MODERN PHYSICISTS AND THE ORIGIN OF MAN. By George Dering
Wolff, ..

The hostility of modern physicists to Christianity, 126; Their method of investiga-
tion, 127; Uncertainty of scientific conclusions, 128; Prof. Tyndall on the supernat-
ural, 130; And on religion, 132; Professor Tyndall's theories, 133-135; His admissions,
136; Researches of Father Thebaud, 139: Two propositions explained and proved,
140; The primitive condition of man, 143; His primeval barbarism disproved, 144;
The dispersion of mankind, 146.

THE CATHOLIC CHURCH IN AMERICAN HISTORY. By John Gilmary

Shea,

Catholics the first explorers of America, 149; The Spaniards in Florida, 149; The
French in Canada, 150; The missionary journeys, 150; Catholics in Maryland, 150;
And in the other colonies, 151-153; France in the valley of the Ohio, 153; The
English conquer Canada, 153; American Catholics and the revolutionary struggle,
154; The Catholics in 1783, 155; Bishop Carroll, 156; A half century of progress, 157;
Anti-Catholic agitation, 158; State proselytism, 159; The education question, 159;
The Public School Society, 160; The Bible question, 161; The German emigration,
161; The Native American Party, 161; The Philadelphia riots of 1844, 162: Religious
orders in America, 163; Catholics in office, 163; Catholic authors, 164; The Indian
Missions, 165, 166; Catholics and the civil war, 167; Results of the war, 168; President
Grant and the proposed amendment, 168, 169; Present position and strength of the
Catholic Church in America, 170; Examples of virtue and sanctity, 172; The Church's
inherent vitality, 173; Her future in America, 173.

ACTUAL SITUATION OF THE CHURCH. By Rev. Aug. J. Thebaud, S.J.,

The mission of the Church, 194; A beautiful symbol, 194; The formation of Chris-
tendom, 195; The position of the Popes, 197; The idea of the Church, 198, 199; The
great teacher, 200; The judge of men and institutions, 202; The great tribunal, 204;
Feudalism and war, 206; The Church the avenger and consoler, 207; The Church
and the poor, 210; The principles of Wycliffe, 212-215; Their spread, 216-218; Ap-
plied in modern times, 219; Attack on the Papal States, 220; Napoleon III and
Victor Emmanual, 221-224; Garibaldi in Italy, 225; The canonization of Japanese
Martyrs, 225; The entry of the Italians into Rome, 227; The unity of Italy, 229;
Italy and the Pope, 230.

SHALL WE HAVE A UNIVERSITY? By Right Rev. T. A. Becker, D.D.,

The necessity of improving the higher education, 230; Position of Catholics in re-
gard to education, 231; Catholic Colleges, 233; Need of a Catholic University, 235;
Increase in the number of Catholics, 287; Their educational wants, 238; Advantages
of a University, 239; Dr. Newman's opinion, 241; Action of the Council of Balti-
more, 242; Feasibility of establishing a University, 244; Examples from the past,
245; It is a work of time, 246; Qualifications of the Professors, 247; and of the
students, 250; The difficulties not insuperable, 252.

THE INQUISITION. J. G. S.,.

The question of religious coercion, 254; The ancient belief, 255; The modern theory,
255; The Albigenses, 258; Foundation of the Inquisition, 259; The Inquisition and
the Jews, 261; Protestant intolerance, 262; The Spanish Inquisition, 263; Llorente's
account, 265; The Jews in Spain, 266; The Moors, 267; The terrible ravages of the
reformers, 268; The Inquisition checks them, 268; It becomes a state engine, 268;
And persecutes the Jesuits, 269; Method of the Inquisition, 270; Autos de Fe, 271;
The numbers who perished, 272; Severity of penal codes, 273; Protestant misrepre-
sentations, 275; Catholic writers, 276.

SECULAR EDUCATION IN ENGLAND AND THE UNITED STATES. By T

W. M. Marshall, LL.D.,

Teaching an essential function of the Church, 278; The project of secular education,
279; The secularist and the sectary, 280; Excellence of Catholic schools, 281; Protes-
tant testimony, 282-285; The attacks of modern science, 286, 287; Authority, the
defence of mental freedom, 288; The proposed divorce of religion and education,
289; Education no preventive of crime, 290; The so-called religious difference in
education, 291; State education in France, 292; In Germany, 293; The condition of
religion in Germany, 294-296; And of Russia, 296-298: The American common
schools, 298; Testimony as to their effects, 299; Dr. Edson, 300; M. Tremenheere, 301;
Mr. Mann, 302; Evils of secularism, 303, 304; Advantages of Catholic education,
305; President Grant's speech, 307; A question, 309; The Church and the world,
310; A beautiful vision, 311.

RAMBLES IN THE ROCKY MOUNTAINS. By General John Gibbon, U.S.A.,

The discoveries of Captains Lewis and Clarke, 312; The valley of the Yellowstone,
313; A journey up the valley, 314; The beauties of the valley, 316; The terraces
and the cap of liberty, 318; The hot springs, 319; Their wonders, 321; The frozen
cascade, 322; The "bee-hive," 325; Down the valley, 327; difficulties of western
travel, 328; Falls of Gardner's River, 330; A bridge on the Yellowstone, 331; A
magnificent view, 333; A mud volcano, 335.

PAGE

126

148

193

230

254

278

312

MIRACULOUS POWERS IN THE TRUE CHURCH. By Very Rev. James A.

Corcoran, D.D.,

Miracles and prayer, 337; The prayer test, 338; Mr. Buckley on miracles, 340; The Purpose of miracles, 341; Miracles under the old law, 342; Their object and purpose various, 344; The conversion of Europe, 346; Miracles wrought in its conversion, 347; Miracles may still be performed, 348; But the reformers wrought none, 350; Nor protestant missionaries, 351; Wesley on Miracles, 352.

The position of General Banks, 353; His statements on the elective principle, 354; Political principles in the Old Testament, 354; No democracy among the Jews, 355; Nor among their neighbors, 357; Assyrian government, 358; Government of Persia, 361; and of India and China, 362; The Grecian states, 363; Mr. Gladstone on Homer, 365; Character of the Greek Republics, 368; Researches into chronology, 370; General Banks on the Pope and King Pepin, 370; Parke Godwin and Gibbon on this case, 371; The facts of the case, 373; The Church and the equality of man, 374; The Church and governments, 375.

THE ITALIAN OCCUPATION OF THE CITY OF ROME.

Formby,

By Rev. Henry

The manner in which Christ identified himself with the world, 386; The consequences of this, 387; The position of the old Roman Empire in history, 388, 389; And of the city of Rome, 390; The occupation of the city of Rome by the Italians, 392; The apathy with which this is regarded, 393; And the reason for it, 396-399; The history of Rome as viewed by Protestants, 399-401; The Catholic significance of Roman history, 401; Babel as the centre of revolt, 401; Is destroyed, 401; Rome as the centre of faith and truth, 402; Our duty to rebuild the walls of Jerusalem, 403.

CATHOLIC INDIANS IN MICHIGAN AND WISCONSIN.

Edward Jacker,.

PAGE

337

353

385

By Very Rev.
. 404

The permanence of the Jesuit missions, 405; The Indians on Lake Huron in 1660, 407; The tribes and their numbers, 408-410; Dacotas, Ojibwas, and Ottawas, 410-412; The French missionaries, 413; Their travels and sufferings. 414; Fathers Menard and Bruga, 414, 415; Father Claude Alloez, 416; His journeys, 417-419; Father James Marquette, 419; Mission of La Pointe, 421; Father Druillettes. 423; Jesuits at Sault St. Marie, 425; Green Bay mission, 425; The Isle of Mackinaw, 427; Bishop Fenwick's visit, 432; Modern Algonquin mission, 435.

THE ORIGIN OF IDEAS. By Rev. Walter H. Hill, S.J.,

Theories on the origin of ideas, 436; Statement of the question, 438; The scholastic
method the most reasonable, 439; Illustrated by their theory of vision, 440-445; The
action of the intellect in apprehending, 445-447; An objection stated and answered,
447; The real difficulty of philosophical inquiries, 448; Theories to explain this, 448;
The scholastic theory, 449; Proofs that this theory is true, 451-453; The present
state of the question, 454.

436

RAMBLES IN THE ROCKY MOUNTAINS. By General John Gibbon, U. S. A., 455
En route for the falls, 455; its branches, 456; Mud geysers, 459; An eruption, 461;
Secondary shores, 462; A group of hot springs, 463; Their peculiarities, 465, 466;
Lake Madison, 467; Upper geyser basin, 468; The National Park, 471; A magnificent
spectacle, 473; Sketch of the discovery of the Yellowstone region, 474.

THE DIVINITY OF CHRIST. By Right Rev. P. N. Lynch, D.D.,

Christianity the greatest of facts, 475; Christ its central point, 476; The unity and unchangeableness of the Church, 477; Changes in modes of speech, 478; The teaching of the Apostles respecting Christ's divinity, 481; Their accounts of Him, 482; And of His death, 485; St. John's gospel, 486; The" Word of God," 487; Meaning of the phrase in literature and philosophy, 487-492; St. John's statements analyzed, 492-495; Passages in the Epistles explained, 495-500; The meaning of the word figure, 501; A survey of the whole argument, 503.

THE CHURCH AND THE INTELLECTUAL WORLD. By Rev. Aug. J. The baud, S.J.,

Modern intellectualism. 504; Terms offered to the Church, 505; The Church as an intellectual body, 506; The Augustan age, 508; The new ecclesiastical literature, 508; The school of Alexandria, 510; Origen, 511; The Greek fathers, 512; The Scriptures, 513; The Latin writers, 514; Syriac, 515; Armenia, 516; The Church as the creator and guide of nations, 517; Influence of the clergy, 518; The Church and the Christian people, 519; The formation of languages, 520; Universities founded, 522; Europe in the 18th century, 523; Effects of the Reformation, 524; Freemasonry, 526; The Church and education, 529; Education in France, 529-531; The modern conflict, 532; Resources of the Church, 535; A hopeful prospect, 537.

475

. 504

HOMERIC TROY: ITS SITE AND REMAINS. By Prof. F. A. Paley,

Discoveries of Dr. Schliemann, 539; The site of Troy, 539; Is Hissarlik the site of
Homer's Troy? 541; Difficulties of this theory, 543; Was Troy a real city? 546-548;
The curious balle of clay, 549; What they are, 550; Dr. Schliemann's conjectures,
551, 552; The rude art of Hissarlik, 553; Dr. Schliemann has proved nothing, 555;
Mr. Gladstone's opinion, 557; The historic character of the Iliad an open question,

559.

IN MEMORIAM: ORESTES A. BROWNSON. By The Editor,

THE CHURCH AND THE PEOPLE. By Rev. Aug. Thebaud, S.J.,.

The Church and the people, 577; Love of the people for the Church, 579; The causes
of the alienation of the working classes in France, 583; Evils of the medieval period.
584; Feudalism and want of comfort, 586; Slanders on the monks, 589; Nature of
civilization, 591; Principles of the middle ages on politics, 592; Its social principles,
594; Principles of liberalism as regards politics, 596; Socialistic theories, 600; At-
tacks upon the Church, 602; Axioms of the French atheists, 604; The Anti-Christ-
ian movement, 606; The Catholic position, 607; Misunderstanding of the real char-
acter of the French people, 609; The French people really religious, 610; The rea-
son why modern socialists endeavor to destroy, in the French working classes, belief
in the immortality of the soul, 611.

WHAT THE CHURCH AND THE POPES HAVE DONE FOR THE SCIENCE OF
GEOGRAPHY. By John Gilmary Shea, .

The mission of the Church, 612; Geography during the first ages, 613; The Church
encourages scriptural geography, 615; Geographical knowledge in Rome, 616; Mis-
sionaries increase geographical knowledge, 617; The crusades and their influence
in advancing the science of geography, 619; Geographical progress in the fifteenth
century, 621; Cosmography of Pope Pius II, 622; The voyages of Christopher Colum-
bus, 623; American explorers, 625; Globes and mural maps of the Popes, 627; Jesuits
and priests as cosmographers, 630; They explore América, 633; The amount of
information gathered, 634.

THE PAST AND THE PRESENT INDISSOLUBLY UNITED IN RELIGION.
By Rev. Henry Formby, .

The growth of the New World, 636; Aim of modern statesmanship, 637; Designs of
God in our day, 638; Past associations and present dangers, 642; Knowledge of God
presupposed in the preaching of the gospel, 644; Two props of the anti-Christian
cause-first, modern statesmen, 646; Then modern scientists, 648; Design of Father
Thebaud's work, 649; God's "treasure" and gift, 651; Antagonism of modern
science to religion, 652; Value of Father Thebaud's work to Christians in this con-
flict, 653; Reasons for the confusion of languages and the dispersion of mankind,
654; Collateral subjects still remain for discussion, 655.

A PLAN FOR THE PROPOSED CATHOLIC UNIVERSITY.

T. A. Becker, D.D.,

By Right Rev.

Deficiencies of schools and colleges, 656; Plan for the proposed building, 658; The
corporators, 659; The endowment, 661; The faculties and professors, 663; Deficien-
cies of so-called graduates, 665; Urgent plea for a change, 666; Suggestions as to the
professors, 667; The German system, 668; The completeness of the lecture system in
Germany, 668; Examination of professors, 669; When and how a professor should
be removed, 670; Examination of students-how it should be conducted, and what
it should comprise, 670-673; Discipline of the students, 674; How instruction should
be given, 674, 675; Other suggestions, 675, 676; Importance of the subject, 677–679.

THE NINE DAYS' QUEEN. S. M.,

Absence of the heroic in English royalty, 680; Lady Jane Grey, 681; Her talents
unknown to her contemporaries, 682; Her parents, 684; Charles Brandon, his char-
acter of Lady Jane Grey, 686; Her early days, 686; Her associates, 688; Terrible death
of Henry VIII, 691; Subsequent events, 692; Death of Catharine Parr, 694; Jane
Grey in Seymour's care, 697; Bucer, 697; Seymour's execution, 698; Latimer's char-
acter of Seymour, 698; Aylmer and Ascham, 699; Lady Jane's letters, 701; Her
marriage, 703; Her dislike of her husband's parents, and want of affection for him,
704; Death of Edward VI, 705; Lady Jane's reign, 706; Her death, 710.

WHO IS TO BLAME FOR THE LITTLE BIG HORN DISASTER?

By Very

Custer's defeat, 712; Our Indian policy, 713; The Dacotas, 714; Their first visitors,
716; Father Menard on Lake Superior, 718; The war of the Dacotas and the Hurons,
719; Father Allooez and the Dacotas, 724; Massacre of Dacota envoys, 728; Jesuit
efforts to open a mission, 730; First mission, 732; Linguistic appendix, 739.

HOW SHALL WE MEET THE SCIENTIFIC HERESIES OF THE DAY? By
X. C. S. P.,

Guizot's misrepresentations, 743; Balmes' refutation of them, 744; Variety of
method and harmony of belief, 745; History of European philosophy, 746; Necessity
for the cultivation of natural sciences, 748; Modern needs and the remedy, 750; The
strength of the religious position, 751; The scientific infidelity of the day, 752.

PAGE

. 539

560 577

. 612

635

655

680

712

741

Haven's Ancient and Modern Philosophy..... 378 Two Thousand Years After..................................................

Jesus Christ, Union with Our Lord................ 576 | Yoland of Groningen................

USED IN THE BEST SCHOOLS.

Brown's English Grammars

REVISED EDITIONS BY

HENRY KIDDLE, A.M.,
Superintendent of Schools of New York City.

Brown's First Lines of English Grammar, $0 45
Brown's Institutes of English Grammar,

1.00

The excellence of Brown's Grammars is very generally, admitted, and notwithstanding the multitude of School Grammars which have come in competition with them, they have steadily advanced in public favor. In perspicuous arrangement, accuracy of definition, fullness of illustration, and comprehensiveness of plan, they stand unrivalled, and are probably more extensively used throughout the United States than any other works on the subject.

Brown's Grammar of English Grammars,

The Grammar of English Grammars is an invaluable book of reference, and every scholar should have a copy in his library. No teacher

can afford to be without it.

"Brown's Grammar is unquestionably the Grammar of the English Language. In an experience of nearly thirty years in teaching, I have seen the fraternity annually encountering a flood of new Grammars, intended to submerge Brown.' But the stout old teacher refuses to be submerged; his solid masonry resists the flood-which latter is itself an incontestible proof that a better Grammar than Brown's has not yet been found."-BENJAMIN MASON, Yonkers Military Academy.

FRIENDS' ELEMENTARY AND HIGH SCHOOL, BALTIMORE, MD., 5th mo. 12, 1873.

I am still using Brown's Grammars in this institution, preferring them to others because they are at once comprehensive and methodical. Beginning with an explanation of what grammar is, and the parts into which it is divided, it takes up each part in detail, places the great principles of the language before the eye of the learner, and impresses them upon his mind by definitions and rules so perspicuous, so simple, yet so comprehensive, that he cannot fail to understand them

Definitions are illustrated by examples; rules are followed by practical exercises both in parsing and false syntax. Parsing commences with etymology, and thus the student not only learns what each part of speech is, but its relation to other words in the sentence. Going on by constant repetitions and easy gradations he becomes thoroughly acquainted with the whole subject.

Prosody is treated in a manner as thorough and methodical. The examples are so well chosen, the exercises for practice so numerous, that with the aid and direction of a competent teacher the student can gain so full a knowledge of versification, and the right use of figurative language, as almost to preclude the necessity for studying that branch of rhetoric. ELI M. LAMB, Principal.

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