MODERN PHYSICISTS AND THE ORIGIN OF MAN. By George Dering The hostility of modern physicists to Christianity, 126; Their method of investiga- THE CATHOLIC CHURCH IN AMERICAN HISTORY. By John Gilmary Shea, Catholics the first explorers of America, 149; The Spaniards in Florida, 149; The 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- 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- THE INQUISITION. J. G. S.,. The question of religious coercion, 254; The ancient belief, 255; The modern theory, 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, 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, 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. 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 436 RAMBLES IN THE ROCKY MOUNTAINS. By General John Gibbon, U. S. A., 455 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 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 WHAT THE CHURCH AND THE POPES HAVE DONE FOR THE SCIENCE OF The mission of the Church, 612; Geography during the first ages, 613; The Church THE PAST AND THE PRESENT INDISSOLUBLY UNITED IN RELIGION. The growth of the New World, 636; Aim of modern statesmanship, 637; Designs of 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 THE NINE DAYS' QUEEN. S. M., Absence of the heroic in English royalty, 680; Lady Jane Grey, 681; Her talents 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, HOW SHALL WE MEET THE SCIENTIFIC HERESIES OF THE DAY? By Guizot's misrepresentations, 743; Balmes' refutation of them, 744; Variety of PAGE . 539 560 577 . 612 635 655 680 712 741 Haven's Ancient and Modern Philosophy..... 378 Two Thousand Years After.................................................. 768 Jesus Christ, Union with Our Lord................ 576 | Yoland of Groningen................ 880 (vii) USED IN THE BEST SCHOOLS. Brown's English Grammars REVISED EDITIONS BY HENRY KIDDLE, A.M., Brown's First Lines of English Grammar, $0 45 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. ADDRESS Very Favorable Terms for Introduction. WILLIAM WOOD AND CO., 27 Great Jones St., New York. |