of water; after this mixture has settled, the clear liquid is poured off and kept in a stoppered bottle.

*A list of articles that will probably have to be bought of a dealer:

APPARATUS.

6 6-in. test tubes.

I deflagrating spoon.

I sheet asbestos 4 inches by 4 inches. 3 feet glass tubing.

I rubber stopper, single bored, to fit 6 inch test-tube.

If gas is to be had 1 Bunsen burner.

CHEMICALS.

2 ounces marble chips.
2 ounces hydrochloric acid.
2 ounces lime.

2 ounces potassium chlorate.
2 ounces manganese dioxide.
I ounce phosphorus, white.
I ounce flowers of sulphur.
I ounce iron filings.

Exp. 1-To show that air takes part in combustion. Attach a short piece of candle to a piece of board about five inches square. Invert a tumbler over the lighted candle; the flame will soon be extinguished.

Exp. 2-To show that a part of the air is used up during combustion. The experiment is similar to the one just described. This time mount a very short piece of candle on a rather large, flat cork, and then float the burning candle on water contained in a shallow dish (fig. 3). Invert a tumbler over the candle so that the rim of the tumbler is under water. The water will rise in the tumbler showing that some of the air has been used.

Exp. 3-To show what part of the air is used in combustion. The pupil must first be told that the rusting of iron is very much like combustion, and that

*Eimer and Amend, 205-211 Third Avenue, New York City, will supply this list of articles for two dollars.

the same part of the air is used during the two processes. Rinse out a testtube with water. While the inside is still wet, put into the tube a small quantity of iron filings; these will stick to the sides of the tube. Support the test-tube so that it is upside down with its mouth under the surface of some water contained in a small dish (fig. 4). The iron will rust rapidly and the gas in the test-tube will diminish in volume; this is shown by the rising of the water in the tubes. At the end of a day or two the water will no longer rise. The diminution will be about one-fifth of the original volume.

Exp. 4-To show the nature of that part of the air which is used in combustion. Heat a few crystals of potassium chlorate (chlorate of potash) in a test-tube; while the melted crystals appear to be boiling, insert a pine splinter with a glowing coal at the end. The glowing spark will burst into flame. The name of the gas which is given off from the potassium chlorate is oxygen, and it is this gas which composes the one-fifth of the air which was used during the burning of the candle and the rusting of the iron.

Exp. 5-To prepare oxygen in larg er quantities and study some of its characteristics. Set up an apparatus like the one shown in the diagram (fig. 5). A is a test-tube, B a singlebored rubber stopper, C a bent glass tube. Directions are given at the end. of the article for doing this. Mix about one-third of an ounce of potassium chlorate with the same weight of manganese dioxide; the substances should be thoroughly crushed and mixed. Place the mixture in the test-tube. spreading it along the side. Several fruit-jars (pints) are filled with water and inverted with their mouths under

water in a shallow pan. Heat the mixture in the test-tube and collect in the fruit jars the gas which is given off. Let these stand with their mouths under water until they are to be used.

Use one of the jars to repeat the test with the glowing splinter.

Use another to show that steel will burn in oxygen. The successful performance of this experiment depends on getting a watch spring well tipped with sulphur. Almost any jeweler will give away a piece of watch spring. Straighten a piece of it by running it through a flame. Wind one end of it with a few turns of cotton thread, ignite the thread and while it is burning plunge it into a little powdered sulphur. The sulphur will stick to the thread. Repeat the process till there is a small lump of sulphur on the end

Figll.

Fig 12

of the spring. Ignite the sulphur and suspend the spring in a jar of oxygen. The steel will burn with brilliant scintillations.

Phosphorus will burn in oxygen with a brilliant light. This substance should be handled with great care; it is always kept under water and should be cut under water. A small piece of phosphorus is put in a deflagrating spoon (fig. 6), ignited and lowered into a jar of oxygen. The dense, white cloud which appears is an oxide of phosphorus.

Show that charcoal will burn more brightly in oxygen than in air, using a deflagrating spoon as in the experiment with the phosphorus. The product in this case is an invisible gas, but its presence can be shown by pouring a little lime-water into the jar.

Shake the lime-water in the jar so that it can come into contact with the gaseous product. The milky appearance shows the presence of carbon dioxide.

Exp. 6-To prepare and study the constituent of the air which does not support combustion. This gas, nitrogen, which composes about four-fifths of the atmosphere, can be obtained by removing oxygen from an enclosed volume of air. The process by which this is done is much like that described in the second experiment. Use a fruit jar in the place of the tumbler (fig. 7) and instead of the candle, a piece of phosphorus on a small porcelain dish (doll's plate). Be careful to remove the jar without allowing any of the water which has risen into it to escape. To do this, slip a saucer or small plate under the mouth of the jar.

Show that this gas does not support combustion by putting a lighted candle into it. Show also that it has no action on lime-water by inserting a glass tube which has been moistened in limewater.

Exp. 7-To show what is formed when a candle burns. Hold a cold, dry tumbler over the flame. The moisture which gathers is water, which evidently is produced in the flame, since a tumbler held over the unlighted candle remains dry.

Repeat the experiment, using a tumbler that has been rinsed out with lime-water. The lime-water assumes a milky appearance; this we have learned indicates the presence of carbon dioxide.

Exp. 8-To prepare and study carbon dioxide. Arrange the apparatus shown in the diagram (fig. 8). A few marble chips are put into the test-tube and covered with water; add small quantities of hydrochloric acid until

the action is taking place rather rapidly. The gas can be collected in empty bottles in the manner shown in the drawing. To tell when the bottle is full, insert a burning splinter; if the bottle is full the splinter will be extinguished.

With one of the bottles show that a candle will not burn in the gas.

Into another bottle pour some limewater and shake thoroughly. The milky color which appears is due to the formation of carbonate of lime. This characteristic effect is used as a test for carbon dioxide.

Show that the gas is much heavier than the air by pouring it from one bottle into another. To show that the carbon dioxide has entered the second bottle, use either the burning splinter or the lime-water tests.

Exp. 9-To show the products formed during the process of breathing. Knowing that the tissues of the body are composed chiefly of carbon and hydrogen, the appearance of carbon dioxide and water in the breath indicates that a sort of combustion goes on in the body. To show the presence of carbon dioxide, blow through a glass tube which dips into lime-water. The appearance of moisture when one breaths against a cold window pane or mirror indicates that water is sent out from the lungs.

Exp. 10-To show that the process of burning requires a constant supply of air. This experiment also suggests the necessity of ventilation, since it has been shown that breathing and burning are somewhat similar processes. A student lamp chimney is placed over a lighted candle in the manner shown (fig. 9). The flame will be extinguished very quickly. (The explanation of this fact can be

given by the pupil himself.) If the experiment is repeated with the lamp chimney tilted a little, so that air can enter at the bottom (fig. 10), the candle will continue to burn. This will also happen if a piece of card-board, cut as shown in the drawing (fig. 11), is suspended in the lamp chimney (fig. 12). The explanation of this effect may be beyond the power of the pupil, unless you show him that there are air currents in opposite directions on the two sides of the card-board. Smoke or very small pieces of tissue paper can be used to indicate the air currents.

Exp. 11-To show differences in kindling temperatures. Use a piece of phosphorus, a small quantity of sulphur, and a piece of wood. The phosphorus can be ignited by merely touching it with a hot wire or a hot glass rod. The sulphur is placed on a piece of asbestos paper and heated from beneath; it will thus ignite without contact with the flame. If wood is heated on the asbestos paper, it will char, but not ignite. The higher temperature obtained by direct contact contact with the flame is necessary to set fire to the wood.

Laboratory Manual of Biology, by G. W. Hunter, Jr., and M. C. Valentine, Instructors in Biology, De Witt Clinton High School, N. Y. pp. xii. + 215. New York. Henry Holt and Company, 1903.

To illustrate a method of making illuminating gas. Place a piece of soft pine wood in a dry test-tube. Heat the tube strongly at the point where the wood is. The wood will not burn because the gases which are given off from the heated wood, in issuing from the test-tube, prevent the entrance of air. The wood is, however, decomposed, and several products of the decomposition are given off. Among these products the following should be noted: water, which collects on the sides of the tube during the first part of the heating process; a gas which will burn at the mouth of the tube if ignited; a tarry mass which collects on the sides of the tube during the latter part of the experiment; and finally, a piece of charcoal, which remains in the test-tube. In one method of making illuminating gas, soft coal is subjected to decomposition by a similar process.

For a proper discussion of any of the topics illustrated by the above experiment, the teacher is referred to Remsen's or Newth's Inorganic Chemistry. Both of these books are to be found in different branches of the New York Public Library.

This manual shows, in a practical way, how the new Syllabus, requiring both botany and zoölogy in the first high school year, may be successfully followed with large classes of young

facts gained in the several studies are synthetized by means of frequent "Tables of Comparison."

Outlines of Psychology, an Elementary Treatise, with some Practical Applications, by Josiah Royce, Ph.D., LL.D., Professor of the History of Philosophy in Harvard University. PP. 400. The Teachers' Professional Library, edited by Nicholas Murray Butler, New York. The Macmillan Company.

Dr. Royce's original treatment of his subject has attracted wide attention. Teachers will do well to have this volume in their collection.

A History of England for Catholic Schools. By E. Wyatt-Davies, M. A., Trinity College, Cambridge.

tion to the literature on this important subject.

The Baldwin Speller. By S. R. Shear, Superintendent of Schools, Kingston, N. Y., assisted by Margaret T. Lynch, Principal of Public School No. 2, White Plains, N. Y. American Book Company, New York, Cincinnati, and Chicago.

The words in this speller were selected by class-room teachers after observing the class vocabulary for a year. They include, therefore, those words which require special attention, and which will be of most immediate practical use to the child. They are arranged by years, from the second to the seventh, and very carefully graded according to difficulty. In the earlier lessons the accentuation and pronunciation of the words are marked. Illustrative sentences show the uses and

This is one of the books that will be helpful to all teachers, but particularly to those in whose future work English history is scheduled. Mr. Davies brings to his work a judicial tone that has commended it well to the critics.

Elementary Schools and Religious Education of the People. A Reprint, with Permission from the American Publisher, Mr. B. Herder, St. Louis, of Chapter II., Volume I., "History of the German People," by Johannes Janssen. Copies may be had on application to the Superintendent of Parish Schools, Broad and Vine Streets, Philadelphia.

A thoughtful and valuable contribu

sound.

Composition-Rhetoric from Literature. By Margaret S. Mooney, head of the Department of English, State Normal College, Albany, N. Y. The Fort Orange Press, Albany, N. Y. Cloth, 344 pages, illustrated, price $1.25.

A worthy companion work to Mrs. Mooney's "Foundation Studies in Literature," this volume will be read with. profit by all who make English a study. The chapters on Composition Plan, Type forms of Discourse, narration, description, the paragraph and style, are all particularly well treated. There can be nothing more suggestive for grade teachers in English than a word from the high school, and Mrs. Mooney has said this word well.