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ONE THOUSAND BOOKS FOR CHILDREN

COMPILED BY

PENRHYN W. COUSSENS

Editor and Compiler of “Poems Children Love,” and “A Child’s Book of Stories”

CHICAGO

A. C. McCLURG & CO.

1911

Copyright

A. C. McCLURG & CO.

1911

Published November, 1911.

Entered at Stationers’ Hall, London, England

PRESS OF THE VAIL COMPANY

COSHOCTON, U. S. A.

PREFACE

The object of this book is to provide not only a practical list of suggestions that may be of service to those desirous of securing good and wholesome literature for their children, but also one that may be used by the children themselves.

This compilation is divided into nineteen groups, in which the books are graded according to ages, so that selection may be readily made, and each book title is followed by a short descriptive note.

It is impossible to draw any absolute line as to the particular age a boy or girl must be in order to read and assimilate the contents of a certain book, such is the difference in mental development. However, long experience has shown the compiler what is best adapted to the average, and the grading has been done accordingly.

Much care has been used in selecting books which have some value in assisting the gradual evolution of the mind or in shaping character, and which, at the same time, will make their appeal to the boy or girl.

P. W. C.

Contents

INTRODUCTION

It is said that the child is father of the man, and in the matter of reading this is especially applicable. Material delightful to the hearing, but perhaps in a lesser degree to the understanding, of a child of from nine to twelve years of age, yields pleasure also to the adult; while to children of twelve to sixteen or seventeen the same material would be dry and uninteresting; its beauty is not intuitively perceived by them as by their younger brothers. For example, let me cite “Emmy Lou,” by G. M. Martin; “Little Citizens,” by Myra Kelly, and “Uncle Remus,” by Joel Chandler Harris. In these stories there is a bond of sympathy established in the case of the younger child which does not apply to his older brother. To the adult—who has been through the various phases of life incident to the reaching of adolescence and maturity—such stories appeal keenly from a psychological standpoint, so strong is the bond between adult and child.

In the matter of reading, it must be remembered that the child of seven is as truly a critic as the man of seventy; and while it is the aim of the parent or teacher to put into the hands of the child such literature as will be conducive to his welfare, it is neither wise nor just to force upon him material against which he instinctively rebels. And here is where theory and practice conflict. I recall that on my eighth birthday a much interested relative presented me with a copy of Wm. Matthew’s “Getting on in the World.” His intentions in making this gift were admirable; he had my future in view, and he did what he believed to be a very correct thing. I might either have read the book myself or have had it read to me. The latter I believe was done, my seniors entertaining the hope that I would thereby be imbued with ideas which might become the foundation of future success. Alas! my well-intentioned relative made the mistake of acting upon false theory instead of trusting to his practical common sense. Had the proviso been made that I should read the book at, say, the age of fifteen or earlier, should development allow, the purpose of the donor might have been met; but as the book was not suited to my age and understanding, the result was disappointment to both giver and receiver. This is mentioned as an instance of misguided zeal, the giver failing to see that the child was unable to digest and assimilate the proffered mental pabulum. It is only natural that parents should wish their children to be well informed, and with this end in view many a fond mother proceeds to fill the head of her poor defenceless child with science, instead of regaling it with nursery rhymes, folk lore, and fairy tales. Not infrequently a child will grow up without having been allowed to read or listen to a fairy tale. Mythology, travel, history, earth, sky, etc., but nothing that will not add in some way to scholarly attainment. Poor child! he is defrauded by his own parents. The desire for the beautiful fairy, the wicked witch, and the ugly giant is natural to a child. Every human being is endowed with an imagination which is active and insistent, and its craving is really the thirst for knowledge.

It may seem strange, perhaps, that the nursery rhyme and the fairy tale should be rungs of the ladder of knowledge. Take the case of a man at the head of a profession. He didn’t reach his present height at a jump, but, beginning with the most elementary subjects, he acquired his learning by degrees, until in due course he won prominence. And so it is with the child: step by step come the nursery jingle and rhyme, the fairy tale, simple poetry, etc., all paving the way for that which requires more strenuous effort.

It will be noted that there have been mentioned the fairy, the witch, and the giant. The first represents beauty and goodness, the second wickedness, and the third brute strength. In the average fairy tale these three concomitants are so blended that the dominating character is the fairy, who eventually prevails over the machinations of the wicked witch and the brutal giant. As the fairy represents love and kindness, a most important lesson is impressed upon the mind of the child. There is also a good reason for the witch and the giant. The child is not born already civilized, but with natural and savage instincts. Civilization, which is only a veneer, is an acquired thing, and it needs only a scratch to bring the savage instinct to the surface. The witch and the giant, then, do their part in appeasing the desire for violence; and the fact that these disturbing elements are finally overcome by the good fairy is a great factor in the early education of the child.

The best collection of tales for very young children is that known as “Mother Goose Nursery Tales,” gathered together by Charles Perrault. The origin of most of these tales is lost in the shades of antiquity.

Every parent should have in mind the great importance to the child of the literature he reads. Much good or much harm may be the result of the early impressions gained. The safest way is to procure books from one who specializes, and who knows the general trend of the contents of a book. There are authors and publishers who may be relied upon for the wholesomeness of their productions, and with these the book-buyer will soon become familiar; but the general output is so large, the authors and publishers so many, and the tastes so varied, that the wise book-buyer will rely to a great extent upon the bookseller in the matter of selection.

There is a period in the life of almost every boy when the desire for the sensational is paramount. Then must the parent be most watchful, because somehow the boy will secure reading material which may possibly be decidedly harmful. How often do we read of a boy in possession of a cheap revolver or a bloodthirsty-looking knife being apprehended while on his way to slay Indians, or to become a bandit or a pirate. His actions are almost always directly traceable to the dime novel or the penny dreadful so easily procured. Happily there are plenty of books on the market which will satisfy the boy’s craving for the wild and adventurous, and which will at the same time be of some benefit to him in leading him to become interested in certain periods of history or in implanting a desire for information regarding the geography of this and other countries.

From a literary standpoint these books are as a rule mediocre, but they are valuable as substitutes for the more lurid effusions. In this connection may be mentioned the productions of Stratemeyer, Henty, Otis, Strang, Monroe, Stoddard, and Brereton, etc., which may be given without question to the boy of from ten to sixteen years. At the age of twelve to sixteen most boys develop a desire for school, college, and outing stories, and numerous authors cater to this taste. Among the better known of these are Barbour, Home, Finnemore, Malone, Beach, Hare, Earl, Tomlinson, and Paine; and all their books for boys may be relied upon.

While the output of books for boys is greater than that for girls, there is plenty of good wholesome literature, suitable to all ages of girlhood, from which to draw. Up to the age of nine or ten years the line of reading for the girl may be substantially the same as that for her brother, unless it be that the liking for the fairy tale is more pronounced in her case. In the matter of a desire for really good literature it may be said that the girl is usually more advanced than the boy. From eleven to fifteen years of age is the best time for historical tales, such as those by A. M. Barnes, Lucy F. Madison, and A. T. Curtis; and from twelve to sixteen those by Amy Blanchard and Charlotte M. Yonge. The series of Young Folks’ Histories by the last named author may be read by children from ten years up with pleasure and profit. The justly popular “Little Women” series by Louisa M. Alcott should be read by girls of from twelve to sixteen; they will not be properly appreciated at an age younger than twelve. For those of a more tender age, ranging from seven to eleven, this author’s other series “The Scrap Bag,” and “Lulu’s Library,” make good, wholesome reading. The girl of ten to thirteen years will be much interested in Marguerite Bouvet’s “Little Marjorie’s Love Story,” “Sweet William,” and “A Child of Tuscany”; while her older sister of sixteen to eighteen will be delighted with “My Lady” and “Tales of an Old Chateau,” by the same author.

Of course, there is such temperamental difference in children that it is absolutely impossible to draw any hard and fast line in the matter of reading according to age, but in the cases of nine out of ten children it is safe to avoid the theoretical and to accept the practical. There are children of twelve taking a high school course, and there are also children of fifteen in the lower grades; but these are exceptions and not the rule.

A very important item in the education of the child is the supplementary reader, and the idea of training the child’s literary instinct by this means is fostered by all educators. There have been much time, thought, and experience devoted to this subject, and there are now in use many splendid series, arranged for the various grades, the high school, and the college. The field is wide and a great wealth of real literature has been selected, annotated, and arranged, and additions are continually being made to the already long list.

For the grades, perhaps the best collection is that by Dr. Charles Eliot Norton called “The Heart of Oak Books,” in the first two volumes of which will be found a splendid selection of fairy tales, fables, wonder stories, and rhymes. The whole series is of general excellence. The supplementary reading should begin with rhymes, fairy tales, and fables, followed by simple mythology, legends, and folk lore; then nature stories, biography, history, stories of travel, science in story form, art, and the classics of literature. Four series in which most of these subjects are contained are Ginn & Co.’s “Classics for Children” and the “Eclectic Readings” published by the American Book Company, “The Riverside Literature Series,” published by Houghton Mifflin Co., and Appleton’s “Home Reading Books.” For the high school student may be recommended the “Riverside Literature Series,” Longman’s “English Classics,” “The Lake English Classics,” and the “Macmillan School Readings.”

There is no question that the supplementary reader in the school has done much to improve the literary taste of the pupil, and it is probable that the regular reader will to a great extent be superseded by the supplementary reader.

And now as to illustrations and artists. For children of one, two, and three years the rag toy book is very satisfactory. The colors are bright and attractive, and when soiled the book may be washed and ironed the same as a handkerchief. Then there are the linen books and those mounted on linen. Of these there are few standards, but titles such as “The Three Bears,” “Three Little Kittens,” “A. was an Archer,” “Farmyard Friends,” “Domestic Animals,” and “Wild Animals” can almost always be secured. There are four houses in the United States which pay special attention to the very young children,—E. P. Dutton & Co., Raphael Tuck, Sons & Co., F. Warne & Co., and McLaughlin & Co., and of these firms only the last does any actual manufacturing in this country. Perhaps four-fifths of this class of color work for the world is done in Germany. Some of the best examples are the productions of Kate Greenaway, Leslie Brooke, Randolph Caldecott, and Walter Crane. These four artists have given us the best examples of real art for children, and their picture and toy books should be a great deal more widely known than they are. The manufacturing of the books of these four artists is all done in England; and for real art, combined with mechanical excellence, they are absolutely the finest picture books ever put before the public. Among English artists Milicent Sowerby is well worthy of recognition; among her delightful books are “Childhood” and “Yesterday’s Children,” published in America by Duffield & Co. Among the artists of this country whose masterpieces depict childhood, Jessie Willcox Smith stands preëminent. Her illustrations in “Real Rhymes of Real Children,” “The Book of the Child,” etc., have made her the most popular among American artists whose work is devoted to the delineation of child life. Books which she has illustrated and which contain good examples of her art, besides the two already mentioned, are “The Child’s Garden of Verses,” “A Child’s Book of Old Verses,” “Seven Ages of Childhood,” “The Child’s Book of Stories,” and “Dream Blocks.”

Of a very different type are the clever and humorous illustrations by Grace G. Wiederseim, which may be seen to good advantage in “Nursery Rhymes from Mother Goose,” “Kiddie Land,” “Bobby Blake,” and “Dolly Drake.” Peter Newell has also done excellent humorous work, such as “The Hole Book,” “The Slant Book,” “Pictures and Rhymes,” “Alice in Wonderland,” etc. B. Cory Kilvert, John Rae, Bessie Pease Gutman, Hope Dunlap, Ethel Franklin Betts, and Wilhelmina Seegmiller have all done most attractive work which appeals to the younger children. The artist who is capable of producing illustrations attractive alike to both child and adult, and which are understood by both, is what may be termed a sympathetic genius; he also represents a distinctive branch of art. All whose names have been mentioned in this connection possess this great gift.

A splendid series of illustrations is contained in Boutet de Monvel’s “Joan of Arc.” This book is for the more mature child, and is in a class by itself. Maxfield Parrish has illustrated Eugene Field’s “Poems of Childhood,” “The Arabian Nights,” Hawthorne’s “The Wonder Book and Tanglewood Tales,” and “Mother Goose in Prose” by Frank Baum, and each illustration is a very worthy contribution to American art.

Two very attractive books are “When Little Boys Sing” and “Improving Songs for Anxious Children,” songs for children written and illustrated by John and Rue Carpenter. From the standpoint of art these illustrations are not entitled to any very high place, but they show originality and humor of expression.

Among the later artists who have made a name for themselves as illustrators of children’s books is Lucy Fitch Perkins; fine examples of her work are shown in “The Goose Girl” and in Mrs. C. H. Harrison’s books, “The Moon Prince,” “The Flaming Sword,” and “Prince Silver Wings”; also in a series called the “Dandelion Classics,” which include “Robin Hood,” “Twenty Best Fairy Tales,” “A Midsummer Night’s Dream,” “A Wonder Book,” and “Æsop’s Fables.”

During the last few years several artists have achieved fame through their genius in illustrating books for the young. Among the more prominent of these are Arthur Rackham, Edmund Dulac, and Warwick Goble. Among the books illustrated by Arthur Rackham are “Peter Pan,” “The Rainbow Book,” “Alice’s Adventures in Wonderland,” and Grimm’s “Fairy Tales.” To Edmund Dulac may be credited among others, “The Arabian Nights,” and “The Sleeping Beauty.”

ONE THOUSAND BOOKS

FOR CHILDREN

For Girls Eight to Ten

Alice’s Adventures in Wonderland. By C. L. Dodgson (Lewis Carroll).

The fairy story of a little girl who ran through a rabbit hole into a very queer country, and of her adventures there. The humor of “Alice’s Adventures in Wonderland” and “Through the Looking-Glass” will also appeal to grown-ups.

Christmas Every Day. By William Dean Howells.

The story of a little girl who wishes that every day were Christmas Day.

Dolly’s Double. By Ethel Wood.

Two girls, Dolly and Isabel, are so much alike that they can hardly be told apart. They are not supposed to be related, but they live together, and later, by the clearing up of a mystery, it appears that they are really sisters.

Grandpa’s Little Girls. By Alice T. Curtis.

Two little girls are sent to Grandfather Newman at Pine Tree Farm while their parents are absent in California. The story tells very amusingly how the old people and the young people plotted to remain together.

Grandpa’s Little Girls and Their Friends. By Alice T. Curtis.

The third book about the Newmans. They find that the best way to lead at school is to be of service to others.

Grandpa’s Little Girls at School. By Alice T. Curtis.

The second book about the little Newman girls. Tells how they ran away to escape going to school, how they finally went and wouldn’t have missed it for anything.

Grandpa’s Little Girls’ Houseboat Party. By Alice T. Curtis.

The Newmans and their friends have a very jolly kind of a party on the house-boat. They camp out, go fishing and swimming, and have many pleasant adventures.

Little Girl of Long Ago, A. By Eliza Orne White.

Tells about a little Boston girl in the early part of the nineteenth century.

Little Girl Next Door, The. By Nina Rhoades.

The story of a genuine friendship between an impulsive little girl in a fine New York home and a little blind girl in an apartment next door.

Little Miss Rosamond. By Nina Rhoades.

Rosamond goes to the seaside cottage of an uncle whose home is in New York. Here she finds herself a neighbor to Gladys and Joy, who appear in a previous book, “The Little Girl Next Door.”

Little Queen of Hearts, A. By Ruth Ogden (Mrs. C. W. Ide).

The account of a little American girl who went on a visit to England, where she met the Queen and had numerous interesting adventures.

Little Rosebud. By Beatrice Harraden.

See “Things Will Take a Turn.”

Meg and Others. By Harriet T. Comstock.

A little girl of the “long ago” and her doings.

New-Year’s Bargain, A. By Sarah C. Woolsey (Susan Coolidge).

Contains fairy stories, a bear story, and stories about little girls.

Only Child, An. By Eliza Orne White.

A pretty story about a lonely little girl.

Other Sylvia, The. By Nina Rhoades.

Sylvia learns that girls who are “King’s Daughters” pledge themselves to do kind acts and to help others. One little girl named Mary tries to assist all the “Marys” of her acquaintance, and Sylvia endeavors to find another of her own name that she may help, and the search brings her happiness.

Polly Cologne. By Mrs. A. M. Diaz.

Tells how a much-loved rag doll was lost and found.

Princess Idleways. By Helen Hays.

The fairy Industry looks after this little princess, whose chief fault is idleness, and teaches her sympathy, helpfulness, and other pleasant things.

Story of Little Jane and Me. By Mary E. Blatchford.

The story of two little girls who lived in New York City.

Things Will Take a Turn. By Beatrice Harraden.

Tells how Little Rosebud helped her father in the old book shop. The same story is also published under the title of “Little Rosebud.”

Through the Looking-Glass. By C. L. Dodgson (Lewis M. Carroll).

A companion to “Alice’s Adventures in Wonderland.”

Wee Winkles and Snowball. By Gabrielle E. Jackson.

A companion story to “Wee Winkles and Wideawake.” Snowball is a pet pony. Kindness to animals is the keynote of the story.

Wee Winkles and Wideawake. By Gabrielle E. Jackson.

A story of a little boy and girl living in a suburban town, who have various merry, comical, and serious experiences such as naturally happen to all lively children.

For Girls Ten to Twelve

Anne Nelson, a Little Maid of Province Town. By Alice Turner Curtis.

The story of a quaint, lovable little, motherless girl in Revolutionary days, whose father is supposed to have deserted and turned spy for the English.

Borrowed Sister, A. By Eliza Orne White.

A companion to “An Only Child.” The borrowed sister is a little girl who was left for a year in charge of “an only child’s” mother.

Captain January. By Laura E. Richards.

A tale with humor and pathos. The chief characters are an old lighthouse keeper and a little girl whose life he has saved.

Carrots. By Mary L. Molesworth.

Tells of the care and love of a little girl for her small brother.

Dear Daughter Dorothy, and Dorothy and Anton. By A. G. Plympton.

The story of a winsome little maid who attracts through her loyalty and love.

Editha’s Burglar. By Frances Hodgson Burnett.

The adventures of a little girl with a burglar.

Eyebright. By Sarah C. Woolsey (Susan Coolidge).

The story of a little girl’s school days in Maine.

Felicia. By Elizabeth Lincoln Gould.

The story of a warm-hearted little girl of thirteen, who, in her efforts to keep house for her father, has many interesting experiences.

Felicia’s Friends. By Elizabeth Lincoln Gould.

A continuation of “Felicia.” A happy story of the school life of a good-hearted little girl.

Felicia Visits. By Elizabeth Lincoln Gould.

Felicia, disappointed at her father’s refusal to allow her to visit Boston, consoles herself by making short visits in her home village, and busying herself with plans for a public library.

Janet and Her Dear Phebe. By Clarissa Dixon.

Janet and Phebe are two natural, healthy little girls who love each other with an intense affection.

Little Colonial Dame, A. By Agnes C. Sage.

A story of old Manhattan Island.

Little Daughter of the Revolution, A. By Agnes C. Sage.

A tale of the War of Independence; tells about the Boston Tea Party and concludes with Washington’s inauguration.

Little Heroine of Illinois, A. By Alice T. Curtis.

A story of the early days of the Civil War. This little girl, with rare discretion and courage, renders an important service to the cause of the Union.

Little Princess, A. By Frances Hodgson Burnett.

The whole story of Sara Crewe and Mrs. Minchin’s School.

Little Princess of Tonopah, A. By Aileen C. Higgins.

A little girl and her father leave a sleepy village in the East and go to a Western mining camp, where they live in a tent. The story tells how Jean Kingsley helps her father in the search for fortune.

Little Princess of the Pines, A. By Aileen C. Higgins.

Follows “A Little Princess of Tonopah.” Jean Kingsley and her father go to Minnesota. She goes to school, makes many friends, and enjoys a Northwestern winter. The incidents include visits to the lumber camps and iron mines, and a forest fire.

Maida’s Little Shop. By Inez H. Gillmore.

The little daughter of a millionaire, cured of hip disease, pines for want of occupation. The idea is conceived of having Maida “keep store,” and the story tells of her experiences.

Margot, the Court Shoemaker’s Daughter. By Millicent E. Mann.

A story of the persecution of the Huguenots. The court shoemaker is warned of impending trouble, and manages to have his child taken to New Amsterdam (America), where she meets adventures among Indians.

Mayken. By Jessie Anderson Chase.

The adventures of the little daughter of William, Prince of Orange, during the siege of Leyden.

Patricia. By Emelia Elliott.

Tells about a most ingenuous girl, whose simplicity and childish innocence lead her into some very amusing situations.

Sara Crewe; Little Saint Elizabeth, and Other Stories. By Frances Hodgson Burnett.

Sara Crewe was brought from India to London by her father, and placed under the care of Miss Minchin, who conducted what she termed “a select seminary for young ladies.” The humor and pathos of Sara’s experiences while with Miss Minchin have an especial appeal to children. In addition to “Sara Crewe,” there are the following stories: “Little Saint Elizabeth”; “The Story of Prince Fairyfoot”; “The Proud Little Grain of Wheat”; “Behind the White Brick.”

Saturday Mornings. By Caroline F. Benton.

Tells how to make a kitchen fire, set a table, sweep, dust, etc.

“Us,” and the Rectory Children. By Mary L. Molesworth.

The adventures of a twin brother and sister who ran away from home.

What Katy Did. By Sarah C. Woolsey (Susan Coolidge).

The story of a happy, active little girl who learns lessons of patience and endurance. Vol. I of the “Katy Did” Series.

What Katy Did at School. By Sarah C. Woolsey. (Susan Coolidge.)

A story of boarding-school life. Vol. II of the “Katy Did” Series.

When Sarah Saved the Day. By Elsie Singmaster.

The story of a young Pennsylvania-German girl, an orphan, and her efforts at home-making while one of her brothers is away in Alaska.

When Sarah Went to School. By Elsie Singmaster.

Shows how by steady persistency and habitual cheerfulness a little Pennsylvania-German won out at boarding-school in spite of her shyness and quaint dialect. Follows “When Sarah Saved the Day.”

Youngest Girl in the School, The. By Evelyn Sharp.

The “youngest girl” is eleven years old, and the pet of five brothers. The story is about her doings in a strange boarding-school.

For Girls Twelve to Fourteen

Betty Leicester. By Sarah Orne Jewett.

A New England village story, in which a girl of fifteen spends a summer with two old aunts.

Betty Leicester’s Christmas. By Sarah Orne Jewett.

Tells how Christmas is kept in the good old English way. A companion to “Betty Leicester.”

Captain Polly. By Sophie Swett.

Captain Polly fits up an old wreck, in which she carries on a small candy business. She also exposes the conspiracy of a secret society.

Clover. By Sarah C. Woolsey (Susan Coolidge).

Vol. IV of the “Katy Did” Series. The scene is laid in Colorado.

Cock-a-Doodle Hill. By Alice C. Haines.

A sequel to “The Luck of the Dudley Grahams.” Where the Dudley Grahams went to live when they left New York and where Ernie started her chicken farm.

Dandelion Cottage. By Carroll W. Rankin.

A housekeeping story for girls.

Elizabeth’s Charm-String. By Cora Bell Forbes.

Legends of saints, places, and pictures, told simply and in a conversational manner.

“Four Corners” Series, The. By Amy E. Blanchard.

1. Four Corners, The. 2. Four Corners in California, The. 3. Four Corners at School, The. 4. Four Corners Abroad, The. 5. Four Corners in Camp, The. 6. Four Corners at College, The.

The “Four Corners” are four girls whose name is Corner. They have the experiences that naturally are the lot of healthy, growing children. In the sixth volume they matriculate at Bettersley College, and begin to carry out some long-cherished plans. Wholesome and entertaining stories.

Girl of ’76. By Amy E. Blanchard.

A story of Colonial Boston.

Girls of Gardenville, The. By Carroll W. Rankin.

Amusing stories of a girls’ club.

Girls Who Became Famous. By Sarah K. Bolton.

Sketches of George Eliot, Helen H. Jackson, Harriet Hosmer, Rosa Bonheur, Florence Nightingale, and others.

Glenlock Girls. By Grace M. Remick.

Ruth Shirley, a girl of fourteen, goes to live with friends at Glenlock while her father is abroad. She wins her way with other high school girls and boys, who together find many sources of pleasure.

Glenlock Girls Abroad. By Grace M. Remick.

A sequel to “Glenlock Girls.” Ruth Shirley goes abroad for a winter, and later some of her Glenlock friends join her, and together they have a very enjoyable time.

Heidi. By Johanna Spyri.

The story of a little Swiss girl who lives with her blind grandfather in a hut in the Alps.

Historic Girlhoods. By Rupert S. Holland.

Tells of Saint Catherine, Joan of Arc, Vittoria Colonna, Catherine de Medici, Lady Jane Grey, Mary, Queen of Scots, Pocahontas, etc.

Home-Comers, The. By Winifred Kirkland.

The Home-comers are four orphans from eight to eighteen who come back from the West to live with their grandmother among the Eastern mountains.

In the High Valley. By Sarah C. Woolsey (Susan Coolidge).

Tells of the visit of an English girl to Colorado. Vol. V of the “Katy Did” Series.

Jacqueline of the Carrier Pigeons. By Augusta H. Seaman.

A story of the historic siege of Leyden, in which the young heroine and her brave brother play a significant part. The raising of the siege, the breaking of the dikes, and the sailing of the Dutch warships are graphically depicted.

Judy. By Temple Bailey.

The story of a little girl who develops from a spoiled child into a happy and good-natured one.

Lass of the Silver Sword, The. By Mary Constance Du Bois.

A very entertaining school story. The “Silver Sword” is a society formed by the girls, the object of which is to engender feelings of love and kindness.

League of the Signet-Ring, The. By Mary Constance Du Bois.

A sequel to “The Lass of the Silver Sword.” The story begins with a happy house-party at Wyndgarth; then there is fun and adventure in the Adirondacks, and a happy ending in the country home where the story opens. These two books teach lessons of love and loyalty.

Little Colonel Series, The. By Annie Fellows Johnston. 10 to 14.

1. Little Colonel Stories, The. Contains “The Little Colonel,” “Gate of the Giant Scissors,” “Two Little Knights of Kentucky.” 2. Little Colonel’s House-Party, The. 3. Little Colonel’s Holidays, The. 4. Little Colonel’s Hero, The.

These are among the most popular stories for girls published. “The Little Colonel” is a thoroughbred, the stories are wholesome, and the tone high.

Little Country Girl, A. By Sarah C. Woolsey (Susan Coolidge).

The story of a Connecticut girl’s summer at Newport.

Little Lady at the Fall of Quebec. By Annie M. Barnes.

Anne Weldon, heiress to an English estate, is in Quebec when it is besieged by General Wolfe. She carries the information which enables him to gain the Plains of Abraham and the city. Wolfe and Montcalm figure in the story.

Little Women. By Louisa M. Alcott.

An especially good and wholesome story for girls. Based on the early life of Miss Alcott and her sisters.

Luck of the Dudley Grahams, The. By Alice C. Haines.

A family story of city life.

Merrylips. By Beulah Marie Dix.

A story of the Roundheads and Cavaliers. Tells of a girl held as hostage by the Roundheads, and who escapes, disguised as a boy.

Nelly’s Silver Mine. By Helen Hunt Jackson.

A story of Colorado life. Excellent.

Old-Fashioned Girl, An. By Louisa M. Alcott.

The life in the city of a sensible little girl reared in the country.

Orcutt Girls, The. By Charlotte M. Vaile.

A story of New England school life.

Owls of St. Ursula’s, The. By Jane Brewster Reid.

The pranks and escapades of four girls at boarding-school.

Peggy Owen. By Lucy Foster Madison.

The story of a patriotic Quaker maiden in Philadelphia during its occupation by the British. Washington, Franklin, and Betsy Ross figure in the story.

Peggy Owen, Patriot. By Lucy Foster Madison.

Follows “Peggy Owen.” Peggy and her mother go to spend the winter with her father, who is in the American army, then near Morristown, New Jersey. Through the treachery of her cousin, an English girl, Peggy is captured and taken to New York and afterward to the South. She has many exciting adventures before seeing her parents again.

Pretty Polly Perkins. By Gabrielle E. Jackson.

The story of a little country girl with a love for drawing, and of her friendship for a lame girl who comes from the city.

Rebecca of Sunnybrook Farm. By Kate Douglas Wiggin.

The story of a fascinating little girl. Full of real humor.

“Six Girls” Series, The. By Marion Ames Taggart.

1. Six Girls and Bob.

A wholesome series of stories relating the doings of the Scollard family, consisting of six girls, Bob, and their mother, and their friend Betty Gaston.

“Spinning-Wheel” Series, The. By Louisa M. Alcott.

1. Spinning-Wheel Stories. 2. Silver Pitchers: and Independence. 3. Proverb Stories. 4. Garland for Girls, A.

A collection of wholesome short stories.

Sue Orcutt. By Charlotte M. Vaile.

A sequel to “The Orcutt Girls.” Life at a New England academy.

Three Little Daughters of the Revolution. By Nora Perry.

Stories of Dorothy Merridew, Patty Endicott, and Betty Boston, three girls whose loyalty to their country was put to some hard tests.

What Katy Did Next. By Sarah C. Woolsey (Susan Coolidge).

Tells of Katy’s trip to Europe. Vol. III of the “Katy Did” Series.

Young Lucretia, and Other Stories. By Mrs. C. M. Freeman (Mary E. Wilkins).

Delightfully humorous stories about little New England country girls.

For Girls Fourteen to Sixteen

Across the Campus. By Caroline M. Fuller.

A girl’s college story.

Anne of Avonlea. By Lucy M. Montgomery.

A sequel to “Anne of Green Gables.”

Anne of Green Gables. By Lucy M. Montgomery.

An elderly brother and sister, living on a farm on Prince Edward’s Island, want a boy to assist them. The brother asks for one from an orphan asylum and a girl is sent instead. This is one of the best stories of recent years for girls.

Biography of a Prairie Girl, The. By Eleanor Gates.

A story of life on a Dakota farm.

Captain’s Daughter, The. By Gwendolen Overton.

A story of girl life at an army post on the frontier.

Captain Polly of Annapolis. By Gabrielle E. Jackson.

Polly is an original, attractive little girl, a leader among her playfellows, and with ideals which make her seem older than her years. The story is linked with the Naval Academy, and the Battleship fleet which made the journey round the world.

Confidences—Talks with a Young Girl Concerning Herself. By E. B. Lowry, M.D.

Gives the facts concerning the development of life in such clear and suitable language that it may be placed in the hands of the young girl.

Dale Girls, The. By Frances Weston Carruth.

A story of every-day life, with two attractive young heroines.

Daughter of Freedom, A. By Amy E. Blanchard.

A story of the latter period of the War for Independence.

Dorothy Brooke’s School Days. By Frances C. Sparhawk.

Dorothy Brooke’s Vacation. By Frances C. Sparhawk.

The first volume is a good story of school life, and the second tells of a vacation spent in great part on a motor trip. A chauffeur who enacts the villain; an elderly young lady, and an absent-minded professor supply a source of good-humored fun.

Elinor’s College Career. By Julia A. Schwartz.

Takes four girls of widely different characters through the four years of college, supposedly Vassar.

Faith Gartney’s Girlhood. By Mrs. A. D. T. Whitney.

Tells about Faith’s New Year oracle, and of what it meant to her.

Frolics at Fairmount. By Etta A. Baker.

Follows “The Girls of Fairmount.”

From Sioux to Susan. By Agnes McClelland Daulton.

Tells about a brave, generous, madcap girl, who had times of storm and stress in overcoming her faults.

Girl Wanted, The. By Nixon Waterman.

Cheerful, friendly talks to young women. An aid to the moulding of temperament and the shaping of character.

Girls of Fairmount, The. By Etta A. Baker.

A story of genuine, natural, and generous girls; the keynote is loyalty to friends.

Hearts and Coronets. By Alice Wilson Fox.

The school life of Audrey Denver, which includes some rather unusual experiences.

Hitherto. By Mrs. A. D. T. Whitney.

A story of New England country life of fifty years ago.

Janet’s College Career. By Amy E. Blanchard.

Tells of the studies, pleasures, and various experiences that make up the life of a college girl.

Katrina. By Ellen Douglas Deland.

The story of a girl who indulged her waywardness and stand-offishness until she learned the sad results brought about by such qualities.

Land of Pluck, The. By Mary Mapes Dodge.

A series of stories and sketches, chiefly of Holland.

New Chronicles of Rebecca. By Kate Douglas Wiggin.

This book takes Rebecca of Sunnybrook Farm up to her eighteenth birthday.

Oh! Christina! By J. J. Bell.

Christina is a quaint, good-hearted little Scotch girl, and her dialect is very funny to American ears. Very humorous.

Other Girls, The. By Mrs. A. D. T. Whitney.

A companion to “Real Folks.”

Philippa at Halcyon. By Katharine Holland Brown.

A rattling good college story for girls. It is full of fun, and the characters are very human.

Polly Page Ranch Club, The. By Izola L. Forrester.

Sprightly Polly Page is brimful of ideas and is quite able to carry them out. She plans a summer outing in Wyoming for the Ranch Club and arranges for the jolly good times the girls have while there. Polly is a thoroughly fine, all-round girl, who cannot fail to make friends. Follows “The Polly Page Yacht Club.”

Polly Page Yacht Club, The. By Izola L. Forrester.

A sprightly girl, leader of her set, forms a yacht club, secures a yacht, and engages a skipper to sail it. The story tells about the jolly times the club members have.

Prairie Rose, A. By Bertha E. Bush.

A true-to-life story of pioneer days in Iowa.

Real Folks. By Mrs. A. D. T. Whitney.

Two orphan sisters are adopted, one into a family where luxury abounds, and the other into a simple country home. Follows “We Girls.”