstream approaches
to education as “banking pedagogy” in which students are seen as
empty vessels to be filled with information by teachers. In this model,
students are raw materials for the teacher to mold. Against this,
Freire’s pedagogy of the oppressed is based on shared dialogue and
action in order to identify and then transform the social structures that
must be transformed.
In Chapter 3, we build on Vygotsky’s historical-materialist
approach to intelligence and development to consider the kinds of
attitudes teachers and students should embody to develop
revolutionary consciousness. In particular, we look at research into
how communities in struggle, in a sense, carry out Vygotsky’s
educational theory when more advanced community members help
newer members develop their potential. We discuss the difference
between having a “fixed” mindset and a “growth” mindset, and why
the latter is so important for revolutionary organizers and for
facilitating cadre development. It begins with a simple truth that we
can never remind ourselves of too often: None of us were born
comrades.
Although Marx never explicitly addressed pedagogy, Chapter 4
— the last theoretical chapter — examines the distinction Marx
makes between the methods used for researching and for presenting.
The method of research is an open-ended, messy and unpredictable
process of studying and investigating a topic, whereas the method of
presentation is a clear, linear and neat process of learning and
understanding a topic. After discussing the distinction between
learning and studying, we analyze how Marx navigated between both.
From here the book takes a more practical turn with concrete
examples of Marxist pedagogy. In Chapter 5, we see the example of
Guinea-Bissauan, anti-colonial revolutionary Amílcar Cabral, who
offers an exceptional example of a revolutionary educator who takes
Marxism as a dynamic theory rather than a fixed dogma. As a leader
in the unified struggle against Portuguese colonialism in two of
Portugal’s African colonies, Guinea-Bissau and Cape Verde, Cabral
exemplifies the revolutionary as educator, who wrote and theorized
as he led. Cabral and his focus on revolutionary forms of education
show us what inspired and deepened Freire’s grasp of pedagogical
praxis. They also demonstrate why Freire and Cabral’s legacies
continue to offer invaluable educational insights for communist
organizers today.
In Chapter 6, we address the concepts of dual power and base
building, which revolutionaries in the United States are wrestling with
today. After clarifying what dual power is and providing historical and
contemporary examples of it, we show — from the direct experience
of our organization — how “serving the people” is a tactic for
mobilizing the masses and building the party rather than as a political
strategy in itself. Mutual aid, for example, is an educational tactic
insofar as it teaches our communities who cares for their well-being,
and who does not, and it helps build genuine relationships and create
authentic dialogue with other working-class leaders and
organizations.
In Chapter 7, we turn specifically to the issue of building
cadrebased organizations through a mass-based approach. We
address overcoming some of the educational obstacles to building
revolutionary organizations, including the “paralysis of analysis,”
individualism and sectarianism.
A book on revolutionary pedagogy would not be complete
without a chapter on militant journalism. Chapter 8 not only covers
militant journalism, but it does so with Frank González, the director of
Cuba’s Prensa Latina news agency. González shows us a class-
conscious approach to international journalism from the perspective
of a socialist country. A view from Cuba into the “mentality” dominant
in the United States completes the picture González paints. Such
insights offer immense pedagogical lessons for progressive forces
around the world and within the United States.
The final chapter is an interview with militant historian Sónia
Vaz Borges. This provides an essential supplement to Chapter 5. As
a child of Cape Verdean immigrants who grew up in Portugal, Vaz
Borges provides indispensable insights into the so-called colonial
mother country. The interview includes additional background on the
movements leading up to the revolutionary struggle in Guinea-Bissau
and Cape Verde.
 The two appendices provide a range of tactics revolutionaries
can deploy as they design and implement educational processes.
The first appendix delineates different kinds of study and discussion
questions you can use in your own educational programs and
outreach. This is not meant as an instructional set of recipes to
replicate. It is more of a general framework for thinking about how
you might construct a set of reading and facilitation prompts to help
you, your comrades and other educational participants. It will also
help synthesize, apply and extend ideas in different directions based
on your own local conditions.
The final appendix presents a series of tactics you can use for
teaching or facilitating an educational meeting. We include an array of
different tactics and delineate the particular purposes of each. While
these are distinct tactics, you can — and should — feel free to
combine them with each other and use them with the different kinds
of questions articulated in the previous appendix.
We encourage readers to use this book as a tool to further the
class struggle ideologically and practically. Marxist theory is the
crystallization of the experience of the working class, its movements
and political instruments, in struggle with a broad range of other
trends and classes; it is never final or all inclusive, but open to future
developments. The purpose of this book is to facilitate the training of
growing numbers of revolutionary organizers and educators.

Revolutionary education
The theories, examples, and components of revolutionary
education explored in this book are intended to help socialist
organizers as we work to popularize socialism and demonstrate to
political theories and movements how socialism can address the
pressing needs of working and oppressed people in the United
States.
To win a socialist revolution in an imperialist country with a
highly developed capitalist system like the United States, we must
first win over large and significant segments of the population to
socialism and to the belief that the masses here can lead a socialist
transformation of society. This entails not only commitments to
internationalism and the active solidarity with all national liberation
struggles around the world, but also with all struggles of nationally
oppressed peoples within this country. The latter have conclusively
demonstrated that they are the sparks for a wide range of struggles
and will play a vanguard role in the socialist revolution here.
Socialist consciousness will not grow on its own. It requires the
organized and intentional efforts of an expansive base of militant
organizers equipped to intervene in a variety of campaigns and
movements. Such organizers are not only activists but also
educators. They learn, study, reflect, teach, sum up and use the
struggle as a school for developing themselves and thus the struggle
itself. All of these actions are ways that we develop the subjective
factor in building the revolutionary movement.
All revolutionary processes are inherently educational. From
organizing meetings, forums and study groups to protest speeches,
propaganda and agitation before the revolutionary moment, to the
creation of new revolutionary educational and cultural institutions and
the training of teachers and specialists after the seizure of power,
revolution is pedagogical through and through. By focusing on the
theory and practice of revolutionary education, we can accelerate the
promotion of socialist consciousness and the creation of revolutionary
organizations.
 Vygotsky and the Marxist approach
to education
Chapter 1
By Curry Malott

One of the first specifically Marxist approaches to education

emerged in the Soviet Union in the early 20th century and is credited
to Lev Vygotsky. Vygotsky’s name is now commonplace in the field of
education worldwide. Most teachers can at least recall the name from
their child development or educational psychology classes. His
theories are still foundational but, as is the case with so many
revolutionaries, they have been stripped of their Marxist foundations.
One result is that the full revolutionary potential of Vygotsky’s theories
has remained largely unknown, not only inside schools and teacher
education programs but also inside social movements.
This chapter introduces Vygotsky’s theories on pedagogy and
human development. It contextualizes them within the transition from
Czarist Russia to the Soviet Union, draws out the main elements of
his work that have utility for revolutionary organizers and provides
concrete illustrations of their relevance today.

Conditions in Czarist Russia

Lev Semionovich Vygotsky was born in 1896 to a Jewish
family in the town of Orsha, Belarus, at the time a part of the Russian
Empire. Coming from such a family in Czarist Russia meant a lifetime
of discrimination. Jewish people lived in restricted territories, were
subject to strict quotas for university entrance and were excluded
from certain occupations.
These restrictions nearly blocked Vygotsky’s admittance to
university despite his youthful brilliance. His experiences with anti-
Jewish bigotry would go on to influence his later work in psychology.
Most clearly, these experiences pushed him to critique conceptions of
the mind that treated the development of cognitive processes as
purely internal to the individual, unaffected by the surrounding world.
 Vygotsky’s groundbreaking work was frequently and painfully
interrupted by tuberculosis, which eventually killed him at the young
age of 37. To his peers, he was a child genius. By the time he was 15
years old, he was known as the “little professor.”
Vygotsky’s contributions to educational psychology stemmed
not only from his own research, but also from the impact of his
environment: revolutionary Russia.

A communist theory of cognition

One central feature of Vygotsky’s theory is the rejection of the
“stagist” view of cognitive development. According to this view, all
people, regardless of their social context or historical moment,
develop according to predetermined and universal phases.[3] For
example, the Swiss researcher, Jean Piaget, a contemporary of
Vygotsky, developed a model of cognitive development based on four
predetermined age-based stages that proceeded from basic sensory
learning to complex, abstract thinking. Whatever utility this schema
may have, Piaget’s framework is rigid and ahistorical insofar as
cognitive development evolves through fixed, natural, separate and
unrelated stages.
Vygotsky demonstrated that cognitive development is not
simply a matter of someone’s biological makeup but is mediated by
social factors. Consequently, as society changes, so too does the
potential for cognitive development. Cognitive development is not
about an individual’s potential for development because individuals
are always members of class and other social groups. Moreover,
there’s nothing “inside” or inherent in anyone that determines their
path of intellectual growth.
Vygotsky’s theories were deeply influenced and inspired by the
Bolshevik Revolution, which coincided with Vygotsky’s graduation
from Moscow University in 1917. The Revolution transformed many
disciplines and opened up new realms of inquiry and opportunities for
young, formerly oppressed and marginalized scholars such as
Vygotsky. The Bolshevik leadership heavily emphasized education
after the revolution, to overturn the conservative, reactionary ideology
that permeated the predominantly peasant, semi-feudalist society.
The cognitive development of peasants, in other words, was not the
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discussion of ‘fiat’ money and the treatment of the difficult subject
of credit.”

+ + + Nation. 82: 366. My. 3, ’06. 140w.

“Few or none which will better repay study by the serious
merchant who wishes help by which to forecast the future and
protect himself against reverses which come to many unawares and
not understood.” Edward A. Bradford.

+ + N. Y. Times. 11: 354. Je. 9, ’06. 2200w.

“Professor Johnson’s book is a welcome addition to the
voluminous literature of money, and, with its errors of detail
eliminated, it will, without doubt, take rank among the best of the
general works upon the subject.” A. Piatt Andrew.

+ + – Pol. Sci. Q. 21: 714. D. ’06. 1870w.

Johnson, Owen, Max Fargus. †$1.50. Baker.

A most unpleasing group of people are met with in the course of
this story, which is interesting because the characters are well
drawn, and the plot is well handled. Max Fargus, an old miser, rich
thru the astute management of his oyster houses, meets in the park
an impoverished actress who shrewdly leads him on and, posing as
a country girl, actually wins his affections. He has her investigated,
however, by a shyster lawyer before he marries her and the lawyer
drives a crafty bargain with the girl, by which, in return for his
favorable report, he is to receive half her gains. After marriage
Fargus becomes suspicious and later works out a revenge which
succeeds so well that all the leading characters are left either dead
or miserable and the shyster’s partner, who has become his enemy,
receives the Fargus money.

“There is something exceedingly refreshing in the very grimness

of Mr. Johnson’s new story. It would be high praise—perhaps too
 high praise—to say that the characters are as well drawn as they are
named.” Firmin Dredd.

+ Bookm. 24: 161. O. ’06. 450w.

“While in general the author has hardly risen to the literary
possibilities of his theme, his book is not without merit.”

+ – Lit. D. 33: 474. O. 6, ’06. 260w.

“The tale, though, in all its situations, wholly incredible, is told
with spirit, and an occasional good bit of characterization.”

+ – N. Y. Times. 11: 579. S. 22, ’06. 310w.

“It is a picture of depravity and simply that, clever enough in
workmanship, but lacking in motive.”

– + Outlook. 84: 336. O. 6, ’06. 160w.

Johnson, Samuel. Lives of English poets; ed. by George Birkbeck

Hill, with brief memoir of Dr. Birkbeck Hill by his nephew,
Harold Spencer Scott. 3 v. *$10.50. Oxford.
This three-volume edition of the “Lives of the poets” is the
fulfillment of Dr. Birkbeck Hill’s promise made in the preface to
this edition of Boswell’s “Life.” Mr. Harold Spencer Scott, Dr. Hill’s
nephew, has prepared this edition for the press, preserving the
main outlines of the work as they were left by the author. He has
further contributed a memoir and bibliography of his uncle.

+ + Acad. 70: 133. F. 10, ’06. 1350w.

“Dr. Hill devoted many years of research to Johnson and
Johnson’s period and we know no modern talent which can be
ranked with his in its wonderful grasp of contemporary sidelights
on his subject.”

+ + + Ath. 1906, 1: 162. F. 10. 3020w.

“A reprint of special importance.” H. W. Boynton.
 + + + Atlan. 98: 276. Ag. ’06. 970w.
“One does not have to proceed far in one’s examination either of
the notes or of the list of books quoted before one perceives that in
this posthumous work Dr. Hill cast his nets almost as frequently
and as widely as he did in his Boswell, and caught almost as many
fish, large and small, common and strange, in the shape of apposite
and illuminating quotations from all manner of books and writers.”
W. P. Trent.

+ + + Forum. 37: 540. Ap. ’06. 5760w.

“A more thorough and accurate piece of revision and verification
than is represented by the text, notes, and index of the present
edition will rarely, we imagine, be found in editorial annals.”

+ + + Lond. Times. 5: 41. F. 9, ’06. 3000w.

“It was a happy idea of Dr. Birkbeck Hill to publish the “Lives” in
what will probably be their final edition.”

+ + Nation. 83: 37. Jl. 12, ’06. 2130w.

Johnson, William Henry. French pathfinders in North America.

$1.50. Little.
“Written in a style especially adapted for younger readers.”

+ R. of Rs. 33: 114. Ja. ’06. 50w.

“A useful book for school libraries.”

+ School R. 14: 231. Mr. ’06. 20w.

Johnson, William Henry. Sir Galahad of New France. † $1.50.

Turner, H. B.
“It is a harmless little idyl, pleasantly told, a new version of ‘The
forest lovers,’ plus a race problem, and minus Hewlett’s genius.”
Frederic Taber Cooper.
 + – Bookm. 22: 632. F. ’06. 280w.
R. of Rs. 33: 757. Je. ’06. 60w.

Johnson, Wolcott. Old man’s idyl. **$1. McClurg.

+ Critic. 48: 95. Ja. ’06. 60w.

Johnston, Alexander. American political history, 1763–1876; ed.

and supplemented by James Albert Woodburn. 2v. ea. *$2.
Putnam.
“This volume presents in book form the series of articles on
‘American political history’ contributed by the late Prof. Johnston
of Princeton to Lalor’s ‘Cyclopedia of political science, political
parties, and political history,’ in the period from 1763 to 1832. The
next volume will come down to 1876. The editor’s task has been to
arrange, connect, and supplement Prof. Johnston’s papers so as to
present a compact and continuous narration. He has also written a
brief introduction, and an able history and analysis of the Monroe
doctrine, and some material has been added to bring the history
down to date. The work, however, remains substantially Prof.
Johnston’s.”—N. Y. Times.

“As it stands the book is hard to use, especially the second

volume, and can scarcely be handled except by such as are already
familiar with United States history. The narrowly political
standpoint of the author gives the work an old-fashioned air. The
strong point of the essays lies in the clearness and vigor with which
political action and motives are analyzed, and for this reason the
volumes, in spite of their chaotic character, will be of permanent
value.” Theodore Clarke Smith.

+ + – Am. Hist. R. 11: 688. Ap. ’06. 840w.

“Of the worth of the articles themselves there is, of course, no
question, and the work of the editor seems to have been, on the
whole, skilfully performed.”
 + + – Nation. 82: 157. F. 22, ’06. 360w.
“It is valuable rather for its suggestions and conclusions than for
the mere statement of facts.”

+ N. Y. Times. 11: 17. Ja. 13, ’06. 770w. (Review of v. 1.)

+ N. Y. Times. 11: 88. F. 10, ’06. 910w. (Review of v. 2.)
+ + R. of Rs. 33: 116. Ja. ’06. 120w.
“His treatment of political parties in the middle third of the
nineteenth century is especially illuminating and useful.”

+ + R. of Rs. 33: 381. Mr. ’06. 100w. (Review of v. 2.)

Johnston, Annie Fellows. Little colonel’s Christmas vacation.

†$1.50. Page.
This latest book in the “Little colonel” series tells the story of the
little Colonel at school, of her breakdown and enforced stay at
home, of her holiday good times, and of kind deeds she is able to
render less fortunate ones.

+ Ind. 59: 1388. D. 14, ’05. 60w.

+ N. Y. Times. 10: 676. O. 14, ’05. 120w.
+ N. Y. Times. 10: 795. N. 25, ’05. 120w.

Johnston, Mrs. Annie Fellows. Little colonel, maid of honor.

$1.50. Page.
The little Kentucky “colonel,” so much of a favorite with young
readers, has reached the age for interest in other people’s love
affairs. The main action of this new page of happenings in the life
of Lloyd Sherman centers about a southern wedding, so perfectly
arranged as to give the impression that everything “bloomed into
place.”
 “Will be in large demand as a holiday gift.”

+ N. Y. Times. 11: 752. N. 17, ’06. 120w.

Joinville, Jean de. Memoirs of the Lord of Joinville; new Eng.

version by Ethel Wedgwood. *$3. Dutton.
An old chronicle six hundred years old is reproduced here. It
records the life and adventures of King Louis of France, known as
the “Saint,” with special reference to the seventh crusade in Egypt.
The book is fully illustrated.

“We can speak very highly of Miss Wedgwood’s powers of

translation; she preserves the spirit of her author, and suggests
many of the qualities of his style.”

+ + Ath. 1906, 2: 270. S. 3. 670w.

“A new and pleasing translation of one of the most fascinating
human documents of mediæval times.”

+ Dial. 41: 121. S. 1, ’06. 40w.

“Some omissions in the text have been made. One is apt to think
that if the book is worth publishing at all, for the student’s use at
least, it would have been better not to omit these parts of the text
and to add some bibliographical notes.”

– + Ind. 61: 1352. D. 6, ’06. 300w.

“The translator, if such a word can be applied to the author, has
done a worthy piece of work, which will be more useful than
popular; more lasting to the old than absorbing to the young.”

+ + – Nation. 83: 485. D. 6, ’06. 70w.

“The diction preserves excellently the general effect of the
original. It is a very simple diction, by the way, not running too
much to the archaic.”

+ N. Y. Times. 11: 477. Jl. 28, ’06. 700w.

 + Outlook. 84: 44. S. 1, ’06. 210w.
R. of Rs. 34: 382. S. ’06. 60w.
“This is one of the most delightful books we have come across for
a long time. The translation is spirited and excellent; the preface
and notes are just what a reader wants; and no more than he
wants, for intelligent enjoyment of one of the great stories of all
time.”

+ + Spec. 97: sup. 655. N. 3, ’06. 1650w.

Jones, Chester Lloyd. Consular service of the United States, its

history and activities. $1.25. Pub. for the Univ. of Pa. by Winston.
A monograph dealing with the subject under the following
headings: Legislative history, Organization, Rights and duties of
consuls, Extra territoriality, Consular assistance to the foreign
trade of the United States, European consular systems, and
Suggestions for the improvement of the service.

Am. Hist. R. 12: 208. O. ’06. 50w.

“The work is a welcome addition to the too meagre literature
concerning our foreign trade.” George M. Fisk.

+ – J. Pol. Econ. 14: 580. N. ’06. 320w.

“Mr. Jones has collected a large number of facts connected with
his subject and has brought them together in convenient and
readable form.”

+ + N. Y. Times. 11: 471. Jl. 28, ’06. 620w.

“This is a rather more ambitious and comprehensive history of
our ‘trade ambassadors’ abroad than has been published before.”

+ R. of Rs. 34: 384. S. ’06. 70w.

“An exhaustive, scholarly monograph.”
 + + R. of Rs. 34: 760. D. ’06. 70w.
Yale R. 15: 337. N. ’06. 160w.

Jones, Harry Clary. Electrical nature of matter and radioactivity.

$2. Van Nostrand.
The author has brought together here articles that were
published as a series in the Electrical review. The treatment is
more popular than technical, yet accurate scientifically.

“We think that he has produced a book which should prove

useful to those whose mathematical attainments do not permit
them to study the larger and more difficult works of Prof. J. J.
Thomson and Prof. Rutherford.”

+ + – Ath. 1906, 2: 306. S. 15. 840w.

“His vigor carries one along at such a rate that, did one not know
better, he would be convinced of certain statements often not
proved, or forget that there is another side to the question.”
Charles Baskerville.

+ – Engin. N. 56: 53. Jl. 12, ’06. 680w.

“The facts are clearly stated and neatly summarized, but without
any attempt at adventitious ornamentation to catch the attention
of the casual reader.”

+ + Ind. 61: 457. Ag. 23, ’06. 460w.

“Well adapted to bringing one’s physics up to date.”

+ Nation. 83: 203. S. 6, ’06. 60w.

“The book as a whole gives a comprehensive and interesting
survey of the radio-activity of matter as it is interpreted by the
disintegration hypothesis. Perhaps the best chapters are those
dealing with the reproduction of radio-active matter and the theory
arising therefrom.” F. S.
 + + – Nature. 74: 632. O. 25, ’06. 750w.
“The subject is recondite, yet its presentation is sufficiently
simplified for easy comprehension.”

+ Outlook. 83: 910. Ag. 18, ’06. 250w.

Jones, Samuel Milton. Letters of labor and love. **$1. Bobbs.

“No man or woman can read this book without being made
purer, nobler and truer for its perusal. It is a volume that will make
for civic righteousness, a nobler manhood and a juster social
order.”

+ + Arena. 35: 101. Ja. ’06. 430w.

“As the most forcible and significant utterances of such a man,
these letters should find ready welcome not only among his
admirers but also among all who are interested in the deeper
problems of society.”

+ Dial. 40: 129. F. 16, ’06. 510w.

“It is the real Jones as his friends knew him who appears in this
book, and no one who wants a memorial of his life and teachings
can well do without it.”

+ Ind. 60: 225. Ja. 25, ’06. 290w.

Jonson, Ben. Devil is an ass; ed. with introduction, notes and

glossary by William Savage Johnson. $2. Holt.
“This seems to suffer from what may be called a lack of artistic
restraint in annotation.”

+ – Nation. 82: 37. Ja. 11, ’06. 160w.

Jordan, David Starr. Guide to the study of fishes. 2v. **$12. Holt.
 “Unfortunately the index is not so good as it might be. It may be
said generally that it would be difficult to praise this fine work too
highly.”

+ + – Ath. 1906, 2: 77. Jl. 21. 720w.

“Where the author has wandered from the narrower field of
systematic ichthyology, with its attendant problems of distribution
and external morphology, he has sometimes fallen into vagueness
or error. Where, on the other hand, he has traversed his own
familiar ground he has supplied a real need and supplied it
admirably.” Jacob Reighard.

+ + – Science, n.s. 22: 861. D. 29, ’05. 2740w.

Jordan, Louis Henry. Comparative religion: its genesis and

growth. *$3.50. Scribner.
“Mr. Jordan’s book is of the nature of a work of reference, and
must have involved great labor.” (Acad.) “It is mainly descriptive of
the distinctive method, aim, and scope of the new science, its
genesis, its prophets and pioneers, its founders and masters, its
schools and auxiliary sciences, its mental emancipations, other
achievements and growing bibliography.” (Outlook.)

“From its very nature it can hardly be said to make interesting

reading; but it will be found invaluable as a manual.”

+ Acad. 69: 1258. D. 2, ’05. 80w.

“The volume shows wide reading and great industry in bringing
so many names together. Yet the chapter on auxiliary or subsidiary
sciences might have been retrenched with advantage, and the
illustrations of comparative sciences are too many. The value of the
book will be found to consist in its full bibliography, which is made
available by a copious index.” Henry Preserved Smith.

+ + – Am. J. Theol. 10: 701. O. ’06. 920w.

 “A valuable handbook of great breadth of learning, written in an
admirable spirit. It is a book for which we are profoundly thankful,
notwithstanding the fact that it has some defects which are
incidental to the manner of its composition.” George A. Barton.

+ + – Bib. World. 28: 285. O. ’06. 890w.

“It must be admitted that so great a task, beyond the first-hand
knowledge of any one man, is on the whole well done.”

+ Ind. 59: 1542. D. 28, ’05. 230w.

“Whoever wishes to know ‘all about’ comparative religion at its
present stage will find cyclopaedic information here in sufficient
fullness, not merely in the text but also in appended charts, and all
carefully indexed for ready reference.”

+ Outlook. 81: 1082. D. 30, ’05. 270w.

“Mr. Jordan’s book will probably interest even the casual reader,
but it will be of special value to the student for the sake of its
elaborate bibliography. So far as we have been able to apply a test,
no important work, either in English or a foreign language, has
been overlooked.”

+ + + Sat. R. 101: 462. Ap. 14, ’06. 1450w.

“It contains too much, attempts too much, it is irritating; but on
the other hand it is a very thorough and comprehensive work,
especially to be recommended for reference to out-of-the-way
information.” E. Washburn Hopkins.

+ – Yale R. 14: 438. F. ’06. 1070w.

Joseph, H. W. B. Introduction to logic. *$3.15. Oxford.

A restatement of the traditional doctrine “which is used at the
universities as an instrument of intellectual discipline.” (Lond.
Times.) “Mr. Joseph has interesting remarks to make on the
relation between mathematics and logic, and a good statement of
the doctrine that the principle of syllogistic inference cannot be
 made into the premise of a particular syllogism without begging
the question. His chapter entitled ‘The presuppositions of inductive
reasoning: the law of causation’ is a model of clear and forcible
reasoning. Mill’s four methods, he finds, may be reduced to one
‘method of experimental inquiry.’” (Nature.)

“A thoughtful and scholarly treatise, conceived on the lines of a

good text-book.”

+ + – Lond. Times. 5: 362. O. 26, ’06. 430w.

“Useful as his book may prove to an advanced logician, it is
almost the worst possible for a beginner’s introduction to the
subject.”

– + Nation. 83: 353. O. 25, ’06. 1560w.

“It is an excellent and very sound exposition of the traditional
logic for which Oxford has been famous ever since the days of
Chaucer’s Clerk. But if the matter is traditional, the manner of
exposition is as fresh and independent as it could well be, and the
author has entirely fulfilled the desire expressed in his preface not
to teach anything to beginners which they should afterwards have
merely to unlearn.”

+ + Nature. 75: 2. N. 1, ’06. 450w.

Josephus, Flavius. Works; tr. by William Whiston, and edited by

D. S. Margoliouth. $2. Dutton.
“The complete works of the learned and spirited writer, Flavius
Josephus, compressed in one royal octavo volume.... The editor’s
work ... includes an introductory essay, and a few notes, and a
careful collation of the text with the critical edition of the original
Greek of Niese and Von Destinon, and its division into sections
after the plan of the learned German editors. Recent research has
been intelligently summarized. All of Josephus is here, including,
of course, the few disputed passages.”—N. Y. Times.
 “The editor’s Introduction is decidedly piquant. He seems to
treat his author in exactly the right vein, now genially discounting
his marvelous exploits, now politely doubting his veracity while
enjoying his romance.”

+ Ath. 1906, 1: 666. Je. 2. 630w.

“The introduction is, of course, admirably written, and weighted
with references to the learned literature of the subject; still more
loaded with erudition are the notes.”

+ + Lond. Times. 5: 211. Je. 8, ’06. 570w.

“Is admirably adapted to the chief use to which it is likely to be
put, as a book of reference for library shelves.”

+ + N. Y. Times. 11: 340. My. 26, ’06. 230w.

R. of Rs. 34: 123. Jl. ’06. 50w.

Joubert, Carl. Fall of tsardom. *$2. Lippincott.

“This volume consists of threatenings against the Russian
government, and reminiscences of what has happened in the past
after similar threats had been made.” (N. Y. Times.). “It cannot be
said that in these pages the author gives an accurate picture of
social and political conditions; his pen is distinctly that of an
advocate. For example he criticises the secret societies for the
purposeless crimes they commit, but at the same time he defends
the ‘revolutionary committee’ for sanctioning assassination ‘in
extreme cases.’ Purely constitutional reform is in his opinion
hopeless; the tsardom is a deadly growth that must be plucked out
by the roots.” (Critic.)

“The tone of exaggeration which pervades ‘The fall of tsardom’

tends to disguise those of the observations and reflections of the
author which might otherwise been thought of value.”

– Ath. 1905, 1: 747. Je. 17. 680w.

 “The theories which the author promulgates ... are less
interesting than the experiences he describes. Those interested in
current movements in Russia should not overlook this account of
them.”

+ – Critic. 48: 477. My. ’06. 220w.

“Is a miscellaneous collection of gossip, scraps of information of
questionable authenticity, court scandals, and hints at deeper
knowledge yet.”

– Lond. Times. 4: 176. Je. 9, ’05. 730w.

“The book is interesting, even if not convincing.”

– – + N. Y. Times. 11: 174. Mr. 24, ’06. 650w.

Joubert, Carl. Truth about the Tsar. *$2. Lippincott.

One of the three rather sensational volumes on Russian subjects
which have been written by this man whose real name is not
Joubert. “It is not Russia that has gone mad, but Tsardom. As
autocratic sovereigns, the hours of the Romanoffs are numbered. A
constitutional monarchy or the United States of Russia are the only
alternatives possible. Such are the opinions of Carl Joubert—who
claims to know both the land and the ruler, and who reiterates in
this volume the ideas he promulgated in ‘Russia as it really is.’”
(Critic.)

“Even if only half its statements are true, it is worth reading.”

+ – Critic. 48: 191. F. ’06. 340w.

“As our author indulges in fewer Russian words than in his
former volumes his errors are fewer.”

– – Nation. 82: 267. Mr. 29, ’06. 1260w.

“An entertaining and upon the whole, informing book about
Russian affairs. It is rhetoric, not history, and the fact that the
 special pleading is on the right side does not make it any less
special.”

+ – N. Y. Times. 11: 24. Ja. 13, ’06. 690w.

“Mr. Joubert is more rhetorical and less precise than we could
wish.”

– Spec. 94: 218. F. 11, ’06. 1570w.

Joutel, Henri. Joutel’s journal of La Salle’s last voyage, 1684–7.

*$5. McDonough.
“One of the most valuable source-books of American history....
The writer was a townsman of the great pathfinder, sailed with him
from France in 1684, accompanied him in his after-wanderings in
the wilds, and while not an eye-witness to his murder, was not far
away when the fatal shot was fired by the desperate mutineer,
Duhaut. The story of the misfortune of the pioneers and of the
terrible days that followed the murder of their leader is told with a
directness and simplicity that grip the attention with the interest of
a work of fiction.... Dr. Henry R. Stiles, the editor of the present
reprint ... rounds out Joutel’s narrative by historical and
biographical introductions, the latter explaining who Joutel was,
and the former giving an accurate and interesting account of La
Salle’s earlier explorations. The book also contains a
bibliographical appendix covering the literature on the discovery of
the Mississippi.”—Lit. D.

Am. Hist. R. 11: 973. Jl. ’06. 160w.

Ath. 1906, 2: 307. S. 5. 110w.
“Joutel’s narrative is not only the most authoritative account of
that last voyage which ended so tragically for La Salle, but it is
eminently readable.”

+ + + Lit. D. 32: 984. Je. 30, ’06. 450w.

+ Nation. 83: 142. Ag. 16, ’06. 230w.
 + + N. Y. Times. 11: 380. Je. 9, ’06. 410w.
+ + Outlook. 83: 287. Je. 2, 06. 250w.
+ + Sat. R. 102: 338. S. 15, ’06. 260w.
“The account, so happily composed, had the further good fortune
to be translated into excellent English, the authentic speech of the
time; and it is this version which is here faithfully reprinted and
skilfully annotated by Dr. Stiles, to whom we are pleased to give the
credit of a sound and scholarly piece of work.”

+ + Spec. 97: 440. S. 29, ’06. 1350w.

Judson, Frederick Newton. Law of interstate commerce and its

federal regulation. *$5. Flood, T. H.
“With some well directed effort it might have been made a
permanent contribution to the literature of the subject.” H. A. C.

– + Pol. Sci. Q. 21: 561. S. ’06. 1220w.

“An authoritative and codified statement of existing law and
practice on the subject of interstate commerce. The book is marred
by careless proof-reading.” Frank Haigh Dixon.

+ + – Yale R. 15: 91. My. ’06. 730w.

Judson, William Pierson. City roads and pavements suited to

cities of moderate size. **$2. Eng. news.
This new edition, revised and rendered thoroly up to date, has
been issued in response to the continued call for a guide to the
building of real highways as well as of city pavements. The history,
cost, composition and durability of various pavements are given
under the headings: Preparation of streets for pavements, Ancient
pavements, Modern pavements, Concrete base for pavements,
Block-stone pavements, Concrete pavements, Wood pavements,
Vitrified brick pavements, American sheet-asphalt, artificial and
natural, Bitulithic pavement, and Broken stone roads.
Justice for the Russian Jew; an appeal to humanity for the cessation
of an unprecedented international crime against an outraged and
oppressed race. *25c. Ogilvie.
A complete stenographic report of the stirring speeches delivered
at the great mass meeting in Washington, D. C., January 21, 1906,
called to protest against the murders of the Jews in Russia, with
photographs and sketches of the speakers. The list of speakers
includes; Congressman Sulzer; Rev. Francis T. McCarthy; Hon.
Wendell Phillips Stafford; Rev. Donald C. MacLeod; Hon. Henry T.
Rainey; Col. John A. Joyce; and Hon. Chas. A. Towne.

R. of Rs. 33: 509. Ap. ’06. 50w.

 K

Kaempfer, Engelbert. History of Japan. 3v. *$9. Macmillan.

“Kaempfer covers an extraordinarily wide field. The long journey
to Japan, the geography, climate, origin and history of the people,
their religions, their mode of government, their chronological
system, their laws, manners and customs, their natural and
industrial productions, their systems of trade, are all described.
The portion of the work which deals with the history and religion
will now appeal only to the esoteric reader.... But nearly the whole
of the second and third volumes, in which are described in minute
detail the author’s life at Nagasaki; the journeys to and from and
life at the capital; wayside scenes and travellers along the great
high-roads, the Court of the Shogun, who is called the secular
monarch, as distinct from ‘the Ecclesiastical hereditary Emperor,’
the Mikado and the popular festivals, are so full of interest that he
would be indeed a dull reader who was not entranced by their
continued intrinsic charms.”—Sat. R.

“It is a wise and faithful account with more than an occasional

touch of dry humour.”

+ Acad. 70: 569. Je. 16. ’06. 430w.

“The reproduction is, in every respect, worthy of its original, and
in its new and convenient form the ‘Historia’ should meet with
many readers, as an achievement of the highest interest in itself,
and as the beginning and foundation of all true knowledge of the
pattern people of the twentieth century.”

+ + + Ath. 1906, 2: 6. Jl. 7. 2610w.

“For the reference library and the philosophical student of the
Japanese, the work is invaluable.”

+ + + Nation. 82: 448. My. 31, ’06. 250w.

 + + N. Y. Times. 11: 572. S. 15, ’06. 470w.
“The publication of this new edition is therefore a real public
service. We have only one fault to find. Kaempfer’s spelling of
native terms is so archaic as, in many instances, to be absolutely
unintelligible to modern readers and difficult to follow even by
persons more than ordinarily acquainted with the history,
geography and language of Japan.”

+ + – Sat. R. 102: 17. Jl. 7. ’06. 1660w.

Kaler, James Otis (James Otis, pseud.). Joey at the fair. 75c.
Crowell.
Boys in the early “teens” will enjoy this story of a New England
farm and of Joey and how he attained his great ambition of raising
a calf which should win the blue ribbon at the county fair. The
achievement is made more difficult because of a young city cousin
who is a mischief maker from the time of his arrival and who
almost succeeds in maliciously diverting the blue ribbon from the
sleek Betty; but Joey and the calf win out in the end.

Kaler, James Otis (James Otis, pseud.). Light keepers: a story

of the United States light-house service. †$1.50. Dutton.
How Cary’s Ledge light was kept according to the “rules an’
regerlations,” by its three old keepers, Cap’n Eph, Sammy, and
Uncle Zenas, third assistant and also cook, is here told in a fashion
pleasing to young folks. How they blamed themselves for
neglecting the day’s routine in order to risk their lives to save the
victims of fog and wreck, how the boy whom they called Sonny
drifted to their ledge, stayed there and became a joy to them, how
the government came to appreciate and reward them and many
other matters of human interest furnish a pleasing variety in their
bleak existence.

+ + N. Y. Times. 11: 721. N. 3, ’06. 210w.

Kauffman, Reginald Wright. Miss Frances Baird, detective: a
passage from her memoirs. $1.25. Page.
A young woman, good-looking, alert, making a direct asset of her
intuition, unravels the mystery of a diamond robbery in a manner
that would commend her to the most exacting of detective staffs.

+ Ind. 61: 697. S. 20, ’06. 270w.

Kaye, Percy Lewis. English colonial administration under Lord

Clarendon, 1660–1667. 50c. Hopkins.
“On the whole, however, a comparison of Dr. Kaye’s paper with
earlier treatments of the same subject indicates no considerable
addition to our stock of information and no decided novelty in the
handling of the material.” Evarts B. Greene.

+ – Am. Hist. R. 11: 438. Ja. ’06. 410w.

Keats, John. Poems; with notes and appendices by H. Burton

Forman. $1.25. Crowell.
Uniform with the “Thin paper poets.” A biographical sketch by
Nathan Haskell Dole, notes and appendices make the volume
complete.

Keays, Mrs. H. A. Mitchell. Work of our hands. †$1.50. McClure.

A Montague and Capulet enmity is set at naught by the marriage
of young Bronsart and Aylmer Forsythe. This hero is a capitalist
“whose life of luxury has given him a moral myopia,” and his wife
in a rather provocative way sets about to relieve the down-trodden
condition among the laborers in his factories, and to force her
husband into believing that his wealth should be used for aiding
instead of oppressing the poor.

“In ‘The work of our hands,’ H. E. Mitchell Keays, with large

outlook and wide sweep, shows a strange working out of destiny.”
 + Lit. D. 32: 454. Mr. 24, ’06. 520w.
“The book will not contribute much to the solution of problems
economic or marital, but it is a strong and clever story; the interest
well sustained, despite a little too much preaching.”

+ – N. Y. Times. 10: 726. O. 28, ’05. 410w.

“The story suffers ... from evidences of overwrought nerves. The
tone is feverish.”

– Reader. 7: 452. Mr. ’06. 240w.

Keen, Walter Henry. Margaret Purdy. $1.50. Broadway pub.

Mr. Keen’s story traces the development of Margaret Purdy from
her “puny child-wife” state to one of vigorous mental and moral
freedom. Her growth under the direction of Professor Bickersteth
whose laboratory assistant she becomes furnishes the real interest
of the book.

Keen, William Williams. Addresses and other papers. *$3.75.

Saunders.
“Perhaps more false impressions with regard to medical thought
would be corrected by a casual reading of this volume than in any
other way that we know.”

+ + Ind. 59: 1346. D. 7, ’05. 340w.

Keith, Marion. Silver maple, a story of upper Canada. $1.50.

Revell.
Upper Canada and its people, the spirit of the woods, the
sordidness of the everyday life, is at the heart of this story of Scotty,
who, true to his Scotch grandparents and the early lessons he
learns under the silver maple, fights a good fight, resists
temptation, is true to himself, and when he comes at last into the
heritage of his English father “by the right road, the road of truth
and equity,” it is also into a heritage of love and happiness.
 + N. Y. Times. 11: 727. N. 3, ’06. 220w.

Keller, Very Rev. J. A. Saint Joseph’s help; or, Stories of the

power and efficacy of Saint Joseph’s intercession. *75c. Benziger.
The second edition of a book whose aim is to make known the
power of St. Joseph’s intercession and the favors obtained through
his assistance.

“The simple, trusting, tender faith of the narrator is contagious;

and the book is sure to fasten in young minds a devout confidence
in St. Joseph.”

+ Cath. World. 83: 268. My. ’06. 70w.

Kelley, Florence. Some ethical gains through legislation. *$1.25.

Macmillan.
“Legislation and judicial decision concerning the rights of the
child, the rights of women, the rights of all labourers to leisure
through restricted hours of labor, and the rights of the purchaser to
knowledge of the condition of production and distribution of
goods, are clearly presented and interpreted. The author is
prepared for the work, and by long experience in social, economic
investigation as government and state official, as special
investigator, as a settlement resident, and as a member of the
Illinois bar. The volume forms the latest addition to the ‘American
citizens’ library.’”—Bookm.

“One marked distinction of Mrs. Kelley’s discussions is the

vividness of the concrete images used to enforce the argument, and
these illustrations are not borrowed from books.” C. R. Henderson.

+ + Am. J. Soc. 11: 846. My. ’06. 840w.

“Her topics are ripe and full: the book may well become a classic
on industrial life, but this first edition lacks the final touch of care,
the polish of revision to which it is richly entitled.” Charlotte
Kimball Patten.

+ + – Ann. Am. Acad. 27: 249. Ja. ’06. 920w.

“Is a most valuable book to students of social conditions and of
the general welfare.”

+ + Bookm. 22: 533. Ja. ’06. 130w.

“Mrs. Kelley’s book is, by the conditions of its subject, tentative.
Its chief value lies in its suggestions for future improvement.”

+ Dial. 40: 23. Ja. 1, ’06. 330w.

“Interesting and instructive volume.”

+ + Ind. 60: 343. F. 8, ’06. 240w.

“This book is marred by extremely bad arrangement. In spite of
this, the volume is rich in fact, sound in theory, generally correct in
reasoning, and replete with suggestion and stimulation.” Henry
Raymond Mussey.

+ + – Int. J. Ethics. 16: 382. Ap. ’06. 990w.

“Her facts and arguments, however, are such as no student of the
problems involved can afford to neglect.”

+ + Nation. 83: 64. Jl. 19, ’06. 1510w.

“A brief, terse, but readable review of recent progress toward
better things.”

+ + – Outlook. 82: 806. Ap. 7, ’06. 310w.

Reviewed by Edward T. Devine.

+ + Pol. Sci. Q. 21: 326. Je. ’06. 1400w.

R. of Rs. 33: 124. Ja. ’06. 110w.
Kelley, Gwendolyn Dunlevy, and Upton, George Putnam.
Edouard Remenyi, musician, litterateur, and man: an
appreciation. **$1.75. McClurg.
Here are sketches of Remenyi’s life and artistic career by friends
and contemporaries, to which are added critical reviews of his
playing and selections from his literary papers and
correspondence. The biographical sketch reveals the Romany spirit
of the man which made routine impossible and which led him at
times to vanish from human sight. There are nine portraits of the
famous violinist taken during a period of forty-four years.

“A book about a musician rather than a work on music. The

personal element presses strongly forward on every page.” Josiah
Renick Smith.

+ Dial. 41: 12. Jl. 1, ’06. 860w.

“Is much more than what they call it—‘the skeleton of a work
that might have been.’”

+ + Nation. 83: 147. Ag. 16, ’06. 1120w.

N. Y. Times. 11: 332. My. 19, ’06. 250w.
“The estimate of his personality is naturally indulgent, but it is
vivid. There is plenty of Remenyi material here, even if there is not
a Remenyi biography.” Richard Aldrich.

+ N. Y. Times. 11: 336. My. 26, ’06. 1060w.

+ – Outlook. 83: 336. Je. 9, ’06. 90w.

Kellogg, Vernon. American insects. **$5. Holt.

“Prof. Kellogg has well summarized our present information on
the subject, and drawn attention to future potentialities.”

+ + Ath. 1906, 2: 78. Jl. 21. 730w.

“Notwithstanding these drawbacks, the work is probably the best
that exists for anyone, desiring an introductory work on North
 American insects compressed into a single volume.” D. S.

+ + – Nature. 73: 292. Ja. 25, ’06. 310w.

Kellor, Frances A. Out of work. **$1.25. Putnam.

“It is a pleasure to recommend a book with such confidence as
this volume inspires.” John Graham Brooks.

+ + Int. J. Ethics. 16: 511. Jl. ’06. 260w.

Kellum, Margaret Dutton. Language of the Northumbrian gloss

to the Gospel of St. Luke. 75c. Holt.
No. 30 in the “Yale studies in English.” The thesis covers fully
the phonology and inflection of the Northumbrian gloss to the
Gospel of St. Luke.

Kelly, Howard Atwood. Walter Reed and yellow fever. **$1.50.

McClure.
A sketch of the life and work of the man who brought about the
conviction that the mosquito is an agent for the spread of yellow
fever.

+ Dial. 41: 211. O. 1, ’06. 360w.

+ N. Y. Times. 11: 483. Ag. 4, ’06. 1400w.

Kelly, R. Talbot. Burma. *$6. Macmillan.

A seven months’ journey thru Burma, covering 3,500 miles is
here interestingly “painted and described.” It is a book of first
impressions gathered from forest and jungle.

“His is a perfect example of the colour-book of commerce, the

merriest and most entertaining of peep-shows, but without relation
to art or literature.”
 + – Acad. 70: 45. Ja. 13, ’06. 190w.
“His impressions of Burmese character are intelligent, and more
often accurate than not.”

+ Ath. 1906, 1: 13. Ja. 6. 340w.

“In Mr. Kelly’s pictures we catch something of the charm of
travel in a strange country and among people entirely unlike our
own.”

+ Ind. 59: 1380. D. 14, ’05. 180w.

“An eloquent writer, as well, as an accomplished artist, wielding
the pen with even greater skill than the brush, and imbued,
moreover, with the courage, perseverance, and enthusiasm of the
true explorer, the author of this delightful volume has concentrated
all his powers on his fascinating subject, producing what will
certainly rank as a standard work on this great dependency of the
British Empire.”

+ + Int. Studio. 26: 87. Mr. ’06. 260w.

+ + Nation. 82: 372. My. 3, ’06. 410w.
+ N. Y. Times. 10: 862. D. 2, ’05. 210w.
“Mr. Kelly is one of the few artists who can write. The volume is a
worthy member of a very attractive series.”

+ N. Y. Times. 11: 66. F. 3, ’06. 610w.

+ Outlook. 81: 1038. D. 23, ’05. 80w.
“A narrative that on its own merits makes pleasant reading and
gives a very true and sympathetic sketch of Burma and its people,
and is much more than a mere explanation of his pictures. He has,
however, been misled into a sweeping condemnation of Indian
natives by generalizing hastily from the unfavourable specimens
that are to be met in Burma.”

+ – Sat. R. 102: 86. Jl. 21, ’06. 260w.

Kelsey, Frederick W. First county park system. $1.25. Ogilvie.
Although a ten year history of the development of the Essex
county park system of New Jersey, this work is far reaching in its
helpfulness. “It supplies a working-guide for other communities
where park systems are to be established” exposes “The baneful
influence of the public service corporations in frustrating a
splendid and nobly planned work and subordinating the interests
of the community to the selfish enrichment of those interested in
the exploiting of the people thru the public service corporations.”

“It is a volume that merits wide circulation—a work that we can

especially recommend to all persons interested in the development
of park systems in and around American municipalities.”

+ Arena. 35: 445. Ap. ’06. 340w.

“The book, is in the best sense of the term, a political pamphlet.”

+ Engin. N. 55: 312. Mr. 15, ’06. 450w.

Outlook. 82: 1004. Ap. 29, ’06. 140w.
R. of Rs. 33: 383. Mr. ’06. 160w.

Kennard, Joseph Spencer. Italian romance writers. **$2.

Brentano’s.
A well-wrought introduction furnishes an outline of the history
of modern story telling, discusses the various early types of fiction
and finally Italian tendencies and ideals. Then follows chapters
upon Alexander Manzoni, Massimo Taparelli D’Azeglio, Francesco
Domenico Guerrazzi, Tommaso Grossi, Ippolito Nievo, Edmondo
De Amicis, Antonio Fogazzaro, Giovanni Verga, Matilde Serao,
Federigo De Roberto, Anna Neera, Grazia Deledda, Enrico
Annibale Butti, and Gabbriele D’Annunzio, which give something
of the authors and much of the characters they created. The
volume will serve as a pleasing commentary to students of modern
Italian literature, and will prove an interesting source of
enlightenment to all who have not time for further study.
 “It is a pity, however, that American readers could not have been
presented with a version in less ‘rocky’ English than the present
one.”

+ – Dial. 41: 42. Jl. 16, ’06. 290w.

“Mr. Kennard had evidently read widely and thought earnestly
before formulating his opinions. But he seems incapable of
expressing opinions simply, plainly or convincingly. At its best his
style is hardly brilliant. At its worst it is intolerable.”

+ + – Ind. 61: 458. Ag. 23, ’06. 1250w.

Lit. D. 32: 936. Je. 23, ’06. 1190w.
“Notwithstanding repeated evidences of haste or carelessness in
the execution, we maintain that the work is a good and useful
introduction to the study of modern Italian fiction.”

+ + – Nation. 83: 263. S. 27, ’06. 1460w.

“While not a profound or final treatise, is a pleasing, diffuse
book, crowded with information, and worth the study.” James
Huneker.

+ N. Y. Times. 11: 423. Je. 30, ’06. 3250w.

“Dr. Kennard’s book as a whole is one of the most interesting
and instructing contributions to our knowledge of Italian
literature.”

+ Outlook. 83: 862. Ag. 11, ’06. 330w.

+ R. of Rs. 34: 125. Jl. ’06. 90w.

Kennedy, Charles William, tr. Legend of St. Juliana; translated

from the Latin of the Acta sanctorum and the Anglo-Saxon of
Cynewulf. Univ. lib., Princeton.
The Anglo-Saxon and Latin texts used by the translator for this
double rendering into the English are those printed by Professor
Strunk in the “Belles-Lettres” edition.