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Understanding Operating Systems, Eighth Edition 9-1
© 2018 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a
license distributed with a certain product or service or otherwise on a password-protected website for classroom use.
Chapter 9
Network Organization Concepts
At a Glance
Instructor’s Manual Table of Contents
• Overview
• Learning Objectives
• Teaching Tips
• Quick Quizzes
• Class Discussion Topics
• Additional Projects
• Additional Resources
• Key Terms

Lecture Notes
Overview
When computer resources are connected together by data communication components, they
form a network to support the many functions of the organization. Networks provide an
essential infrastructure for the members of an information-based society to process,
manipulate, and distribute data and information to each other. This chapter introduces the
terminology and basic concepts of networks.
Learning Objectives
After completing this chapter, the student should be able to describe:
• Several network topologies and how they connect hosts
• Several types of networks: LAN, MAN, WAN, and wireless LAN
• How circuit switching and packet switching compare
• How conflicts are resolved to allow a network to share common transmission hardware
and software effectively
• Two transport protocol models and how the layers of each one correspond to each other
Teaching Tips
Definitions and Concepts
1. Begin the discussion by introducing the terms network, network operating system
(NOS), and distributed operating system.
2. Note that at a minimum, a distributed operating system must provide the following
components: process or object management, memory management, file management,
device management, and network management. Use Figure 9.1 to aid the discussion.
3. Discuss the advantages of a distributed operating system.
4. In a distributed system, each processor classifies the other processors and their resources
as remote and considers its own resources local. Note that processors are referred to as
sites, hosts, and nodes, depending on the context in which they are mentioned. Use
Figure 9.2 to aid the discussion.
Network Topologies
1. Introduce the term topology.

2. Note that in each topology, there are trade-offs among the need for fast communication
among all sites, the tolerance of failure at a site or communication link, the cost of long
communication lines, and the difficulty of connecting one site to a large number of
other sites. Point out that the physical topology of a network may not reflect its logical
topology.
3. For the network designer, there are many alternatives available, all of which will
probably solve the customer’s requirements. When deciding which configuration to use,
designers should keep in mind four criteria: basic cost, communications cost, reliability,
and user environment.
Star
1. Use Figure 9.3 to introduce the star topology.
2. Note that the star topology permits easy routing because the central station knows the
path to all other sites.
Ring
1. In the ring topology, all sites are connected in a closed loop, with the first site connected
to the last. Use Figure 9.4 to aid the discussion.
2. Introduce the term protocol.
3. Use Figures 9.5 and 9.6 to discuss variations of the ring topology.
4. Note that although ring topologies share the disadvantage that every node must be
functional for the network to perform properly, rings can be designed that allow failed
nodes to be bypassed - a critical consideration for network stability.
Bus
1. In the bus topology, all sites are connected to a single communication line running the
length of the network. Use Figure 9.7 to aid the discussion.
2. Note that because all sites share a common communication line, only one of them can
successfully send messages at any one time. Therefore, a control mechanism is needed
to prevent collisions.
Tree
1. Use Figure 9.8 to introduce the tree topology.
2. Point out that one advantage of bus and tree topologies is that even if a single node fails,
message traffic can still flow through the network.

Hybrid
1. The objective of a hybrid configuration is to select from the strong points of each
topology and combine them to meet that system’s communications requirements most
effectively. Use Figures 9.9 and 9.10 to aid the discussion.
Teaching
Tip
To learn more about network topologies, visit:
https://www.lifewire.com/computer-network-topology-817884
Network Types
1. Networks are generally divided into local area networks, metropolitan area networks,
and wide area networks. Note however, that as communications technology advances,
the characteristics that define each group are blurring. In recent years, the wireless local
area network has become ubiquitous.
Personal Area Network
1. Explain that a personal area network (PAN) includes information technology that
operates within a radius of approximately 10 meters of an individual and is centered
around that one person.
2. Also called body area networks (BANs), PANs include networks for wearable
technology (gloves, caps, monitors, and so on) that use the natural connectivity of the
human body to communicate.
Local Area Network
1. Introduce the terms bridge and gateway.
2. Note the factors that should be considered when selecting a transmission medium: cost,
data rate, reliability, number of devices that can be supported, distance between units,
and technical limitations.
Metropolitan Area Network
1. A MAN is a high-speed network often configured as a logical ring. Depending on the
protocol used, messages are either transmitted in one direction using only one ring or in
both directions using two counter-rotating rings. Use Figures 9.4 and 9.5 to aid the
discussion.
Wide Area Network
1. A wide area network (WAN) defines a configuration that interconnects communication
facilities in different parts of the world, or that is operated as part of a public utility.
Point out that WANs use the communications lines of common carriers, which are

government- regulated private companies, such as telephone companies that already
provide the general public with communication facilities.
Wireless Local Area Network
1. A wireless local area network (WLAN) is a local area network that uses wireless
technology to connect computers or workstations located within the range of the
network. Use Table 9.1 to aid the discussion.
2. For wireless nodes (workstations, laptops, and so on), a WLAN can provide easy access
to a larger network or the Internet, as shown in Figure 9.12. Emphasize that a WLAN
poses security vulnerabilities because of its open architecture and the inherent difficulty
of keeping out unauthorized intruders.
Teaching
Tip
To learn about wireless network security, visit:
http://searchsecurity.techtarget.com/WLAN-security-Best-practices-for-wireless-
network-security
Quick Quiz 1
1. A(n) ____ provides good control for distributed computing systems and allows their
resources to be accessed in a unified way.
Answer: distributed operating system
2. The term ____ is used to describe a specific set of rules used to control the flow of
messages through the network.
Answer: protocol
3. A(n) ____ is a data-link layer device used to interconnect multiple networks using the
same protocol.
Answer: bridge
4. A(n) ____ translates one network’s protocol into another, resolving hardware and
software incompatibilities.
Answer: gateway
Software Design Issues
1. Examine four software issues that must be addressed by network designers in this
section:
▪ How do sites use addresses to locate other sites?
▪ How are messages routed, and how are they sent?
▪ How do processes communicate with each other?

▪ How are conflicting demands for resources resolved?
Addressing Conventions
1. Discuss the difference between local and global names.
2. Introduce the Domain Name Service (DNS) protocol. Use the example on page 305 to
aid the discussion.
3. Point out that not all components need to be present in all Internet addresses.
Nevertheless, the DNS is able to resolve them by examining each one in reverse order.
Routing Strategies
1. A router is an internetworking device, primarily software driven, which directs traffic
between two different types of LANs or between two network segments with different
protocol addresses.
2. Discuss the role of routers.
3. Routing protocols must consider addressing, address resolution, message format, and
error reporting. Note that most routing protocols are based on an addressing format that
uses a network and a node number to identify each node.
4. Introduce the term address resolution.
5. Briefly discuss the most widely used routing protocols in the Internet:
▪ Routing Information Protocol (RIP): In this protocol, selection of a path to
transfer data from one network to another is based on the number of intermediate
nodes, or hops, between the source and the destination. The path with the smallest
number of hops is always chosen.
▪ Open Shortest Path First (OSPF): In this protocol, selection of a transmission
path is made only after the state of a network has been determined. This way, if an
intermediate hop is malfunctioning, it is eliminated immediately from consideration
until its services have been restored.
Connection Models
1. A communication network is not concerned with the content of data being transmitted
but with moving the data from one point to another. Note that because it would be
prohibitive to connect each node in a network to all other nodes, the nodes are
connected to a communication network designed to minimize transmission costs and to
provide full connectivity among all attached devices.
2. The following topics should be discussed:
▪ Circuit Switching: This is a communication model in which a dedicated
communication path is established between two hosts. The path is a connected

sequence of links; the connection between the two points exists until one of them is
disconnected.
▪ Packet Switching: This is basically a store-and-forward technique in which a
message is divided into multiple equal-sized units called packets, which are then
sent through the network to their destination where they are reassembled into their
original long format. Use Figure 9.13 to aid the discussion. Note that there is no
guarantee that after a message has been divided into packets that they will all travel
along the same path to their destination or that they will arrive in their physical
sequential order. Note also, that packets from one message may be interspersed with
those from other messages as they travel toward their destinations.
Discuss the differences between circuit switching and packet switching. Use Table
9.2 to aid the discussion. Datagrams and virtual circuits should also be discussed.
Conflict Resolution
1. Introduce some medium access control techniques: round robin, reservation, and
contention. Then briefly examine three common medium access control protocols used
to implement access to resources: carrier sense multiple access (CSMA); token passing;
and distributed-queue, dual bus (DQDB).
▪ Access Control Techniques: In networks, round robin allows each node on the
network to use the communication medium. If the node has data to send, it is given
a certain amount of time to complete the transmission. If the node has no data to
send, or if it completes transmission before the time is up, then the next node begins
its turn. The reservation technique is well-suited for lengthy and continuous traffic
while the contention technique is better for short and intermittent traffic.
▪ CSMA: Carrier sense multiple access (CSMA) is a contention-based protocol that is
easy to implement. Carrier sense means that a node on the network will listen to or
test the communication medium before transmitting any messages, thus preventing a
collision with another node that is currently transmitting. Introduce the terms
multiple access, carrier sense multiple access with collision detection
(CSMA/CD), and CSMA with collision avoidance (CSMA/CA).
▪ Token Passing: In a token passing network, a special electronic message, called a
“token,” is generated when the network is turned on. The token is then passed along
from node to node. Only the node with the token is allowed to transmit, and after it
has done so, it must pass the token on to another node. These networks typically
have either a bus or ring topology and are popular because access is fast and
collisions are nonexistent. Introduce the term token bus network.
▪ DQDB: The distributed-queue, dual bus (DQDB) protocol is intended for use with a
dual-bus configuration, where each bus transports data in only one direction and has
been standardized by one of the IEEE committees as part of its MAN standards.
Transmission on each bus consists of a steady stream of fixed-size slots, Use Figure
9.14 to aid the discussion.

Transport Protocol Standards
1. This section compares the OSI reference model with the TCP/IP model.
OSI Reference Model
1. This model provides the basis for connecting open systems for distributed applications
processing. Note that the word “open” means that any two systems that conform to the
reference model and the related standards can be connected, regardless of the vendor.
2. Use Figure 9.15 to illustrate the seven-layer OSI model.
3. Briefly discuss the function of each of the layers:
▪ Layer 1-Physical Layer: Layer 1 is at the bottom of the model. This is where the
mechanical, electrical, and functional specifications for connecting a device to a
particular network are described.
▪ Layer 2-Data Link Layer: Bridging between two homogeneous networks occurs at
this layer. On one side, the data link layer establishes and controls the physical path
of communications before sending data to the physical layer below it. It takes the
data, which has been divided into packets by the layers above it, and physically
assembles the packet for transmission by completing its frame.
▪ Layer 3-Network Layer: Layer 3 provides services such as addressing and routing
that move data through the network to its destination. Basically, the software at this
level accepts blocks of data from Layer 4, the transport layer, resizes them into
shorter packets, and routes them to the proper destination.
▪ Layer 4-Transport Layer: Software for this layer contains facilities that handle
user addressing; it ensures that all the packets of data have been received and that
none have been lost.
▪ Layer 5-Session Layer: While the transport layer is responsible for creating and
maintaining a logical connection between end points, the session layer provides a
user interface that adds value to the transport layer in the form of dialogue
management and error recovery.
▪ Layer 6-Presentation Layer: Layer 6 is responsible for data manipulation
functions common to many applications, such as formatting, compression, and
encryption. Data conversion, syntax conversion, and protocol conversion are
common tasks performed in this layer.
▪ Layer 7-Application Layer: This layer provides the interface to users and is
responsible for formatting user data before passing it to the lower layers for
transmission to a remote host. It contains network management functions and tools
to support distributed applications.
Teaching
Tip
To learn more about the OSI model, visit:
http://computer.howstuffworks.com/osi.htm

TCP/IP Model
1. The Transmission Control Protocol/Internet Protocol (TCP/IP) reference model is
probably the oldest transport protocol standard. It is the basis for Internet
communications and is the most widely used network layer protocol today. Note that it
was developed for the U.S. Department of Defense’s ARPANET and provides
reasonably efficient and error-free transmission among different systems.
2. The TCP/IP model organizes a communication system with three main components:
processes, hosts, and networks. Processes execute on hosts, which can often support
multiple simultaneous processes that are defined as primary units that need to
communicate. These processes communicate across the networks to which hosts are
connected. Use Figure 9.16 to aid the discussion.
▪ Layer 1-Network Access Layer: Protocols at this layer provide access to a
communication network.
▪ Layer 2-Internet Layer: The Internet layer is equivalent to the portion of the
network layer of the OSI model that is not already included in the previous layer,
specifically the mechanism that performs routing functions.
▪ Layer 3-Host-Host Layer: This layer supports mechanisms to transfer data
between two processes on different host computers.
▪ Layer 4-Process/Application Layer: This layer includes protocols for computer-
to-computer resource sharing.
Quick Quiz 2
1. The ____ is the most widely used protocol for ring topology.
Answer: token ring
2. The ____ makes technical recommendations about data communication interfaces.
Answer: International Organization for Standardization (ISO)
3. The term ____ refers to the name by which a unit is known within its own system.
Answer: local name
4. The term ____ refers to the name by which a unit is known outside its own system.
Answer: global name
Class Discussion Topics
1. Discuss the advantages and disadvantages of the different network topologies.
2. Which network topology do you think your school employs, and why? Give reasons to
support your answer.

3. Which communication model do you think is most commonly used on the Internet?
Additional Projects
1. What is the most popular transmission media used in today’s high-speed LANs? Submit
a report that details its key characteristics.
2. Submit a report that discusses the steps involved in setting up a local area network in
Windows 10.
Additional Resources
1. Wi-Fi: http://www.gsmarena.com/glossary.php3?term=wi-fi
2. Network topologies: https://www.lifewire.com/computer-network-topology-817884
3. The OSI Model's Seven Layers Defined and Functions Explained:
https://support.microsoft.com/en-us/kb/103884
4. Circuit Switching vs. Packet Switching: https://www.lifewire.com/circuit-switching-vs-
packet-switching-3426726
5. Setting up a Local Area Network:
http://www.ibm.com/developerworks/library/l-lan/index.html
Key Terms
➢ bridge: a data-link layer device used to interconnect multiple networks using the
same protocol.
➢ bus topology: network architecture to connect elements together along a single
line.
➢ circuit switching: a communication model in which a dedicated communication
path is established between two hosts and on which all messages travel.
➢ distributed operating system: an operating system that provides control for a
distributed computing system, allowing its resources to be accessed in a unified
way.
➢ Domain Name Service (DNS): a general-purpose, distributed, replicated data
query service. Its principal function is the resolution of Internet addresses based
on fully qualified domain names.
➢ gateway: a communications device or program that passes data between
networks having similar functions but different protocols.

➢ International Organization for Standardization (ISO): a voluntary, nontreaty
organization responsible for creating international standards in many areas,
including computers and communications.
➢ local area network (LAN): a data network intended to serve an area covering
only a few square kilometers or less.
➢ metropolitan area network (MAN): a data network intended to serve an area
approximating that of a large city.
➢ network: a collection of loosely coupled processors interconnected by
communications links using cables, wireless technology, or a combination of both.
➢ network operating system (NOS): the software that manages network resources
for a node on a network, and may provide security and access control.
➢ open shortest path first (OSPF): a protocol designed for use in Internet Protocol
(IP) networks, concerned with tracking the operational state of every network
interface.
➢ open systems interconnection (OSI) reference model: a seven-layer conceptual
structure describing computer network architectures and the ways in which data
passes through them.
➢ packet switching: a communication model in which messages are individually
routed between hosts, with no previously established communication path.
➢ protocol: a set of rules to control the flow of messages through a network.
➢ ring topology: a network topology in which each node is connected to two
adjacent nodes.
➢ routing information protocol (RIP): a routing protocol used by IP, based on a
distance-vector algorithm.
➢ star topology: a network topology in which multiple network nodes are
connected through a single, central node.
➢ token bus: a type of local area network with nodes connected to a common cable
using a CSMA/CA protocol.
➢ token ring: a type of local area network with stations wired into a ring network.
topology: in a network, the geometric arrangement of connections (cables,
wireless, or both) that link the nodes.
➢ Transmission Control Protocol/Internet Protocol (TCP/IP) reference model:
the suite of transport-layer and application-layer protocols that operate over the
Internet Protocol.
➢ tree topology: a network architecture in which elements are connected in a
hierarchical structure.
➢ wide area network (WAN): a network usually constructed with long-distance,
point-to-point lines, covering a large geographic area.
➢ wireless local area network (WLAN): a local area network with wireless nodes.

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QUESTIONS AND ANSWERS.
ONE HUNDRED QUESTIONS AND ANSWERS ON FIRST PART OF
PREPARATORY LATIN COURSE IN ENGLISH—FROM
COMMENCEMENT OF BOOK TO PAGE 167.
By A. M. MARTIN, General Secretary C. L. S. C.
1. Q. What is the general purpose of the series of four books, of
which the present is the second in order of preparation and
publication? A. To conduct the readers by means of the English
tongue alone, through substantially the same course of discipline in
Greek and Latin Literature as is accomplished by students who are
graduates from our American colleges.
2. Q. What does this second volume of the series seek to do? A.
To go over the ground in Latin literature usually traversed by the
student in course of preparing himself to be a college matriculate.
3. Q. What three elements may be said to be in any body of
literature? A. A substance, a spirit, and a form, somewhat separate
one from another.
4. Q. Of these three elements, what two is it the hope of the
author to communicate to his readers? A. The spirit as well as the
substance, so far as they are separable one from another.
5. Q. By whom was the literature called Latin produced? A. By a
people called Roman, chiefly in a city called Rome.
6. Q. Over what does the name Roman lord it exclusively? A. Over
everything pertaining to Rome, except her language and her
literature.

7. Q. What may this circumstance be taken to indicate in
reference to Rome? A. What is indeed the fact, that literature was
for her a subordinate interest.
8. Q. When was the city of Rome founded? A. An unreckoned
time before the history of the city began.
9. Q. According to the fable followed by Virgil, by whom was
Rome founded? A. By Æneas, escaping with a trusty few from the
flames of Troy.
10. Q. According to a second legend, lapping on and piecing out
the first, who was the founder of Rome? A. Romulus, whose father
was Mars, the Roman god of war.
11. Q. What legendary line of rulers succeeded Romulus? A. A line
of legendary kings, followed by a Republic.
12. Q. What may be assumed as the starting-point of Roman
history, worthy to be so called? A. The war with Pyrrhus, which
broke out two hundred and eighty-one years before Christ.
13. Q. After Rome had absorbed Italy into her empire, with what
African city was a prolonged war waged? A. With Carthage.
14. Q. What three names were prominent on the Carthaginian
side during this war? A. Hamilcar, Hasdrubal and Hannibal.
15. Q. Give three prominent names on the Roman side? A.
Regulus, Fabius and Scipio.
16. Q. After the subjugation of Carthage, what is said of the
dominions of Rome? A. Her dominions were rapidly extended in
every direction until they embraced almost literally the whole of the
then known world.
17. Q. When was the Augustan age of Latin literature? A. During
the reign of Augustus Cæsar.

18. Q. What is said on the whole of the fame of ancient Rome? A.
It is the most famous city of the world.
19. Q. What is stated in regard to the natural advantages of
Rome? A. Its remove from the coast secured it, in its feeble
beginning, against pirates, while the navigable stream of the Tiber
made it virtually a seaboard town.
20. Q. What was the height of the buildings that covered much of
the extent of ground within the limits of the city of ancient Rome? A.
Six and eight stories in height.
21. Q. At what has the population of Rome at its maximum been
estimated? A. From two to six million souls.
22. Q. For what was a large area reserved, inclosed between the
Quirinal hill and the river? A. Exclusively to public buildings, and here
there was an almost unparalleled accumulation of costly, solid, and
magnificent architecture.
23. Q. What is now one of the chief spectacles in modern Rome
to excite the wonder and awe of the tourist? A. The Coliseum, a
roofless amphitheater for gladiatorial exhibitions, built of stone, and
capable of seating more than eighty thousand spectators.
24. Q. From what people were the Greeks and Romans
descended? A. The Aryan or Indo-European, a people having its
original home in Central Asia.
25. Q. How did the Romans conquer and govern the world? A. By
being conquerors and governors.
26. Q. For what did the Romans all live? A. For the state.
27. Q. What was the one business of the state? A. Conquest, in a
two-fold sense: first, subjugation by arms; second, consequent upon
subjugation, rule by law.

28. Q. What is said of the cultivation of letters by Rome? A.
Letters she almost wholly neglected until her conquest of the world
was complete.
29. Q. In what way did the Romans make peace with other
nations? A. They never made peace but as conquerors.
30. Q. What course did the Romans take in regard to whatever
superior features they found in the military scheme of other nations?
A. They did not hesitate to transfer and adopt it into their own.
31. Q. What nations in turn enjoyed the honor of furnishing to the
Romans the model for their sword? A. The Spaniards and the Gauls.
32. Q. From whom did Rome learn how to order her
encampment? A. From Pyrrhus.
33. Q. From what people did Rome learn to build ships? A. From
the Carthaginians.
34. Q. As soon as Rome had conquered a people what did she
make that people? A. Her ally.
35. Q. What phrase has Rome made a proverb to all time of false
dealing between nations? A. “Punic faith.”
36. Q. At whose expense did Rome do her conquering and her
governing? A. At the expense of the conquered and the governed.
37. Q. What effect did war have upon the wealth of Rome? A. She
never herself became poorer, but always richer, by war.
38. Q. What was all that enormous accumulation of public and
private resources which made Rome rich and great? A. It was pure
plunder.
39. Q. What is a momentous fact in regard to the population of
the Roman Empire? A. That in the end over one-half the population
were slaves.

40. Q. Notwithstanding the injustice of Rome, how did she govern
as compared with other ancient nations? A. She governed more
beneficently than any other ancient nation.
41. Q. What blessing did she extend to all the countries she
conquered? A. The blessing of stable government, of an
administration of law at least comparatively just and wise.
42. Q. What effect did Rome have upon the civilization of those
she subjugated? A. After her fashion she civilized where she had
subjugated.
43. Q. What did Rome do that is to be accounted an
immeasurable blessing to mankind? A. She made the world politically
one, for the unhindered universal spread of Christianity.
44. Q. Who are some of the historians mentioned as having
written works on the history of Rome, that are commended to the
reader? A. Creighton, Leighton, Liddell, Mommsen, Merivale, Arnold
and Gibbon.
45. Q. What work on the literature of Rome is spoken of as
perhaps the best manual of Latin letters? A. Cruttwell’s “History of
Roman Literature.”
46. Q. During what period was Roman literature produced, that is
usually termed classic? A. From about 80 B. C. to A. D. 108, covering
a space of 188 years.
47. Q. What writer begins, and what one ends this period? A.
Cicero begins and Tacitus ends it.
48. Q. Who may be regarded as the beginner of Latin literature?
A. Livius Andronicus, a writer of tragedy about twenty-four years
before Christ.
49. Q. Who wrote a sort of epic on the first Punic war, esteemed
by scholars one of the chief lost things in Roman literature? A.
Nævius.

50. Q. What is the next great name in Latin literature, and what is
said of his influence and example? A. Ennius, and his influence and
example decisively fixed the form of the Latin poetry.
51. Q. Who were two great Roman writers of comedy? A. Plautus
and Terence.
52. Q. What form of composition in verse may be said to be
original with Rome? A. The satire.
53. Q. What seems to be a general fact in literary history, in
regard to the first development of a national literature? A. That
verse precedes prose.
54. Q. Who was the creator of the classic Roman satire? A.
Lucilius.
55. Q. Who were the great Roman masters of satire? A. Horace
and Juvenal.
56. Q. What English writers have written brilliant imitative satires
with the essential spirit of Horace and Juvenal? A. Dryden, Pope and
Johnson.
57. Q. To whom may be attributed the merit of being the founder
or former of Latin prose? A. Cato, the Censor.
58. Q. Who among the Romans, with Demosthenes among
Greeks, reigns alone as one of the two undisputedly greatest
masters of human speech that have ever appeared on the planet? A.
Cicero.
59. Q. Who among Romans were eminent writers of history for
Rome? A. Cato, Sallust, Livy and Tacitus.
60. Q. In what age, and by whom, was the great epic of Rome
produced? A. The Æneid, in the age of Augustus, by Virgil.
61. Q. Who by eminence was the Roman poet of society and
manners? A. Horace.

62. Q. What is any Latin Reader, like any Greek, pretty sure to
contain? A. Its share of fables, of anecdotes, of historical fragments,
of mythology, and of biography.
63. Q. What revived plan of making up Latin Readers is among
the late changes in fashion introduced by classical teachers? A. Of
making up Latin Readers that consist exclusively of selections
credited to standard Latin authors.
64. Q. What two writers sometimes find a place in these Latin
Readers, that are sometimes wholly omitted in the course of Latin
literature accomplished by the college graduate? A. Sallust and Ovid.
65. Q. What three historical works did Sallust write? A. The
“Conspiracy of Catiline,” the “Jugurthine War,” and a “History of
Rome from the death of Sulla to the Mithridatic War.”
66. Q. In the midst of what was the residence Sallust occupied in
Rome? A. In the midst of grounds laid out and beautified by him
with the most lavish magnificence.
67. Q. What did these grounds subsequently become, and what
name do they still bear? A. They subsequently became the chosen
resort of the Roman emperors, and they still bear the name of the
Gardens of Sallust.
68. Q. With what is Sallust’s “Jugurthine War” commenced? A.
With a sort of moral essay, or homily, not having the least particular
relations to the subject about to be treated.
69. Q. What is the subject of the “Jugurthine War”? A. The war
which the Roman people carried on with Jugurtha, king of the
Numidians.
70. Q. What are the names of three Romans who took prominent
part in the Jugurthine war? A. Metellus, Marius and Sulla.
71. Q. With what did the war end? A. With the capture of
Jugurtha by the Romans through the treachery of Bocchus, his

father-in-law.
72. Q. Where and when was Ovid born? A. In northern Italy, in 43
B. C.
73. Q. With what did the youth of Ovid coincide? A. Either with
the full maturity, or with the declining age, of the great Augustan
writers, Virgil, Livy, Horace and Sallust.
74. Q. By whom was Ovid banished from Rome? A. By Augustus.
75. Q. What may be considered as the chief work of Ovid? A. His
“Metamorphoses.”
76. Q. What does this title literally mean? A. Changes of form.
77. Q. What is Ovid’s idea in the poem? A. To tell in his own way
such legends of the teeming Greek mythology as deal with the
transformations of men and women into animals, plants, or
inanimate things.
78. Q. What has this poem been to subsequent poets? A. A great
treasury of material.
79. Q. What episode, taken from the second book of
“Metamorphoses,” is given by our author? A. Phæton driving the
chariot of the sun.
80. Q. In what is the legend of Phæton conceived by many to
have had its origin? A. In some meteorological fact—an
extraordinary solar heat perhaps, producing drought and
conflagration.
81. Q. Of what two other stories from the “Metamorphoses” does
our author present a translation? A. The story of Daphne’s
transformation into a laurel, and the tragic story of Niobe.
82. Q. What American writer has quite extensively treated Ovidian
topics in a way that is at once instructive and delightful? A.
Hawthorne.

83. Q. Ovid’s verse in the “Metamorphoses” is the same as what?
A. As that of Virgil and Homer, namely, the dactylic hexameter.
84. Q. What has the general agreement of thoughtful minds
tended to affirm in regard to Julius Cæsar? A. The sentence of
Brutus, as given by Shakspere, that he was “the foremost man of all
this world.”
85. Q. What is the principal literary work of Cæsar that remains to
us? A. His “Commentaries,” which is an account he wrote of his
campaigns in Gaul.
86. Q. With the exception of a few instances, in what person does
Cæsar write? A. In the third person.
87. Q. From whom did the ancient patrician family of Cæsar claim
derivation? A. From Iulus, son of Trojan Æneas.
88. Q. The word Cæsar was made by Caius Julius a name so
illustrious that it came afterward to be adopted by whom? A. By his
successors in power at Rome, and finally thence to be transferred to
the emperors of Germany, and to the autocrats of Russia, called
respectively Kaiser and Czar.
89. Q. With whom was Cæsar associated in the first triumvirate?
A. Pompey and Crassus.
90. Q. Out of the eight books comprised in Cæsar’s “Gallic
Commentaries,” how many is the preparatory student usually
required to read? A. Only four.
91. Q. With what two series of military operations on Cæsar’s part
does the first book principally occupy itself? A. One directed against
the Helvetians, and one against a body of Germans who had invaded
Gaul.
92. Q. Of what is Cæsar’s tenth legion, that became famous in
history, still a proverb? A. For loyalty, valor and effectiveness.

93. Q. In the second book Cæsar gives the history of his
campaign against whom? A. The Belgians, made up of different
tribes.
94. Q. Who were esteemed the most fierce and warlike of all the
Belgian nations? A. The Nervians.
95. Q. After Cæsar’s successful campaign against the Belgian
tribes, what was decreed for his victories? A. A thanksgiving of
fifteen days, an unprecedented honor.
96. Q. In the third book an account is given of a naval warfare
against whom? A. The Veneti.
97. Q. What is the first thing of commanding interest in the fourth
book of Cæsar’s “Commentaries?” A. The case of alleged perfidy,
with enormous undoubted cruelty, practiced by Cæsar against his
German enemies.
98. Q. What famous feat on the part of Cæsar is narrated in the
fourth book? A. That of throwing a bridge across the river Rhine.
99. Q. What were the dimensions of this bridge? A. It was
fourteen hundred feet long, furnishing a solid roadway thirty or forty
feet wide.
100. Q. With the relation of what enterprise does the fourth book
close? A. The invasion by Cæsar of Great Britain.

CHAUTAUQUA NORMAL COURSE.
Season of 1884.
LESSON VI.—BIBLE SECTION.
The Land of The Bible.
By Rev. J. L. HURLBUT, D.D., and R. S. HOLMES, A.M.
1. It is an ancient land.—Before Rome was cradled by Tiber—
before the storied strifes of the Gods in Hellas, before Troy and the
great glory of the Trojans were, even before history was this
wonderful land.
2. It is an historic land.—Much of the world’s destiny has been
decided in this little strip of coast and mountain land, between the
Jordan and the sea. Here armies have camped and battles have
been fought. The restless feet of merchant traders have beaten its
highways, the white wings of merchant vessels have flitted to and
from its ports with the wealth of the world.
3. It is a diminutive land.—A little triangle bounded by the sea,
the Jordan and her mountains, and the desert, it seems hardly large
enough for all the mighty events that have occurred within it; 180
miles from farthest north to south, and 90 miles for its greatest
breadth from west to east, measures the country in all its extent.
4. It is a storied land.—Where such a treasure house of tales as in
that old Bible? The land and its book have figured in all the

literatures of the Occidental ages. Knights and paladins have trod its
vales and mountains; saint and crusader have watched at night
beneath its stars.
5. It is a land of famous mountains.—Ebal and Gerizim, Hor and
Nebo, Olivet and Tabor, Gilboa and Hermon. What scenes rise to the
mind as we name them! Carmel and Quarantania; struggle and
victory; Elijah, Immanuel.
6. It is a land of remarkable waters.—A single river—the Jordan,
from north to south—rising in the extreme north from springs so
hidden as to have long been unknown, loses itself in that sea of
desolation, Lake Asphaltites, the Dead Sea. The mid-world sea, the
mother sea of great nations, washes the western shores, and Galilee
shines like a diadem in her mountain setting.
7. It is a land of many names.—The land of Canaan, the land of
the children of Heth, Philistia, Palestine, the Promised Land, the Holy
Land, the land of Judah, Immanuel’s Land.
8. It is an impregnable land.—Its hills, rock-ribbed, rise one upon
another, covering the whole face of the land, and forcing all travel of
army or caravan through the few passes in which the great northern
plain terminates. Hence Esdrelon became of necessity the country’s
battle ground. A united people made the country a fear to its force.
9. It was a populous land.—Beyond belief almost are the records
of the people who lived within these few square miles. Cities and
villages laid so close to each other that their environs almost met.
The people thronged in them, and in the well tilled country about
them, so that centuries of war, foreign and civil, and repeated
depletions left them still in their decadence a troublesome foe to the
veterans of Rome.
10. It was a productive land.—Shrubs and trees were in
abundance. Pine, oak, elder, dogwood, walnut, maple, willow, ash,
carob, sycamore, fig, olive and palm. Fruits in great variety were
ripened beneath its sun; grapes, apples, pears, apricots, quinces,

plums, mulberries, dates, pomegranates, oranges, limes, bananas,
almonds, and pistachios. Many kinds of grains were cultivated, such
as wheat, barley, rice, sesamum, millet and maize.
11. It was a land of a remarkable climate.—Thirty degrees
variation from mountain to plain was its daily range. With the
isothermal lines of our Florida and California, it yet had snow and ice
as in our northern climates. Heavy rainfalls were characteristic; so
were long periods of drought. Heavy dews, fierce siroccos, cloudless
skies, oppressive heat, steady sea breezes, burning valleys, cool
mountain summits were all characteristics of this land of the Bible.
Under the headings now given let the student give:
1. Ten dates which cover its history, and mark its principal events.
2. Give five events which have occurred in this land, that have
direct bearing in the world’s history.
3. Give its geographical dimensions and natural features which
mark its boundaries.
4. Give ten events in its history which have made it an enchanted
land.
5. Give the event which has made the mountains mentioned
memorable.
6. Give the event which makes each of the waters of the Bible
memorable; Galilee, Jordan, Kishon, the Salt Sea.
7. Give the origin of the names by which the land is known.
8. Give the principal routes of travel through this land; and name
the defensible passes.
9. Give its ten principal cities.
10. Give the Bible references which mention any of the trees,
shrubs, fruits or grains here specified.

11. Give reasons why the climate should be as described.
SUNDAY-SCHOOL SECTION.
LESSON VI.—THE TEACHER’S MISTAKES.
That they are possible is assumed. That they are probable is
likewise assumed. That they are real is a fact of personal experience.
Mistakes anywhere are mischievous. In Sunday-school they are often
ruinous. Let us classify them. They are first, mistakes of manner and
method; second, mistakes of purpose and expectation; third,
mistakes of thought and action. Let us examine our classification:
I. Manner and Method.
It is a mistake (a) to recognize differences in social position or
station between members of a class. In the Sunday-school all meet
on a common level. There is no rank in the Christian kingdom. All
are peers of the realm, and Jesus Christ is the only Lord.
(b) To be in any degree partial to any scholar. All should be
favorite scholars in this school.
(c) To seem uninterested in anything pertaining to the general
interest of the school. If the teacher is devoid of interest the scholar
will be.
(d) To scold or threaten in the class, even under provocations
such as do occur in Sunday-school. Scolding always exercises an ill
effect, and a threat is but a challenge.
(e) To pretend to be wiser or better versed in Bible lore than one
really is. In Bible teaching, real knowledge is real power—but a
manner that assumes to know what it does not is only the lion’s skin
on the ass’ head.

(f) To neglect thorough study. Wherever there is good teaching
there will be at least two students. One will be the teacher. Witness
Dr. Arnold, of Rugby.
(g) To neglect private prayer in the teacher’s preparation. Said old
Martin Luther, “Bene arâsse est bene studuisse.”
(h) To depend upon lesson-helps in the class. Crutches are not
becoming to an able bodied man. But some teachers bring out the
lesson crutches on Sunday morning and hobble through Sunday-
school on them.
(i) To expect the superintendent to discipline each class. He is no
more responsible for class order than a commanding general for the
order of a corporal’s guard.
(j) To use the lesson verse by verse, ending each with the
Æsopian interrogation, “Hæc fabula docet?”
II. Purpose and Expectation.
It is a mistake (a) to seek only for a scholar’s conversion. If
growth does not follow birth, death will. Upbuilding in Christ is one
great purpose of the school.
(b) To seek only to create interest in the lesson. There may be
deep intellectual interest created, and no spiritual interest.
(c) To teach for the purpose of performing duty. That robs the
teacher of one chief essential to success—heartiness.
(d) To teach for the purpose of inculcating one’s own peculiar
religious views. Paul’s purpose was the right one—“to know nothing
save Christ and him crucified.”
(e) For the teacher to expect the pupil’s interest in the Gospel
theme to equal his own. It is contrary to sinful nature.
(f) To expect home work by pupils, unless it has been prepared
for by patient effort.

(g) To expect conversion as the immediate result of teaching, and
to grow discouraged and abandon the work because the expectation
is not at once realized. God’s way and time are his own.
(h) Not to expect conversion as the ultimate result of teaching;
and hence to fail to direct every effort to that end.—“In the morning
sow thy seed,” etc.
III. Thought and Action.
It is a mistake (a) to think teaching easy. It has taxed the noblest
powers of the noblest men.
(b) To think it an insignificant or puerile employment. The two
greatest names of the ages, heathen and Christian, were nothing if
not teachers: Socrates—Immanuel.
(c) To think the Sunday-school a children’s institution only. The
three great Christian institutions are the home, the church, the
Sunday-school, and the constituency of each is the same.
(d) To be irregular in attendance at Sunday-school.
(e) To be unpunctual.
(f) To be lax in discipline.
(g) To fail in example, whether in connection with school work or
daily life.

EDITOR’S OUTLOOK.
INGENUITY IN LOCAL CIRCLES.
The degree of interest in work depends largely upon the degree
of its variety. A class which nods over the same day-in-and-day-out
routine of questions and answers, wakes up, smiles, thinks and
becomes animated when a new way of doing even familiar work is
proposed. Local circle life and strength depends very largely upon
wide-awake schemes and novel plans. Unless something fresh is
continually arousing interest, a circle will lose ground. There are
many workers who are continually developing new enterprises; there
are others who never have anything to report but the number of
members, the names of officers, and the place and time of meeting.
Such societies are dwarfed by their own lack of ingenuity. The kind
and variety of work which is to be done in all circles can not be
better told than it is in an open letter before us from Newton
Highlands, Massachusetts:
“We are a mutual club. Our plan of work is very informal. Our
officers have been only a president and secretary. We meet every
Monday at the house of one of our number, alternating as we
please. We commence precisely on time, viz.: 2:30 o’clock p. m., and
continue till 5:30, or later. For the first two years our president was
our leader. Since that time we have taken our turn in order, as
leaders, and asked questions in order around the circle, on the
subject of the former week’s work, taking the lesson up by
paragraphs, faithfully examining each, and often incidentally bringing
in (for drawing out of the members) much information bearing upon
the lesson. Often a subject was allotted to a member, on which she
thoroughly prepared herself and contributed the information at the

next meeting, either verbally or by reading a paper. The memorial
days were faithfully kept, though not always on the identical day;
but we selected a day most convenient for the club during the
month—for we are all housekeepers.
“For these memorial days great preparation was made. In the first
place we all assembled two hours earlier than usual, with the
preparations for a banquet, at the home of the lady who had invited
us to dine with her.
“Each carried whatever she had previously pledged, or what had
been suggested to her; and here the ladies had ample opportunity
to exhibit their skill in the culinary line, which they did not fail to
improve; so that one of the suggestions, not yet acted upon, was to
publish a C. L. S. C. Cook Book.
“We had our post-prandial exercises too, though care was taken
to send each member the toast to which she was to respond, that
she might not be taken unawares, and having never had any training
in that line we were allowed to read our responses, if we chose.
Then at the usual time we gathered for our work.
“After having celebrated the birthday of each of those selected by
C. L. S. C. for two years, we have since introduced other names to
our list, as Walter Scott, George Eliot.
“Once we had a Roman day, and one of our party wrote a
description of our imagined entrance into Rome, and locating us at a
hotel, took us daily trips to different parts of the city; each member
describing one or more interesting objects to be found on the way. A
map of Rome hung up before us, so that the imaginary excursion
could be easily traced. The members brought in any engravings or
illustrations, medallions, etc., which were helpful, and our neighbors
who had traveled abroad were happy to aid us by loaning their
precious mementoes. Our excursions, too, as a club, have been very
enjoyable and profitable.

“While studying geology we made an excursion to Harvard
College and spent the day in looking over the buildings and listening
to the curator, who kindly explained the articles in the Agassiz
Museum, and then delivered a lecture to us on “Ancient Mounds,”
etc.
“After completing the History of Art, we made an excursion to the
Art Museum in Boston, and examined everything in the rooms which
had been referred to in the Art Book, thus fixing the knowledge
already acquired by seeing its representation. We also, through the
kindness of friends, had the privilege of visiting the State House, and
examining the original charters and ancient letters of Washington,
Arnold, etc., also the Acts and Resolves in the archives of the state.
“On our return, our president proposed to one of our members,
whose father had been in the legislature, and was well acquainted
with all the technical terms and methods in use there, to write an
article for the club, introducing a bill into the legislature, noting the
steps necessary for its passage through both houses, and tracing it
even till it became a law.
“This afforded us considerable amusement, as the sister was
progressive (?) and recognized in her look into futurity some of our
club as members of the different houses! and the bills were such as
had an amusing local significance.
“A trip to Wellesley College also was made.
“But time and your patience would fail me to tell of all our doings.
One thing more, however, I must not omit, and that is that our club
wrote a book. We will not call it a Romance, though it was the ‘Bridal
Trip’ of a couple of young Americans. Each chapter, written by a
different member, constituted a part of the journey, and included an
account of the points of interest in or around some principal city. The
couple journeyed through Scotland, England, France, Italy and
Germany.

“Of course it was necessary for a committee to act as editors, and
write these chapters so that it would read like a continuous story.
Then one afternoon we met and had the whole read aloud by the
editors.
“We felt the attempt was an exceedingly great undertaking at
first, but as each one had a certain part allotted to her, and was
allowed to gather all the ideas she pleased from research, and use
them in her own way—fearing no accusation of plagiarism—we
found it was not so difficult after all.”
IS CRIME INTERESTING?
The newspaper reader, for one or another reason, regards crime
as important news because he is full of morbid curiosity regarding
whatever is abnormal in human conduct. A crime is something
strange and fascinating because passions play through it, and secret
places in human life are uncovered by it. It interests us because we
are human, with strange forces of evil coming up now and again into
consciousness and suggesting our brotherhood to the thief and the
murderer. Many a man reads in a story of defalcation, things he has
himself done without being found out. Many a woman reads in the
story of a murder, passages from her own life where she also might
have taken the fatal step beyond the line of safety. Try as much as
we may, we cannot divest ourselves of the curiosity and the
unconscious sympathy which make us look over the crime record
with more interest than we give to any other part of a newspaper.
The newspapers are reproached for publishing all about crimes;
but the average reader, perhaps we might say the best reader,
peruses even the details with absorbing interest. He may be
ashamed of himself for his curiosity, but he has the curiosity. The
fact is not complimentary to us, and we lash the press when we
know we ought to lash ourselves. For the reason just given, the
remedy for the daily feast of passion and blood is not an easy one to

find. A newspaper needs great merits to be able to omit the crime
record; and though it should be accepted without that record, many
a subscriber of it would look for the record elsewhere. The remedy is
difficult because the public has to cure itself—the newspaper can not
cure it—of the desire to know “the evil that is in the world through
lust.” The world, the flesh and the devil take up a commanding
position in our anxieties, solicitudes, curiosities, and sympathies. We
must be a great deal better as a people before we shall be content
to live in ignorance of any badness which breaks through the calm
surface of life and rises into a billow of crime. It is true that the
curiosity may be educated out of us—not entirely, but in large
degree—and yet it is also true that we do not display any serious
desire to be so educated. We want this kind of news. We want to
know at least the motives of the crimes, how they were committed
and whether they were punished or not. The newspaper may give us
these outline facts discreetly and briefly, but the mass of us will
secretly hunger for more. The moral of the business may be left to
the pulpit; it is tolerably plain to the pews.
A DRAWBACK TO SOCIAL LIFE.
To one examining the society notes of the various cities, it is very
evident that never before were we, who are in society, living so
sumptuously as at present. Our dinners have become banquets, our
teas feasts. The magnificence, the notoriety, the cost, are
astounding. One involuntarily rubs his eyes and looks to see some
gallant dissolving pearls for his liege lady. This elaborate effort to
feast one’s guests is not only prevalent among the millionaires and
epicureans of our cities, it is a feature of entertaining which prevails
even in small communities. In a village of some six hundred people,
well known to us, we have had the opportunity to study the effect of
extravagant hospitality upon the society. The people almost without
exception are well-to-do, well educated, congenial, a set in every
way suited to form a pleasant society. Among them are a few

wealthy families. In such a town one would expect to find almost
ideal social life—full of good will, of pleasant thought, new
amusements, not overcrowded, thoroughly enjoyable; but to our
surprise we found very little. A few evenings out, a few questions,
and we understand the cause. At a small party given by a leading
lady, we were astounded to be called out to a table loaded with
every conceivable delicacy; meats, salads, cakes, creams, fruits in
every variety. The supper was a work of art, a mammoth
undertaking, and it had been prepared by the lady herself and her
one servant, with such assistance as is to be found in a small village,
off the railroad. Further experience taught us that when any one
entertained friends there such refreshments were considered
necessary. The effects upon the social life of the town were
disastrous. Where there was the possibility of most delightful
companionships there was an absolute dearth of social gatherings. A
lady of culture remarked: “I can not entertain, simply because I can
not afford it. If it were possible I should receive weekly, but our
customs demand such outlays for all social affairs that I am obliged
to deny myself what otherwise would be a pleasure.” Another, a lady
of wealth remarked: “I am handicapped in my social life by the
extravagant habits of our people. What I would be glad to do, were I
in a city where I could obtain efficient help, it is impossible to do
with our servants. I can not prepare my own dinners, and our town
requires such extensive preparations for even a small company, that
I have ceased entertaining.” But even this feature is not the worst.
Social life is virtually killed when the table becomes the feature of
the evening, when on the merits of pastry and salads depends the
social status of the family. The hostess comes to her guest’s room,
worn with the care of the thousand details of a great dinner. The
possibility of friction or failure destroys the ease, the mirth, the
abandon, that makes her charm. Her spirit oftentimes is contagious,
and her guests, too, feel the responsibility which oppresses her. It
comes to be true that the most elaborate dinner-givers are the
poorest entertainers, that instead of new ideas, pleasant memories
and the ring of music, all one carries away from the house where
they have been feasted is indigestion and their menu card.

This extravagance is a feature of social life which sensible people
can not afford to countenance. There is too great danger that by it
the truly desirable and helpful features will be injured; that while
epicureans will support the elegance, people of simple habits will be
driven in a measure from society; that social life will be changed to
feasting, and conversation, wit and music placed a step below eating
and drinking.
AN UNJUST COMPLAINT.
It would be a strange thing if the public schools of the country
gave entire satisfaction. They are so numerous, they cost so much,
such large hopes are built on them, they so pervasively affect the
most sensitive social regions—those of the family—that a very large
amount of criticism, a huge aggregate of discontent, would be
properly and naturally expected. The wonder is that there is so little
dissatisfaction. Perhaps the most sensitive spot just now is the pass
examinations—or the system of regulating the rise of pupils from
one department to another. It is affirmed, for example, that in New
York and other cities the teachers are constantly employed in
coaching their pupils for examinations. It is declared that there is
very little of proper teaching, that most of the work is simply
cramming for the sake of passing, and that the pupils really learn
very little, and are not in any proper sense being educated. The
whole mass of these children are being crowded up a stairway—and
the getting up, by whatever means, into the higher grades is the
sole object of teachers and pupils.
It is easy to see that there must be much use of the spirit of
emulation, and the pride of standing, in teaching great masses of
young people. There are owlish philosophers who would have
children and young people act from the motives that are supposed
to regulate the lives of their grandfathers. A public school boy or a
college boy is often, perhaps commonly, spoken of as though he
were a companion of Socrates and George Washington. This kind of

critic assumes that the lad knows all wisdom and only needs to
select some bits of knowledge and chew them with the relish of a
Plato. The critic can not put himself in the boy’s place. He can not
realize that the boy does not know everything, and does not much
care to learn anything. This critic has the practical teacher at a great
advantage; knowing boys and girls as saints and philosophers, he
can condemn the practical instructor who has never met any such
boys and girls. The teacher wants to get work out of his pupils; and
he goes about it practically, and does get the work done. At the end
of his work, the pupils are doubtless very unsatisfactory. In fact, we
are all of us, always more or less unsatisfactory.
In New York, there is no doubt that the pass system has
developed some bad features. Perhaps some trace of these features
will be found everywhere in graded schools. It would be difficult to
secure ambitious and industrious pupils without running some risks.
You must awaken the desire to rise, even though the desire to rise
dishonestly may develop itself in some pupils.
The gravest charge against the schools is that they kill the pupils
with hard work. Every city has its story of a pupil (always a girl)
murdered by the severe tasks of the school. The simple truth is that
negligent mothers are more guilty than the schools. It is a mother’s
business to know all about her children—to know when they are
overworked—and it is also the mother’s duty to put a stop to hurtful
work. We do not hire teachers to take the place of parents. We could
not afford to pay enough teachers for this service. The public school
system assumes that mothers attend to their duties, and retain their
authority. If school work is hurtful to a young girl, the mother has
the right to remove the child from the school. If she does not find
out that the work is too hard, how can she expect the teacher to
discover it? The general health of public school children proves that
the system is not too severe; but it will often happen that young
girls are physically unfit for study. It is the business of their mothers
—not of their teachers—to know when such disabilities exist.

LETTERS OF WILLIAM CULLEN BRYANT.
We love to read the letters of great men, who in letters, art,
science, statesmanship, theology, have held a front rank. They
discover their personality, and bring us into acquaintance with the
men themselves, as nothing else does. We say to the biographer:
“Let your subject, as far as may be, tell us of himself; give us any
fragments of autobiography or journals which may be in existence;
print copiously of his letters.” The wise writer of biography does so;
and the most valuable portions of the life of a man of note are those
in which he speaks himself. Let Michael Angelo, with candle stuck in
his pasteboard cap, teach those who undertake to show us a
character in whom there is a public interest; let them keep their own
shadows off the canvas. “The Life of Frederick W. Robertson,” by
Stopford A. Brooke, and the “Life of Dr. Arnold,” by Dean Stanley, are
models of biography. The letters of Robertson and of Arnold are their
most prominent feature, and are a priceless treasure, both because
of the light they throw upon the personality of the men, and the rich
thought with which they sparkle. Mr. Parke Godwin, in his “Life of
Bryant,” has done his work well. To have omitted the scrap of
autobiography which occupies the first thirty-eight pages of the work
would have been a great blunder. It is most charming. And the
letters of the great poet and editor are interspersed generously
through the two volumes. No one will say that they fill too large a
space. Fame came to Bryant early, and he was permitted to live,
with his reputation continually widening, and his honors augmenting,
until nearly four-score-and-four years had passed over his head; and
to die, like Moses, with his eye undimmed and his natural force not
abated. It could not have been a difficult matter to secure letters of
his in abundance for the purposes of biography; and these the world
wants.
We have them here in these volumes of Mr. Godwin; letters
written in all periods of life; letters to acquaintances, friends and
strangers; letters upon literature, politics, and matters personal;
letters to persons well known in letters and public affairs; letters

written here and there at home, and from various points in his
frequent journeyings in other lands. As might have been expected,
we find always, as we read them, the same clear and beautiful style.
Bryant could not write, even upon trivial matters, without writing
well. It was said of him that “he never said a foolish thing.” No
foolish thing is found in these letters, and whatever is said is said
clearly and well. The poet was not a humorist; the editor was not.
And the element of humor, wanting in his poems and editorials,
seldom appears in his letters. They do not sparkle with drollery and
wit like those of Dickens. Sometimes, in writing to his old pastor and
warm friend, Rev. Dr. Dewey, he unbends and is somewhat playful
and jocose; and a letter written to his mother, when a young man,
telling her of his marriage, is, for him, rather funny; but as a rule,
the letters are of a grave and serious tone. Bryant the litterateur and
the politician, appears in his correspondence more prominently than
any other character. His interest in politics from early life was
evidently very great. Letters are given which he wrote upon state
and national affairs, when a boy, to the congressman of the district
at Washington; and letters full of wise reflections, written by the
mature and sagacious man to President Lincoln and other eminent
statesmen. As a matter of course, the man is far more modest, is
much less positive, and knows far less than the boy! And numerous
and highly interesting are the letters to many associates of his in the
field of letters. Richard H. Dana, the senior, gave him valuable aid at
the beginning of his literary career, and became his close, life-long
friend. Perhaps to him more of the letters of these volumes are
addressed than to any other one person. Mr. Bryant’s home-life was
beautiful, and his letters to members of his family discover the fact,
and his strongly affectionate nature. The death of his wife, for
whose recovery to health the climate of different parts of Europe
was tried in vain, was keenly felt, and the shadow of the
bereavement was upon him the balance of his years. Among the
letters, we find that written to Dr. Vincent, in his last years, in which
his interest in the C. L. S. C. and its objects was so beautifully
expressed, and which has become familiar to all the members of the
Circle.

Understanding Operating Systems 8th Edition McHoes Solutions Manual

EDITOR’S NOTE-BOOK.
All inquiries and correspondence relating to the business
management of Chautauqua should be addressed to Mr. W. A.
Duncan, Secretary, Syracuse, N. Y. Mr. Duncan makes his home in
that city, and is in easy communication with Chautauqua. He has
entered upon the work of the secretaryship with his usual enterprise
and zeal, and the management of Chautauqua is being greatly
strengthened by his election.
There is very little of an exciting character in the political world.
General W. T. Sherman has been mentioned by his friends for the
Presidency, but the newspapers and politicians seem to have
dismissed his name from the list of probable candidates. He is too
much mixed up with the Romish church in his family relations.
President Arthur has made a fine impression by the prudence and
statesmanlike bearing of his administration. He has won a high rank
as a man, a politician, and a patriot, since he took the oath of office,
much higher than he held in the thought of the people before, but
he will fail of the nomination for the Presidency. Ohio will not
endorse him and his own state did not elect his Secretary of the
Treasury governor, and the logic is that New York would not endorse
him. All other candidates seem to have gone into private training for
the open conflict.
The election of Mr. Payne to the United States Senate by the
Democrats of Ohio, does, it is thought, change the attitude of the
Democratic party on Civil Service Reform. Senator Pendleton, who is
a strong champion of this reform in his party, and one of its earnest
advocates in the Senate, was defeated by Mr. Payne, who is not
regarded as an advocate of Civil Service.

Ever since our government was founded, there have been, no
doubt, many persons who feared that there would eventually grow
up a too close intimacy between the executive and legislative
departments. This fear has in part prevented the heads of
departments from being members of the House of Representatives.
And yet they wield a tremendous influence in shaping legislative
action as it relates to their departments. The secretaries are
consulted by members on the floor of the House and the Senate on
all important matters in which they are interested. Why not give
them the rights and privileges of membership, that they may
represent their departments in person? It might be the means of
throwing new light on many vexed questions in the administration of
the government.
After sixteen years of neglect and broken treaty stipulations the
Congress of the United States is moving to provide Alaska with a
simple, inexpensive government and school system. Strangely
enough the portion of the bill pertaining to schools is the one that
meets with the most opposition in Congress. That it shall not be
defeated, and the native population of Alaska be deprived of
educational advantages, it is in order for the readers of The
Chautauquan to show their interest in education by petitioning
Congress to pass this bill.
Every congressional season we have revived for public discussion
in one form or another, “Who is first lady at Washington?” At the
New Year’s reception, Mrs. Carlisle, the speaker’s wife, stood next
the President, while it is maintained that the wife of the Secretary of
State should have occupied this position, and that Mrs. Carlisle
should have stood “below” the Cabinet. The President settled the
dispute by inviting Mrs. Carlisle to stand by his side.

As knowledge increases, the tests applied to men for service grow
more severe. The Pennsylvania Railroad Company has been inquiring
into the color blindness of their employes, a very important matter,
when we think of the relations of signals as they are used on the
road to the safety of human life, as well as to the protection of the
rolling stock of the company. Dr. William Thompson, the
ophthalmologist by whom the work was conducted, discovered that
one man in twenty-five is unfit for service where prompt recognition
of color signals is required. Some who are color blind do indeed
distinguish correctly between danger and safety flags, but, as Dr.
Thompson suggests, they are guided by form, not by color. It might
be some security, therefore, to make every danger signal peculiarly
recognizable by both its form and color.
Shall the government take charge of the telegraph service? is a
question that has not come up in any shape for discussion in
Congress, and we doubt if it will receive much attention in either
House or Senate in the immediate future. There is one objection to
the government assuming control of this branch of public service,
viz.: As the leading daily newspapers of the country are now
conducted, they depend on the telegraph companies for facilities to
transmit the Associated Press dispatches, and since this is the only
medium the people have for the quick transmission of news, and it is
feared that if the general government should get charge of the
wires, the administration, if it were Republican or Democratic, would
have the power indirectly, if not directly, to shade the news, and we
would be in danger of losing what we now have—a free press. While
monopolies are to be dreaded, still we believe that the present
management of the telegraph system is preferable to anything we
would be likely to get from the government; a change would be
hazardous. “Better endure the ills we have than fly to those we know
not of.”
Wendell Phillips died of heart disease, in Boston, February 5th.
Few men become so generally known in a lifetime, without the help

of public offices, as Mr. Phillips. He was an orator pure and simple,
and, perhaps, when in his prime, the foremost of American orators.
He has written nothing that will mark the period of his life among
men, but he was a great battle-ax against slavery, and on that issue
he found an opportunity to use his powers of denunciation to their
maximum. As a lecturer he will be missed, for since the war here he
shone the most brilliantly. Dr. Vincent expected him at Chautauqua
the coming season to deliver his great lecture—“The Lost Arts.” We
shall have more to say concerning him in a future number.
A letter from the wife of a missionary in Madagascar has been
published in London. It was written on September 24th. She says:
“The mourning for the late queen is ended. It only lasted about two
months, and was not of the severe kind of olden times; this time the
people were only forbidden to plait their hair, wear hats, carry an
umbrella, build much, and to weave cloths, while in former times the
mourning lasted at least a year, and everybody’s hair was shaven
close to the head, women’s and all; they were not allowed to wear
clothes at all, just mats round their waist. The new queen promises
to be a worthy successor of her good mother. Her name is
Rayafindrahely, but she comes to the throne under the title of
Ranavalona III. The Malagasy now publish a newspaper, the Gazety
they call it, once a fortnight; it is the first specimen of Malagasy
attempt at printing and composing. It is after the style of our own
newspapers, and gives the news of everything that happens in every
part of the island, and especially of every movement of the queen
and prime minister.”
The news from India that Keshub Chunder Sen is dead will
occasion profound sorrow. He was in the midst of a great work, and
we hoped for much from him in connection with needed reforms in
India, to which his life was given. Through his open, manly
renunciation of the errors of Brahmanism, and earnest protests
against caste, child-marriages, and other social evils of their system,
and more by his new theology, Mr. Sen was widely known. In his

own land he was reverenced as a religious teacher, orator, and
reformer. In this country and in England, where those marvelous
outbursts of devout feeling stirred the hearts of all who heard, the
chief interest centers in his theology. He, whose words so thrilled
other Christian hearts, did not yet confess himself a Christian. He
had renounced polytheism, and all forms of idolatrous worship, but
attempted to show his countrymen, from their own sacred books,
that primitive Hindoos, like himself, were monotheistic. The belief of
the Brahmo Somaj, or society of which he became a minister, was a
great advance from idolatrous Hindooism, and in most respects
seemed like true Christian faith. His work as a reformer seemed full
of promise. Who will be his successor to carry it forward, does not
yet appear. His early death will be mourned as a great, if not an
irreparable, loss. The inchoate creed of the community, so sadly
bereaved, is not complete or fixed, and will, we hope, and perhaps
now more rapidly, crystallize about the wisest sayings of their great
leader. May a divine radiance from the cross of Jesus brighten its
every line.
Poverty brings its temptations and makes its demands even on
the priests of the church. “The other day a priest in Kerry,” says the
St. James Gazette, “went to his Bishop: ‘I want you,’ he said, ‘to give
me a general dispensing power for cases of perjury.’ ‘For perjury?’
said his lordship. ‘What do the people want with that?’ ‘Faith!’
answered the good father, ‘they can’t get on without it. For, first of
all, the Moonlighters come to them and swear them that they must
say that they didn’t know who they were; and then there’s the
Arrears Act, and they have to take the oath they’re not worth a
farthing; and you know in the Land Court they can’t get a reduction
till they say they can’t pay their rent. In fact, my lord, the poor
people have to perjure themselves at every turn.’”
Oscar Wilde, in a recent lecture in Dublin, made a remark which
deserves more attention than anything which that gentleman has
ever said in regard to American customs: “American children seem to

be pale and precocious, and that might be owing to the fact that the
only national game of America is euchre, which could hardly, if
industriously practiced, tend to create and develop a fine or manly
physique.” It is undoubtedly too broad a statement to call euchre our
national game, but it probably is more universally played than any
other. It puts us as a people in a weak light, to say that our leisure is
spent in a game that calls for little thought, which gives us no
outdoor exercise, and which enervates rather than strengthens, but
it is the true light. We are, as a rule, making of ourselves hot-house
plants. Vigorous games are shunned; weak ones are adopted. The
criticism is just, and worth our attention.
The following item sent us from New York is to the point: “Kings
County Wheelmen’s Club, which numbers fifty members, gave its
annual reception, recently, in Knickerbocker Hall, Clymer Street,
Brooklyn. Several clubs from New York and vicinity attended. The
wheelmen gave an exhibition of fancy riding, and there was also a
bicycle drill, in which movements were made by single file, and by
twos, fours, and eights. At one part of the drill two lines of bicyclers
advanced in opposite directions, met each other, came to a
standstill, and saluted.” We feel like encouraging the use of the
bicycle. As a sport it is an improvement on any of the games on
which we have had a craze in late years. Roller skating, or standing
to roll on spools, is not the healthiest or best exercise; perhaps it is
the best substitute that can be invented for skating, but it is a failure
for this purpose. The bicycle is useful and graceful, when in motion,
and the wheelman gets genuine exercise out of turning the wheel.
There are many opinions advanced on the Newton case. Rev.
Heber Newton, of the Episcopal Church, was silenced from delivering
a course of lectures on the Old Testament, in which he advanced
some startling and new opinions. As to their weight authorities differ.
One remarks that they were “The work of a shallow thinker, with
fragmentary knowledge, intent on saying startling things.” Others
contend that he thought he could make the Bible a more helpful

book. Let him have charity; he certainly acted the part of a
moderate and wise man in obeying his bishop without making a
hubbub. His attempt is but that of hundreds of other men in
orthodox churches who every winter introduce courses of lectures in
which they instruct their flocks in speculative philosophy, new
theories and scientific teachings. A friend recently remarked to the
writer: “The first idea of doubt that ever entered my mind was on
hearing one of a series of scientific lectures delivered from a
Christian pulpit. Pantheism was presented so invitingly that I went
home a pantheist.” If minds are speculative they should enter
another realm; the practical truth of the gospel is the work of the
pulpit.
Decidedly the most sensible opinion on matters in Sudan is that of
“Chinese” Gordon, who says: “That the people were justified in
rebelling, nobody who knows the treatment to which they were
subjected will attempt to deny. Their cries were absolutely unheeded
at Cairo. In despair they had recourse to the only method by which
they could make their wrongs known; and, on the same principle
that Absalom fired the corn of Joab, so they rallied round the Mahdi,
who exhorted them to revolt against the Turkish yoke. I am
convinced that it is an entire mistake to regard the Mahdi as in any
sense a religious leader; he personifies popular discontent. All the
Sudanese are potential Mahdis, just as all the Egyptians are potential
Arabis. The movement is not religious, but an outbreak of despair.
Three times over I warned the late Khedive that it would be
impossible to govern the Sudan on the old system after my
appointment to the governor-generalship.”
Charles Scribner’s Sons have decided to begin a new issue of The
Book Buyer. It was discontinued in 1877, but the demand for such a
concise, readable and reliable “Summary of American and Foreign
Literature” has led to republication. The Book Buyer is so cheap (fifty
cents per year) that every one can have it; it is so useful and
authoritative that no book-lover can afford to be without it.

Public opinion on the question of woman’s rights has so shaped
itself that we all feel inclined to smile at the speech of the Solicitor of
the Treasury against issuing the license as master of a steamboat on
the Mississippi, for which Mrs. Mary A. Miller, of Louisiana, applied.
Had it been on the ground of inability to fill the position no one
would have commented, but on the ground of its “shocking the
sensibilities of humanity,” the world laughs. The truth is, no one is
seriously shocked—except fossils. Whatever ideas, pro or con, the
public may hold on woman’s suffrage, it does recognize the right of
women to earn their living in any employment for which they are
fitted. The weight of public sentiment would say of Mrs. Miller: “If
she be competent to do the work, let her do it.”
Henry Hart, the designer of the beautiful C. L. S. C. pins
advertised in this number of The Chautauquan, has gone to Atlanta,
Ga. He reports a fine local circle in that city. Mr. Hart makes C. L. S.
C. a very generous offer in promising to devote one-tenth of the
proceeds of the “People’s College” badge to the Hall fund. It is to be
hoped that very many will take this opportunity of helping
themselves and the Hall.
The Manhattan for February contains a finely illustrated article on
“Caricature,” by our friend Prof. Frank Beard. We recommend it to
our readers as a most entertaining paper.

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