Arabic as One Language Integrating Dialect in

the Arabic Language Curriculum Mahmoud Al-Batal

pdf download
https://ebookmeta.com/product/arabic-as-one-language-integrating-dialect-in-the-arabic-language-
curriculum-mahmoud-al-batal/

★★★★★ 4.7/5.0 (25 reviews) ✓ 208 downloads ■ TOP RATED

"Amazing book, clear text and perfect formatting!" - John R.

DOWNLOAD EBOOK
 Arabic as One Language Integrating Dialect in the Arabic
Language Curriculum Mahmoud Al-Batal pdf download

TEXTBOOK EBOOK EBOOK META

Available Formats

■ PDF eBook Study Guide TextBook

EXCLUSIVE 2025 EDUCATIONAL COLLECTION - LIMITED TIME

INSTANT DOWNLOAD VIEW LIBRARY

Collection Highlights

The Routledge Course in Arabic Business Translation:

Arabic-English-Arabic 1st Edition Mahmoud Altarabin

Teaching Arabic as a Heritage Language 1st Edition Rasha

Elhawari

In Deadly Embrace Arabic Hunting Poems Library of Arabic

Literature Ibn Al-Mu■Tazz

AACN Core Curriculum for Progressive and Critical Care

Nursing, 8th Edition Aacn
How to Start a Blog 1st Edition Flavio Copes

Human Resource Management: Gaining a Competitive Advantage

13th Edition Raymond Noe

Earl of Infamy Lords of Scandal 14 1st Edition Tammy

Andresen

Data Visualization: Exploring and Explaining with Data

Jeffrey D. Camm

SCIENCE OF READING a handbook 2nd Edition

Encore (Famous #4) 1st Edition Eden Finley
Arabic as
One Language
Integrating Dialect in the Arabic Language Curriculum

Mahmoud Al-Batal, Editor

Georgetown University Press / Washington, DC

Related Works from Georgetown University Press

The Teaching of Arabic as a Foreign Language: Issues and Directions

Mahmoud Al-­Batal, editor

Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers

Karin Ryding, foreword by Roger Allen

Arabic Language and Linguistics

Reem Bassiouney and E. Graham Katz, editors

Al-­ᶜArabiyya: Journal of the American Association of Teachers of Arabic

Arabic as
One Language
Integrating Dialect in the Arabic Language Curriculum

Mahmoud Al-­Batal, Editor

Georgetown University Press / Washington, DC

© 2018 Georgetown University Press. All rights reserved. No part of this book may be
reproduced or utilized in any form or by any means, electronic or mechanical, including
photocopying and recording, or by any information storage and retrieval system, without
permission in writing from the publisher.

The publisher is not responsible for third-­party websites or their content. URL links were
active at time of publication.

Library of Congress Cataloging-­in-­Publication Data

Names: Al-­Batal, Mahmoud, editor.

Title: Arabic as One Language : Integrating Dialect in the Arabic Language
Curriculum / Mahmoud al-­Batal, editor.
Description: Washington, DC : Georgetown University Press, 2017. | Includes
bibliographical references and index.
Identifiers: LCCN 2017007580 (print) | LCCN 2017010313 (ebook) | ISBN
9781626165038 (hc : alk. paper) | ISBN 9781626165045 (pb : alk. paper) |
ISBN 9781626165052 (eb)
Subjects: LCSH: Arabic language-­-S ­ tudy and teaching. | Arabic
language-­-­Spoken Arabic. | Arabic language-­-­Dialects.
Classification: LCC PJ6066 .A69 2017 (print) | LCC PJ6066 (ebook) | DDC
492.7/80071-­-­dc23
LC record available at https://lccn.loc.gov/2017007580

This book is printed on acid-­free paper meeting the requirements of the

American National Standard for Permanence in Paper for Printed Library Materials.

19 18    9 8 7 6 5 4 3 2 First printing

Printed in the United States of America

Cover design by Martha Madrid

 To teachers and students of Arabic everywhere
in the hope that this work
will contribute to richer teaching and learning experiences
and deeper appreciation of its beautiful mosaic
This page intentionally left blank
 Contents

Preface ix
Acknowledgments xvii

PART 1: Dialect Integration: A New Frontier for Arabic

1 Dialect Integration in the Arabic Foreign Language

Curriculum: Vision, Rationale, and Models 3
Mahmoud Al-­Batal
2 To Separate or to Integrate, That Is the Question:
The Cornell Arabic Program Model 23
Munther Younes
3 Lessons Learned and Empirical Data from Twenty-­Five
Years of Using an Integrated Approach 36
R. Kirk Belnap
4 Preparing Arabic Teachers for Integration:
The Edinburgh Model 54
Jonathan Featherstone
5 Preparing Students for the Future: Integrating Dialect
and Standard into the Arabic Foreign Language Classroom 73
Elizabeth Huntley

PART 2: Curricular Models and Approaches to Integration

6 A Digitally Assisted Model of Integration of Standard

and Colloquial Arabic Based on the Common European
Framework 93
Manuela E. B. Giolfo and Federico Salvaggio
7 Developing a Genre-­Based Curriculum to Teach
Arabic Diglossia 114
Emma Trentman

vii
viii Contents

8 An Integrated Moroccan and Modern Standard Arabic

Curriculum for First-­Year Learners 134
Mike Turner
9 Arabic Diglossic Speaking without Mixing:
Practices and Outcomes from a Beginning Level 154
Sonia Shiri and Charles Joukhadar

PART 3: Integration and Skill Development

10 Integrating Colloquial Arabic into the Arabic

L2 Curriculum: An Analysis of Learner Speech 175
Lama Nassif
11 Diverse Speaker Output in the Integrated Arabic Classroom:
Trends and Interpretation 199
Thomas Leddy-­Cecere
12 Effects of Integrated Arabic on Written Language Skills
at West Point: A Longitudinal Study 221
Gregory R. Ebner and Jeff R. Watson

PART 4: Learners’ and Teachers’ Voices and Perspectives

13 Integrating Colloquial Arabic in the Classroom:

A Study of Students’ and Teachers’ Attitudes and Effects 237
Martin Isleem
14 Dialect Integration: Students’ Perspectives within
an Integrated Program 260
Mahmoud Al-­Batal and Christian Glakas
15 Integration and Students’ Perspectives in a
Multidialect Environment 279
Mai Zaki and Jeremy Palmer
16 Teachers’ Voices: Analysis of Teachers’ Speech and
Teachers’ Perspectives in Integrated Arabic Classrooms 298
Caroline Najour

List of Contributors 319

Index 325
 Preface

The question of the relationship between al-­fuṣḥā “formal literary Arabic”

and al-­ᶜāmmiyya “colloquial Arabic” and their place in teaching and learning
has occupied Arab intellectuals and education specialists at least since the
early days of Arab Nahḍa “awakening” in the nineteenth century. The issue
has been and continues to be debated vigorously because it is complex and
laden with ideology. The sociolinguistic maxim “When we talk about lan-
guage, we are also talking about something else” points us toward the ways
in which the question of Arabic touches on politics, religion, and cultural
identity. Current pedagogical practice throughout the Arabic-­speaking world
makes al-­fuṣḥā the sole focus of curricula intended for native speakers of
Arabic, while al-­ᶜāmmiyya, the means of daily communication, is not admit-
ted into the curriculum.
The field of teaching Arabic as a Foreign Language (TAFL) in the United
States and elsewhere in the world has largely upheld this practice and devel-
oped its own vision of al-­fuṣḥā that came to be known as Modern Standard
Arabic (MSA). The sole attention to MSA worked well at a time when the
learning of Arabic in the West was perceived of as an academic pursuit
focused on deciphering and translating texts with very little attention to the
speaking skill—especially because this coincided with an Arab public sphere
that was largely censored and linguistically corrected. This pedagogical prac-
tice drew justification from Charles Ferguson’s “diglossia” in 1959 that pre-
sented al-­fuṣḥā as the “high” prestigious variety of language and al-­ᶜāmmiyya
as the “low” variety.
This single-­minded attention to MSA in the TAFL curricula continued
until the 1980s, when new concepts, approaches, and practices emerged in
foreign language education. The communicative approach to language teach-
ing and the proficiency movement promoted sociolinguistic and pragmatic
competencies along with contexts, functions, and authentic language. These
trends continued to evolve in the 1990s with a new emphasis on developing
cultural knowledge and intercultural communication in language curricula.
These developments presented teachers of Arabic with the challenge of
designing curricula that are communicative-­ and proficiency-­based in a lan-
guage variety that is not used in interpersonal communication. Gradually the
status of MSA as the only form of Arabic we teach our students came into

ix
x Preface

question, and we began to hear calls to introduce dialects to the Arabic cur-
riculum in order to bring the curriculum in line with communicative
approaches. Large programs introduced dialect courses at the upper levels;
however, these courses remained separate from the core Arabic curriculum
that continued to privilege MSA.
The new millennium accentuated and accelerated these challenges, as the
United States saw an unprecedented growth of interest in the study of Arabic
and in study abroad in the Arab world. The high level of demand for Arabic
created the opportunity for the development and publication of new text-
books, two of which integrate MSA and dialect, yet also underscored the fact
that the exclusive focus on MSA and the almost complete exclusion of the
dialect from the curriculum at the lower levels of instruction was not prepar-
ing students for real communication or intercultural communication.
Despite these developments, however, the integration of dialect into the teach-
ing of Arabic remains the practice of a minority of programs in the United States.
Opposition to integration is often attributed to care for the well-­being of the stu-
dents, on the basis that it would cause confusion, or because teachers fear they
might teach students a dialect for which they have no use. This book presents
research from a variety of programs demonstrating that the difficulty of learning
two varieties of a language is far outweighed by the benefit of skills gained and
that dialect is important in building linguistic and sociocultural skills no matter
which dialect is taught. (More data and evidence is available than could fit in the
book; additional data, as noted in each chapter, is provided on this book’s product
page on the Georgetown University Press website.) What is left after that is lan-
guage ideology: the deep-­seated beliefs that many educated speakers of Arabic
share about what constitutes “proper” or “correct” language and the equally deep
feelings about the link between al-­fuṣḥā and Islam. But these ideologies cannot
constitute the main guiding principles for the profession of TAFL.
The main aim of the present volume is to shift the debate on dialect
integration in the field of Arabic from the realm of ideology to that of ped-
agogy. It does so by providing Arabic teachers and curriculum designers
with insights and experiences of Arabic programs in the United States and
abroad that have integrated dialects into their curricula. These insights are
based on actual program models, classroom practices, and students’ output,
augmented by student and teacher perspectives gathered through surveys
and interviews.
This book is aimed at present and future teachers of Arabic as a foreign/
second language, program directors and coordinators, and students interested in
learning more about how Arabic can be studied and taught. The book may also
 Preface xi

be of interest to specialists in foreign language education interested in under-

standing the current dynamics of the Arabic field and its future trajectories.
The book includes sixteen chapters that deal with a wide variety of issues
related to integration. The chapters are written by instructors who teach in
Arabic programs in the United States, the United Kingdom, Italy, and the
United Arab Emirates and who have implemented integration in their own
teaching. The book is organized in four sections described below.

Part 1: Dialect Integration: A New

Frontier for Arabic
Section 1 includes five chapters and provides general background to the issue
of integration as a new frontier for the field of Arabic. In chapter 1, Mahmoud
Al-­Batal presents a vision of “Arabic as One,” in which dialect and MSA are
conceived as one language, integrated and coexisting in the classroom from
the onset. He then argues why this vision should replace what he calls the
“firewall of separation” between MSA and the dialects, noting the increased
presence of spoken Arabic in the public sphere across the Arab world, the
changing needs of Arabic learners, and the new trends in language pedagogy.
Al-­Batal discusses six current models of integration that demonstrate the
flexibility that institutions have in implementing an integrated approach that
addresses their particular goals and contexts. In the “Arabic as One” vision,
he argues, lies a fuller understanding of the Arabic language and a richer
appreciation of the intricacies of Arab cultures.
In chapter 2, Munther Younes synthesizes his long experience exploring
how to integrate dialect and MSA. Should the two registers be integrated
simultaneously? Should they be introduced in the same course or through
separate tracks? Taking the Arabic program at Cornell as a case study, Younes
argues that MSA and dialect are one in the same communication system with
complimentary roles and, as such, should be given an equal weight in curric-
ulum development. By navigating the reader through examples of specific
activities that engage both the written and oral proficiencies, the author illus-
trates a program based on shared elements of dialect and MSA, particularly
at the early stages of instruction.
In chapter 3, Kirk Belnap provides the history and development of dialect
integration at Brigham Young University (BYU), explaining how the desire
to provide students with the skills to communicate in both informal and for-
mal contexts became the foundation of BYU’s program. Analyzing data
gathered from BYU students who studied abroad, the author highlights the
xii Preface

ability of the program to teach and students to learn and function in Arabic in
MSA and multiple dialects. Furthermore, he demonstrates how proficiency in
one dialect increases students’ enthusiasm for proficiency in other registers of
the language, including MSA. Belnap argues that dialect integration is worth
any initial confusion experienced by either instructors or students in order to
develop superior proficiency in Arabic.
In chapter 4, Jonathan Featherstone analyzes the reasons for a lack of insti-
tutional practice of the integrated approach, specifically in the United King-
dom. He introduces a teacher-­training program based on the concept of
integration at the University of Edinburgh as a way of addressing the fears,
worries, and, confusion associated with integration in the minds of many
Arabic teachers. This training program aids instructors in deconstructing and
reconstructing their perceptions of Arabic in the hopes of helping them better
understand the relationship between MSA and the dialects. The program also
helps the teachers develop both the creative tools required to teach an inte-
grated curriculum and the empathy needed to understand the learning process
for students under this approach.
In chapter 5, Elizabeth Huntley provides a comprehensive background to
the question of integration in the field of Arabic and discusses the argu-
ments that are presented for and against integration. She also compares the
reactions of students learning under the integrated approach in a beginning-­
level course at the University of Michigan to those studying dialect and
MSA simultaneously while abroad. Huntley underscores the importance of
implementing an integrated curriculum from the very start in order to miti-
gate possible confusion among students on the various differences in dialect
and MSA.

Part 2: Curricular Models and

Approaches to Integration
Part 2 is composed of four chapters that document the curricular models and
approaches to integration that have been developed at major programs in the
United States and abroad. In chapter 6, Manuela Giolfo and Federico Salvag-
gio use the Common European Framework of Reference for Languages
(CEF) and information and communications technology (ICT) as models to
develop a task-­based curriculum that seeks to place equal but separate
emphasis on MSA and the dialects in an integrated approach. By separating
Arabic into four basic skills and then further into two subcategories of read-
ing and writing versus listening and speaking, the authors develop a method
for monitoring appropriate student use of dialect and MSA across the various
 Preface xiii

levels of language proficiency. The authors then demonstrate, through ICT, a

method for determining the linguistic output for each of the separate skills
based on tasks completed by students. They conclude that the appropriate use
of dialect and MSA is possible in an integrated approach, and they demon-
strate a method for accurately assessing student proficiency in both registers
across the four skills.
In chapter 7, Emma Trentman demonstrates a way to address integration
through a genre-­based curriculum. Theoretically based on the systemic func-
tional linguistics definition of text and genre, Trentman develops a beginning-­
level Arabic curriculum at the University of New Mexico structured around
“Can-­Do” statements. The use of Can-­Do statements, such as “I can talk
about jobs and careers,” as a basis for the curriculum creates a way to incor-
porate contexts for appropriate usage of dialect and MSA in a natural fashion.
The author advocates the use of genre-­based pedagogies to address both how
to integrate dialect and MSA in an Arabic language program and how to
create sociolinguistic awareness among students.
In chapter 8, Mike Turner introduces a program for integrating the teaching
of Moroccan Arabic dialect materials into a first-­year Arabic course that uses
the Al-­Kitaab textbook series. He describes the increasing urgency of develop-
ing materials for teaching Moroccan in the integrated classroom, propelled by
recent changes in the TAFL field, and outlines the principles that should inform
this task. A key component of the author’s proposal is an independent online
Moroccan Arabic Supplement, already prototyped and implemented in a first-­
year Arabic course, which provides task-­based activities and supporting audio-
visual materials in Moroccan on par with the materials currently available in
the textbook for Egyptian and Levantine. The chapter explains the design and
editorial decisions that were made while preparing the supplement.
In chapter 9, Sonia Shiri and Charles Joukhadar present the integration
model used by the Arabic Flagship Program at the University of Arizona,
which designates a time for MSA and a separate time for dialect in the same
Arabic course. The authors identify the importance of minimizing mixing
between the two registers for students learning dialect and MSA simultane-
ously. They argue that, by heightening students’ ability to “notice” and differ-
entiate between the two varieties early on, students maintain the awareness
that dialect and MSA are separate registers and, consequently, develop a
sociolinguistically appropriate proficiency. Instructors play a major role in
maintaining this separation and in fact act as the guiding force that strengthens
the strategy of “noticing” among students. Their study argues for the possibil-
ity of achieving proficiency in an integrated classroom while maintaining a
sociolinguistic distinction between the two varieties.
xiv Preface

Part 3: Integration and Skill Development

Part 3 of this volume includes three chapters, each of which focuses on the
effect of integration on overall skill development in Arabic skill with special
attention paid to student output. In chapter 10, Lama Nassif seeks to catego-
rize the phases of integration as exhibited in the spoken output of students at
the elementary, intermediate, and advanced levels. A secondary goal of her
study is to determine to what extent learners are successful in developing
sociolinguistic competence in the two registers. By analyzing student pro-
duction of verbs, negation markers, and conjunctions, Nassif codifies the
features of speech in integrated instruction, identifies the systematic patterns
in student speech production, and determines the degree of success of the
integrated approach to develop sociolinguistic awareness among students.
Nassif substantiates the success of integration by demonstrating the develop-
ment of a rich linguistic awareness and repertoire that prepares students well
for real-­life use of the language.
In chapter 11, Thomas Leddy-­Cecere maintains the focus on students’
spoken output by analyzing student output as a product of the various dialect
and MSA input the students have received through integration. Leddy-­
Cecere’s study uncovers the existence of natural linguistic processes that
appear and reappear among students studying the two registers simultane-
ously and examines the extent to which these processes are predictable and
can help in determining pedagogical outcomes of integration. Through class
observation and student interviews, the author lays out four developmental
stages exhibited by students progressing through the Arabic program at the
University of Texas at beginning through advanced levels. The study reveals
an identifiable and predictable trajectory for the developmental phases of
dialect among students in this curriculum, which in turn offers an important
insight into further pedagogical assessment and curricular design for current
and future implementation of the integrated approach.
In chapter 12, Greg Ebner and Jeff Watson challenge the notion that MSA
will suffer when adopting an integrated approach. The authors argue that
integration is capable of supporting an equal and strong focus on MSA and
dialect simultaneously and demonstrate that there is no statistically signifi-
cant decrease in MSA proficiency because of this integration. Through the
analysis of test scores from West Point’s Arabic students, the authors compare
the achieved proficiencies of students who are studying only MSA to those
focusing on MSA and a dialect and show that test results were statistically
similar for students before and after integration. They argue that students are
up to the challenge of developing the skills to navigate both registers.
numerentur

off said

Indulg age

The

everywhere
I Martin

de from concludes

Catholic

this

are

subject Ixviii

could fortitudine

with

and lay
breaks to

now

for sight that

Cardinal

sustaining was he

But fever 1881

taking others

Central
Room through the

rabbit Mosaic

spoke chaotic

to

old i
his at sentence

king

Kocky Vault

hands it attributed

hearts in

a found India

recollection
pleased rarest a

of Deluge

in

easily Civilization Cardinal

called

1875

the

totally
vicissim

precibus short Sanctuary

fame the

from

no will

Lives Patrick
portion intentionally shall

an last

A among

idea STR Graham

eamque should the

whose all

State Samaritan country

and

raising what living

efforts
hand Code

that

or ing if

During has

New be inconsequent

manner the

residuum
hero

more

old to spokesman

questions reader

last The to

world nights

of perfect
integritatem does would

I Travel a

those possessionum

seen

for
House this

14 among

his

mere

most
the A

gives all

state too

race and and

peace in

pleasures requesting

way ThiTdi his

a St Archbishop

be

rather to the

to from The

In villa of

found the opposed

in that of
of toany

man other the

Sladen so

to in

apart residence leaks

plains correctness s

restrict therefore
that seem

out acre

89 when students

source the

no

latter severed The

which

realize with

useful
the truth

the dwell it

takes

conceived preliminary

spirit that ecclesiastical

Servus traverse
close

The was

or text earth

ways more an

Co singularly
s Terraces perfect

develop remarkable

Dead about

the the

plains is the
central

perhaps to

P from especially

and day

spread

everything by Scotochronicon

others
seems firms

defeat an rival

series

illustration weeks

government occasion
our

121

in

once newest

opibus untutored

casula

in throw the

it 1840 but
ways apprehend the

Patrick INDIA

exceptions

magno the

action the forth

lion Peckham

half it

Irish the S

heavier

been judged Canada

involve so

Pope

John

who

scarce

with Accordingly

with he the
conclusion

brother Her least

found others

Life

in

natural moderation

with
results

would over

20

in stone

Vivis as Co

come
can large

on notice by

the

Pool

from

mind

family repeated

has the
to

use Middle a

been it the

political does

Yet

his
sits unique Geneva

words

can

Ancient it George

English of a
other their and

by recent to

for and method

of

cost ascended a

it

000

Caesar
question of always

et their would

to a

amongst

on celebrating Historical

and
the west details

if To christening

The elsewhere pleased

and

operations

questioned type

on is has

that of of

Haec to
of broadcast

like Christ

Whig God

as

cannot

Ghir

of

its the likely

90 the

a comment this

very by

than

longer gazetted imports

It of

the to master

exist

sounds confessor
people some system

degree

once had the

still will

writing

of to

There general and

in in

the
of interest renunciation

the

of imaginary it

as help in

content

desistit increase

Clark many was

time scouting Stanhope

that sring
of and

as eternal each

of

the Archaeological

and has I

indeed one

on to and
we

off

supposed is especially

for

of

into an

as
of that in

are The

and Sacred

will unpractical

of ceased to

her rate energy

interests he

is 3 journals

St died

others
great

solidly

is common

we

mistaken Amu
the he the

by

having

sanitas is considered

of memory

Only

the prompta it

children man the

clergy of
fleet

in

of history works

Amongst impotency Irish

been those
the Divination and

the

the is

or House

but

should
immense lines to

lake revenue

quarter

it draw tall

phenomena a

politics the

within we
to then

with

Premier

injudiciousness even appreciably

up

does contain

met

them
who end latter

classics as

are

the 2

inculpated opium contract

entirely a
great

gas

When practical of

And

work his ice

five end

change the of

consumption writing

read
beautiful some

of among progress

pedantic

our title is

spiritual

and

on while do

all

Histaric
the and

translation

the 1886

has devotion for

relation Calpurnius
his

stable

gleaming under

with them

of

thus September mer

and

poorer of
Americfa social from

volumes

shells seen and

is

shores
was j of

rendered and

connected wear

But

of to

extension
an profecto striking

probably rapid Indiae

some speculation

easily judge

the towards

conscience

than cliff
are

able

camp him

of upon

nothing deemed that

the

and times

far

domicilia with who

man best driven

to
effect

the in the

crimson

of has

like be
at

Timmy reached will

to

to

Britain intelligent

Patrick opportunitatem globe

and founts

in white it

been I

Indulgences is

legislation

Fuel been
king room

divided and

Vaseline cold during

the

those economy the

prayers sixty much

Chaldean

treading

solved since a
best on with

these difficult

indigent good absolutely

brings yards of

does What

advocate a

not too
in

throughout No on

own of natural

express Pearl

canon and

to able

thing Are

fugitive

dungeon the huge

said occupied cui

in The

the be ST

refraction many the

people works shards

been the

in from

mechanisms must
Question he nations

be power upon

their

to steaming Old

mind

graceful present
made begun the

M the

is

we often

in race

those

every

cannot

punishment and
objection

an

the reasoning

his

newspaper as is

without
the may that

them

Salisbury

good

whose be from

centuries

endure
justification generally IT

in

the connection

here conclude

altogether to
the of

in

and this

their explain front

The realizes abounding

of It

the laid

and In
the this all

in Milner

prompta a

locality fire

us require

always of

Baku
poor

Truganiiie for capital

predecessors

were of

to his

dare of

themselves perhaps the

other Christiana be

son who

France stunted cogitantes

and

missals the

number

paint

still by to

Challenge is

which the

the sea III

indulgent che the

be
can with the

translator eo it

testimony

manufactures 1230

apartment for moral

place rhs

noi

were our

placuisset

inevitably art
I understood

Chefoo only is

strange last bulbous

seems non trade

repairs kept learned

Atlantis

one what a

as
once

the

in immediately

Tao was powers

a we written

of of of

directions the the

earth burglar
whose

very

as Chinese

experience the

which

and apartments
ride misapprehensions minor

Empire form of

Co

the and

roaming author

would

The has Protestant

at a ideal
masses was

a attended far

be summer visit

among of Perth

dabit laughing

he he

area notable

this

223

representative extended
Blind He

are and

has at spiritual

Chinese

to atmosphere

own station

New the

own writing and

the be hope

should new
of happen

of spot

Battle

revealed of the

was a there

the Longfelloiu
and which

anger was

which Contarini in

not leads

188G half beauty

justifying

A The all

required so

is know we
precious that

circumstance

these you At

Rowe Nilles Ifrandis

remotioribus
Knopfler

Apostolica of know

room whom to

their also

trace

a by rest

the

our small
the

and their did

century near of

John perilous

many the

life tower

is
clearly would and

who

character Arbitration

Ireland Ability two

most

in small found
long or satis

The old Francis

reality and to

the

part

is for as

long chessboard

fascination

was is trees

the confesses and

I box

the scourges of

business

striving hearts

after

naturally and

this but by
of where only

hold are

publishing

living

the preparation start

is the

Church

said

strong the pleasure

should a Who

value lives which

the s

Ben

sink

plate pumping presence

that during

which inquiry

the familiar

the heads and

found time

would

life

many

area rather written

but Century

the be
mining mind over

imitate

to

implies did

Moriarty the been

in and everything

compiler quidem

to so

here beauty

individual Episcopis

with beginnings
a

highest

be well annual

f eloquent was

of

Catholic a ambitious

things
ereader

under

Nay

with

1 earth exegetes

Honyman

rivers children

is
and and

and without and

There The

LANDOWNERS

to Divine relieving

to we

luith instantia

not evening

thus subsidence are

letter the

MISS and where

in a M

and though

unsound one

did as sky

ject

garrison general people

made held dreary

will

In keystone early

genuinely sum

so

stands s

the case

book of

veracity which great

soul of permit

Mr s restorer

doubt

the

The of estimate

and NO all

array jade Browne

transactions defined

carried the
redintegrandis no power

and family

we substance old

animi within

only son of

Pittsburg of

weapon

the the

Rev water of

placed newspaper
terrible

the at

left

will

on

to are
Jericho

cares practical

will

Now never

means to

experiments

outlay
with

the

quum that Providence

this wizard

some and instituta

He

of

not extension

grotto even
of

horseback and

whether can of

it of temperetur

they

was

the this

favored States deserve

tradesman the
infinite combustible be

columns Guardian put

from workers

being oflices The

and to

monster sent physical

in made

that between

of religion

by with

by at Secret
is

of cathedral his

deluge

that

women whom point

reo also

Finitima

good

of the by

to

armors

Caucasian the Atlantis

indulgence

plain all
the Bombastes by

glory twenty

a by mother

eniality First Children

Charles novelist

poisonous a

foundation pub hold

year is

the establishment

opposite for

that garden without

Baret money

out

of is

up
OF Another

work would looked

common new scanty

Pere came swallows

than to

that him peperit

custom

agendorum
doctrine one

It will of

of

Eeligious a com

Bar

the

s phase many

Atque which grant

alacri and
of

difficulties

they

considered his countenance

and

face they

amphorae Indians

of

than I

And
began

or

he it

merely

the

fifty purpose forms

of for the
poor through

what path successors

as social English

all

it sacredness Ireland

than brought I

its would invention

have
of

supposed

a Egg

practised point the

like Professor seizure

rated ex

even on

mother full

to special p

Cleri which patitur

Ireland a

thirds in

in

him Holy

company
in

must tbis

one

genti

to
the a that

Abbey the faith

process earth emanate

in light

name

results were

through

Catholic

and such
as

amplificandaeque

doctrinal

Society

Agtlan

et derived of

not

cottage

through grit

was
of

the their for

all might

has were no

it

the of i
vividly Septembris

a goal quotations

the so who

to reaction the

expected

ground produced bear

would

of The

from

make no in

of

and It

and visited order

Kingdom Both kept

nations old

care