Executive Function in Education Second Edition

From Theory to Practice Lynn Meltzer pdf

download

https://ebookname.com/product/executive-function-in-education-
second-edition-from-theory-to-practice-lynn-meltzer/

Get Instant Ebook Downloads – Browse at https://ebookname.com

Instant digital products (PDF, ePub, MOBI) available
Download now and explore formats that suit you...

Executive Function in Education From Theory to Practice

1st Edition Lynn Meltzer

https://ebookname.com/product/executive-function-in-education-
from-theory-to-practice-1st-edition-lynn-meltzer/

Promoting Executive Function in the Classroom 1st

Edition Lynn Meltzer

https://ebookname.com/product/promoting-executive-function-in-
the-classroom-1st-edition-lynn-meltzer/

Assessment and Intervention for Executive Function

Difficulties School based Practice in Action Series
George Mccloskey

https://ebookname.com/product/assessment-and-intervention-for-
executive-function-difficulties-school-based-practice-in-action-
series-george-mccloskey/

Lives of the Circus Animals A Novel 1st Edition Bram

https://ebookname.com/product/lives-of-the-circus-animals-a-
novel-1st-edition-bram/
Innovation and Growth From R D Strategies of Innovating
Firms to Economy wide Technological Change 1st Edition
M. Andersson Et Al. (Eds.)

https://ebookname.com/product/innovation-and-growth-from-r-d-
strategies-of-innovating-firms-to-economy-wide-technological-
change-1st-edition-m-andersson-et-al-eds/

A Yogacara Buddhist Theory of Metaphor 1st Edition Roy

Tzohar

https://ebookname.com/product/a-yogacara-buddhist-theory-of-
metaphor-1st-edition-roy-tzohar/

Angel Roleplaying Game 1st Edition C. J. Carella

https://ebookname.com/product/angel-roleplaying-game-1st-edition-
c-j-carella/

Cambridge Active Grammar Level 3 with Answers 1st

Edition Mark Lloyd

https://ebookname.com/product/cambridge-active-grammar-
level-3-with-answers-1st-edition-mark-lloyd/

Witchcraft in Early Modern England 2nd Edition Jim

Sharpe

https://ebookname.com/product/witchcraft-in-early-modern-
england-2nd-edition-jim-sharpe/
An Anthropology of the Subject Holographic Worldview in
New Guinea and Its Meaning and Significance for the
World of Anthropology 1st Edition Roy Wagner

https://ebookname.com/product/an-anthropology-of-the-subject-
holographic-worldview-in-new-guinea-and-its-meaning-and-
significance-for-the-world-of-anthropology-1st-edition-roy-
wagner/
 ebook
THE GUILFORD PRESS
EXECUTIVE FUNCTION IN EDUCATION
 Also Available
The Power of Peers in the Classroom:
Enhancing Learning and Social Skills
Edited by Karen R. Harris and Lynn Meltzer

Promoting Executive Function in the Classroom

Lynn Meltzer
 Executive
Function in
Education
From Theory to Practice

SECOND EDITION

Lynn Meltzer
Editor

Julie Dunstan-Brewer
Editorial Assistant

The Guilford Press

New York London
Copyright © 2018 The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
www.guilford.com

All rights reserved

No part of this book may be reproduced, translated, stored in

a retrieval system, or transmitted, in any form or by any means,
electronic, mechanical, photocopying, microfilming, recording,
or otherwise, without written permission from the publisher.

Printed in the United States of America

This book is printed on acid-free paper.

Last digit is print number: 9 8 7 6 5 4 3 2 1

Library of Congress Cataloging-in-Publication Data

Names: Meltzer, Lynn, editor.
Title: Executive function in education : from theory to practice / edited by
Lynn Meltzer.
Description: Second Edition. | New York : The Guilford Press, [2018] |
Includes bibliographical references and index.
Identifiers: LCCN 2017051129| ISBN 9781462534531 (paperback : acid-free
paper) | ISBN 9781462534555 (hardcover : acid-free paper)
Subjects: LCSH: Educational psychology. | Executive ability in children. |
Learning disabled children—Education.
Classification: LCC LB1057 .E94 2018 | DDC 371.94—dc23
LC record available at https://lccn.loc.gov/2017051129
 To Pete, for always being there
to climb the next mountain with me

To Danny, Colin, and Lynnji, for helping to

recognize which mountains are worth climbing

To my mother, Thelma, for helping me

to realize that all mountains
can be climbed when the time is right
 About the Editor

Lynn Meltzer, PhD, is President and Director of the Institutes for Learn-
ing and Development (ResearchILD and ILD) in Lexington, Massachu-
setts. She is also an Associate in Education at the Harvard Graduate
School of Education and a Fellow and past president of the International
Academy for Research in Learning Disabilities. For 29 years, she was
Adjunct Associate Professor in the Department of Child Development
at Tufts University. Dr. Meltzer is founder and chair of the International
Learning Differences Conference, which was established in 1984 and
is held at the Harvard Graduate School of Education. Her 40 years of
neuropsychological evaluations and clinical consultations with children,
adolescents, and adults have emphasized the theory-to-practice cycle of
knowledge. She has been an invited speaker at numerous national and
international conferences, including that of the International Associa-
tion for Cognitive Education in Southern Africa. She is also the recipi-
ent of numerous awards, including the Outstanding Researcher Award
from the Council for Learning Disabilities. Among Dr. Meltzer’s exten-
sive publications and presentations are the books Promoting Executive
Function in the Classroom and The Power of Peers in the Classroom
(coedited with Karen R. Harris). Together with her ResearchILD col-
leagues, she developed SMARTS Online, an evidence-based executive
function and peer mentoring/coaching curriculum for middle and high
school students (www.smarts-ef.org).

vii
 Contributors

Jane Holmes Bernstein, PhD, Department of Psychiatry, Boston Children’s

Hospital, and Harvard Medical School, Boston, Massachusetts
Laurie E. Cutting, PhD, Peabody College of Education and Human
Development, Vanderbilt University, Nashville, Tennessee
Samantha G. Daley, EdD, Warner School of Education and Human
Development, University of Rochester, Rochester, New York
Martha Bridge Denckla, MD, Developmental Cognitive Neurology,
Kennedy Krieger Institute, Baltimore, Maryland
Julie Dunstan-Brewer, PhD, reFLEXions, The Reading Clinic,
Pembroke, Bermuda
Howard Gardner, PhD, Graduate School of Education, Harvard University,
Cambridge, Massachusetts
Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State
University, Phoenix, Arizona
Karen R. Harris, EdD, Mary Lou Fulton Teachers College, Arizona State
University, Phoenix, Arizona
Neena M. Hudson, MS, Peabody College of Education and Human
Development, Vanderbilt University, Nashville, Tennessee
Tami Katzir, PhD, Edmond J. Safra Brain Research Center for the Study
of Learning Disabilities, University of Haifa, Haifa, Israel
Jennifer E. Kong, PhD, School of Education, University of New Mexico,
Albuquerque, New Mexico
Kalyani Krishnan, MA, Department of Applied Psychology, Northeastern
University, Boston, Massachusetts
E. Mark Mahone, PhD, Department of Neuropsychology, Kennedy Krieger
Institute, Baltimore, Maryland

ix
x  Contributors

Vered Markovich, MA, Edmond J. Safra Brain Research Center for the Study
of Learning Disabilities, University of Haifa, Haifa, Israel
Linda H. Mason, PhD, Division of Special Education and Disability
Research, Graduate School of Education, George Mason University,
Fairfax, Virginia
Debra McKeown, PhD, Department of Educational Psychology and Special
Education, Georgia State University, Atlanta, Georgia
Lynn Meltzer, PhD, Institutes for Learning and Development (ILD and
ResearchILD), Lexington, Massachusetts
Meghan Miller, PhD, Department of Psychiatry and Behavioral Sciences and
the MIND Institute, University of California, Davis, Davis, California
Seana Moran, EdD, Hiatt School of Psychology, Clark University,
Worcester, Massachusetts
Natalie Olinghouse, PhD, Center for Behavioral Research and Education,
University of Connecticut, Storrs, Connecticut
Sally Ozonoff, PhD, Department of Psychiatry and Behavioral Sciences and
the MIND Institute, University of California, Davis, Davis, California
Bethany N. Roditi, PhD (retired), Institute for Learning and Development
(ILD), Lexington, Massachusetts
David H. Rose, EdD (retired), CAST, Wakefield, Massachusetts
Jonathan D. Scheff, MEd, MS, School of Medicine, Vanderbilt University,
Nashville, Tennessee
Patricia L. Schetter, PhD, MIND Institute, University of California, Davis,
Davis, California
Andrei Semenov, MA, Institute of Child Development, University of
Minnesota, Minneapolis, Minnesota
Michal Shany, PhD, Edmond J. Safra Brain Research Center for the Study of
Learning Disabilities, University of Haifa, Haifa, Israel
Judith A. Stein, PhD, Institute for Learning and Development (ILD),
Lexington, Massachusetts
Joan Steinberg, MEd, Institute for Learning and Development (ILD),
Lexington, Massachusetts
H. Lee Swanson, PhD, Department of Educational Psychology, Graduate
School of Education, University of California, Riverside,
Riverside, California
Mary Tarsha, MEd, Department of Psychology and Human Development,
Peabody College of Education and Human Development, Vanderbilt
University, Nashville, Tennessee
Einat Tesler, MA, Edmond J. Safra Brain Research Center for the Study of
Learning Disabilities, University of Haifa, Haifa, Israel
 Contributors  xi

Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s

Hospital, and Harvard Medical School, Boston, Massachusetts
Philip David Zelazo, PhD, Institute of Child Development, University of
Minnesota, Minneapolis, Minnesota
 Preface

Education should inspire students to turn their full

intelligence on a problem, to think creatively, originally,
and constructively instead of defensively, and to carry these
new ways of thinking into new situations.
                          —Holt (1964, p. 27)

P lanning a vacation, shopping for a week’s groceries at the

supermarket, playing on a soccer team, and completing a school project
are all tasks that depend on executive function (EF) processes such as
goal setting, planning, organizing, prioritizing, memorizing, initiating,
shifting, and self-monitoring. These EF processes are also essential for
performance in schools and workplaces, which now require individuals
to take greater responsibility for their own learning and to organize and
synthesize an enormous and increasingly complex body of information
that is available online.
Less than a decade after the first edition of this book was pub-
lished, the pace, pressure, and expectations in classrooms have increased
exponentially across the grades. Even elementary school students are
now expected to complete lengthy reading and writing assignments as
well as online research for long-term projects, all tasks that rely heav-
ily on EF processes. Students are also expected to become proficient at
note taking, studying on their own, and test taking, tasks that require
the simultaneous organization and synthesis of many different processes
and skills. Academic success is thus dependent on students’ ability to
plan their time, organize and prioritize materials and information, dif-
ferentiate main ideas from details, shift approaches flexibly, monitor
their own progress, and reflect on their work. Nevertheless, EF processes

xiii
xiv  Preface

are still not taught systematically in schools and are not a focus of the
curriculum, which primarily emphasizes competency and proficiency in
the three Rs. Furthermore, classroom instruction generally focuses on
the content, or what of learning, rather than the process, or how of
learning, and does not foster metacognitive awareness so that students
do not develop an understanding of how they think and how they learn.
As a result, a large gap separates the skills and strategies taught in school
from the EF processes needed for success in school and in the workplace.
Over the past 10 years, there have been significant advances in
research studies focused on EF processes in terms of both theory and
practice. This second edition reflects these changes and includes five
entirely new chapters: EF processes in the preschool years (Chapter
4); EF processes and reading difficulties in the context of recent func-
tional magnetic resonance imaging (fMRI) research findings (Chapter
8); working memory and reading (Chapter 9); self-regulation and read-
ing comprehension (Chapter 10); and creating strategic classrooms and
schools where EF strategies are embedded in the curriculum (Chapter
11). As with the first edition, a major goal of this completely updated vol-
ume is to continue to bridge the gap between theory, research, and edu-
cational practice and to improve our methods of identifying and teach-
ing students with EF difficulties. The 14 chapters span a broad range of
perspectives and include recent research in the neurosciences as well as
developmental, cognitive, and educational psychology. Experts in the
field discuss a range of theoretical and conceptual approaches to under-
standing EF processes as well as techniques for treatment and remedia-
tion. Authors also focus on the challenges and opportunities that edu-
cational professionals face as they assess EF weaknesses in an era of
brain-based approaches to diagnosis and standards-based education.
In Part I, the first four chapters provide different conceptualizations
of EF processes in the context of the authors’ theoretical roots in neurol-
ogy, cognitive psychology, developmental psychology, and education. In
Part II, authors address recent research findings on EF processes and the
implications for the assessment and treatment of students with learn-
ing and attention differences, nonverbal learning disabilities, and autism
spectrum disorder. In Part III, authors focus on EF processes in the con-
tent areas. The first three chapters address recent research in working
memory and other EF processes and their implications for interventions
in reading decoding and reading comprehension. The four chapters that
follow address interventions across the content areas, particularly writ-
ing and math. Specifically, these chapters focus on the importance of
creating classroom-based and school-based approaches to teaching EF
processes across the content areas that include strategies for organizing,
prioritizing, memorizing, thinking flexibly, and self-monitoring in the
 Preface  xv

context of academic tasks. The final chapter discusses the importance of

universal design in education.
In summary, this book provides a theoretical and research frame-
work for addressing a number of cutting-edge issues, including the fol-
lowing questions, which continue to dominate research and practice:

• How do EF difficulties affect the performance of students with

learning difficulties, attention deficit disorders, and autism spec-
trum disorders?
• How can our improved understanding of EF processes help us to
optimize our diagnostic and teaching approaches?
• How can refinements in fMRI techniques and other neurosycho-
logical approaches help to improve our understanding of the role
of EF processes in learning?
• How can our current understanding of EF processes help us to
refine our approaches to teaching goal setting, organization, cog-
nitive flexibility, working memory, and self-monitoring?
• How do we address EF weaknesses and preserve students’ moti-
vation, persistence, and resilience with the current emphasis on
higher standards and the Common Core curriculum?

Our hope is that this volume will help teachers to understand the
importance of teaching strategies for lifelong learning so that students
can perform at the level of their potential and gain an enduring educa-
tion that defies the observation, attributed to Albert Einstein, that “edu-
cation is what remains after one has forgotten everything one learned in
school.”

REFERENCE

Holt, J. (1964). How children fail. New York: Pitman.

 Contents

I. THEORETICAL AND CONCEPTUAL FRAMEWORKS 1

1 Executive Function: Binding Together 5

the Definitions of Attention-Deficit/Hyperactivity
Disorder and Learning Disabilities
Martha Bridge Denckla and E. Mark Mahone

2 Hill, Skill, and Will: Executive Function 25

from a Multiple-Intelligences Perspective
Seana Moran and Howard Gardner

3 Executive Capacities from a Developmental Perspective 57

Jane Holmes Bernstein and Deborah P. Waber

4 The Development of Hot and Cool Executive Function: 82

A Foundation for Learning in the Preschool Years
Andrei D. Semenov and Philip David Zelazo

II. EXECUTIVE FUNCTION IN DIFFERENT DIAGNOSTIC GROUPS: 105

CHALLENGES OF IDENTIFICATION AND TREATMENT

5 Learning Differences and Executive Function: 109

Understandings and Misunderstandings
Lynn Meltzer, Julie Dunstan-Brewer,
and Kalyani Krishnan
xvii
xviii  Contents

6 Nonverbal Learning Disabilities and Executive Function: 142

The Challenges of Effective Assessment and Teaching
Judith A. Stein and Kalyani Krishnan

7 Executive Function in Autism Spectrum Disorder: 168

From Research to Practice
Meghan Miller, Patricia L. Schetter,
and Sally Ozonoff

III. EXECUTIVE FUNCTION PROCESSES IN READING 197

AND OTHER CONTENT AREAS

8 Executive Function and Reading Difficulties: A Tale 201

of Complexity in Diagnosis and Treatment
Jonathan D. Scheff, Neena M. Hudson,
Mary Tarsha, and Laurie E. Cutting

9 Working Memory and Reading: Is There Evidence 218

for an Executive Processing Deficit?
H. Lee Swanson and Jennifer E. Kong

10 Self-Regulation and Reading Comprehension: 240

Self-Perceptions, Self-Evaluations, and Effective
Strategies for Intervention
Tami Katzir, Vered Markovich, Einat Tesler,
and Michal Shany

11 Creating Strategic Classrooms and Schools: 263

Embedding Executive Function Strategies
in the Curriculum
Lynn Meltzer

12 The Strategic Math Classroom: How Executive 300

Function Impacts Math Learning
Joan Steinberg and Bethany N. Roditi
 Contents  xix

13 Self-Regulated Strategy Development in Writing: 326

A Classroom Example of Developing Executive
Function Processes and Future Directions
Karen R. Harris, Steve Graham, Linda H. Mason,
Debra McKeown, and Natalie Olinghouse

14 Optimizing Executive Function in the Digital World: 357

Advances in Universal Design for Learning
Samantha G. Daley and David H. Rose

Index 381
 PART I

THEORETICAL AND
CONCEPTUAL FRAMEWORKS

Executive functions perhaps make possible many of the

goals we live for and permit ways to identify and achieve
those goals. However, to know where one is going, it is
necessary to know where you have been and where you are.
                           —E slinger , 1996

O ur understanding of executive function (EF) and its impor-

tance for education has increased significantly over the past two decades.
Nevertheless, there is still little consensus about the definition of EF as
is evident from the 33 different definitions that are quoted by Goldstein
and Naglieri in their recent Handbook of Executive Functioning (2014).
A broad range of theories and models compete to explain the devel-
opment of EF processes. However, there is agreement that EF is “an
all-encompassing construct or an umbrella term for the complex cogni-
tive processes that underlie flexible, goal-directed behavior” (Anderson,
2002). In this regard, Goldstein and Naglieri (2014) have conceptualized
EF as a single phenomenon that encompasses the efficiency and effec-
tiveness with which individuals acquire knowledge and problem-solve
across different areas including:

• Attention and emotional regulation

• Initiation and inhibition
• Goal setting
• Planning and organization
• Flexibility
1
2   Theoretical and Conceptual Frameworks

• Working memory
• Self-regulatory processes such as self-monitoring

In this first section of the book, authors provide somewhat different

conceptualizations of EF processes, based on their theoretical roots in
neurology, cognitive psychology, developmental psychology, or neuro-
psychology. The different chapters provide a microcosm of this field that
is still attempting to develop a unitary definition of EF processes and to
compare the approaches being used by neuroscientists with techniques
that are now being used by clinicians and educators. In the first chapter,
Mahone and Denckla provide a compelling and coherent overview of
these issues and propose an approach that more closely connects the
medical and educational perspectives. They also focus on the important
role of EF as the bridge between attention deficit disorders and learn-
ing differences and emphasize the fact that the impact of EF deficits on
students’ performance changes over time, with entry into middle school
being a critical time-point.
In Chapter 2, Moran and Gardner discuss EF processes using a
developmental framework in the context of Gardner’s theory of multiple
intelligences. They emphasize the connections between EF processes and
intrapersonal intelligence. They also conceptualize EF as the integration
of three important parameters: hill (the goal or what the person is aim-
ing to reach), skill (the know-how to accomplish a task), and will (the
volition, effort, and motivation a person invests to reach the goal and
climb the hill).
The importance of a developmental perspective is emphasized by
Holmes Bernstein and Waber in Chapter 3. They discuss theoretical and
evolutionary themes and contrast adult versus developmental models of
EF and extrinsic versus intrinsic developmental processes. In Chapter 4,
an important new addition to this book, Semenov and Zelazo discuss
the implications of experimental research for promoting the develop-
ment of EF during the preschool period. They also discuss the processes
that affect motivationally and emotionally important situations (“hot
EF”) and the top-down processes that govern situations that are emo-
tionally neutral (“cool EF”).
Although this first section of the book focuses primarily on
theoretical explanations of EF, the issues addressed here have impor-
tant implications for clinical and educational practice. In particular, a
developmental perspective requires an understanding of changes across
the age span as the academic curriculum advances and increases in com-
plexity. Students need to be taught to set goals, organize, prioritize, and
self-regulate, beginning in the early elementary grades, and these EF
processes should be explicitly connected to the academic curriculum.
 Theoretical and Conceptual Frameworks   3

REFERENCES

Anderson, P. (2002). Assessment and development of executive function (EF)

during childhood. Child Neuropsychology, 8(2), 71–82.
Goldstein, S., & Naglieri, J. (Eds.). (2014). Handbook of executive functioning.
New York: Springer.
 Another Random Document on
Scribd Without Any Related Topics
 Alan. Not tell anyone, Mrs. Travers! But what's the use of a secret if
one doesn't tell it to everyone?

Viola. Oh!

Alan. I was only joking, dear Mrs. Travers. At three, then.... Sh-sh!
(He picks up her fan with the air of a conspirator.) If I think of
anything else, I'll write a little note, and put it under the clock on
that mantelpiece. Shall I?

Viola. What fun! But would it be safe?

Alan. Would you rather we corresponded in the Times about it, Mrs.
Travers?

Viola. You're making fun of the whole thing.

[She pouts, &c. He shows by her Line of Fate that all will be well.

Mrs. Averidge (to herself). Well of all the dull houses I ever stayed
at!... Piquet in the drawing-room, chants in the billiard-room,
palmistry with Infant Phenomenons on the Terrace!... It's quite true,
too, what that affected little Vane girl said—the colour is trying.... I'll
never come here again!

[Retires to her room in disgust.

"Heckling."—At a meeting of the supporters of Mr. Murray, Master of Elibank,

the Liberal candidate for West Edinburgh, the following "heckle" took place:—

"Mr. Guy. Seeing you approve of Home Rule all round, what is the smallest number
of Parliaments the United Kingdom would require? (Laughter and a Voice: 'Send it
back to Parliament Square.')

The Master of Elibank. I think that is a question which can be settled by an ordinary
addition sum. (Cheers and laughter.)"

Which shows that the Master is a real Master of Arts as well as of Elibank,
and, as regards platform difficulties, good at getting out. But whether he is
equally good at "getting in" the future must decide. A slippery customer,
evidently, is Mr. Murray, and his title ought to be "the Master of Eely-bank!"
 A real "Man of the Times."—Mr. Punch congratulates Dr. W. H.
Russell, endeared to his friends and companions-in-arms as
"Billy Russell," on his becoming Sir William Howard Russell,
Knight of the Pen. Prosit!

Scotch Junketing.—A "Curd Fair" has been held, as usual, at

Kilmarnock, and the number of excursionists who left the town, both
by road and rail, is said to have been very large. Well, of course a
Curd Fair naturally leads to a number of whey-farers!

ANIMAL SPIRITS ON DERBY DAY.

(With Apologies to W. Frith.)]

AFTER THE PLAY.

Junior Playgoer. Why is it called The Prude's Progress. I didn't
see any Prude, did you?

Elderly Playgoer. No; and no Progress. Slow. Cyril Maude and

Fanny Brough quite the life and soul of the piece.

Jun. P. High premium wanted to insure its life, eh? Righton good
all round man?
 Eld. P. Very much all round. Playfair's part recalled Wyndham
jotting down mems. on shirt-cuff.

Jun. P. Yes; somehow it all reminded me of various pieces I've

seen.

Eld. P. Quite so. Remember old pantomime song?—

"A little piece here, and a little piece there,

Here a piece, and there a piece,
And everywhere a piece."

Jun. P. And it might finish with author—no (refers to

programme)—authors, Jerome and Philpott, singing—

"We are two merry, merry men,

Nobody precisely can find us out."

Eld. P. Exactly. Good night old boy. Better luck next time.

[Exeunt severally.

THAT TELEGRAM.
(Some Yildiz Comments on a Recent Editorial Exploit.)

Mashallah! Am I, the Full Moon That Blazeth in Heaven Like Anything, to be

bested by a Penny Journalist, a Feringhee Writer of the Thing that is Not, a
Gazetteer who is Ac-cust? Shall I, the Padishah Whose Piano-playing Edifieth
the Distant Constellations, submit to be out-manœuvred in my own particular
line by an Unbelieving Dog, a Giaour of Giaours? What though he be Lord of
Lo Ben and of a Hundred Press-carts, he shall learn that a Concocter of Copy
is no match for The Unspeakable One! Inshallah!... What ho! Summon the
Grand Vizier, and let the Chief Bowstringer be in attendance! Bring in the
medicated coffee for one, and rahat lakoum for two!...

What saith the dog of a dragoman? The Infidel Frank refuseth the mark of My
very distinguished Favour, the Medjidieh of the Fourth Class? Will not that stop
his accursed inquisitiveness? Or doth he wish for an Osmanieh, set in
brilliants? Ingleez though he be, he must have his price!... No? He will not
take an Osmanieh, not even of the First Class!!

Ah, perhaps he will give, if he will not take? Times are hard, and there is that
Russian indemnity. Nay, it need but take the form of an Irredeemable Loan, or
a Mortgage on the flourishing revenues of Our most prosperous province of
Arabia Felix. We sorely need a new ironclad or two, for Our boilers are rusting
badly, and Our keels are rotting beyond repair at their anchorage in the
Bosphorus....

What!? The alien unbeliever neither giveth nor taketh? And doth not care one
"snuff" (whatever that may mean) whether his telegram to Europe in general,
and the P-ll M-ll G-z-tte in particular, goeth or not? Verily, he knoweth not the
rules of Oriental diplomacy. But though the telegram shall not go, if we know
it, the Sublime Porte shall yet give the quill-driving outcast a lesson in shilly-
shally and hanky-panky. He shall know that the Commander of the Faithful is
not to be called an impotent Potentate (with a big P) in vain. We will sit up all
night, pretending to re-draft his telegram, and really enjoying his
discomfiture! "Impotent Potentate," indeed! Let the chief telegraph-clerk be
beheaded on the spot!...

"Wheel and Woe."—"A Word of Warning" to women bicyclists

appeared in the St. James's Gazette last Friday, by "A Medical
Man." Quite right. This Round of Wheel is overdone. Instead of
"Wheel," the Medico cries "Woa!"

THE LOSS OF RICHMOND HILL.

Air—"The Lass of Richmond Hill."

From Richmond Hill there is a view

As fair as Tempe's morn;
Its charms are such that sure by few
Their loss were calmly borne.
This view so sweet, no "Jerry" street
Must intercept or kill;
We all decline thus to resign,
The view from Richmond Hill!
How happy would that builder be
Who'd call that plot his own!
His heart is fixed on lease and fee,
Ours on the view alone.
This view so sweet must rest complete,
For not with our good will
For villas fine will we resign
That view from Richmond Hill!

FELINE AMENITIES.

"Are you going to the Browns' Dance?"

"No. I haven't been asked."
"Oh—I suppose it's quite a Young People's Dance, you
know!"
 ESSENCE OF PARLIAMENT.
Extracted from the Diary of Toby, M.P.

House of Commons, Monday, May 20.—James Galloway Weir is a sore man the
night. Ross and Cromarty hide their diminished head—or should it be heads?
—before the illuminated mountain tops of Inverness-shire. The MacGregor has
done him at last, done him hopelessly. Since the present Parliament met, he
and The MacGregor have run pretty evenly, neck and neck in race to show
what Scotland can do in this way when it concentrates its mighty mind on the
effort. In former times Ireland had monopoly of the Crank as he was returned
to Parliament. Scotch Members preserved traditional reputation of their
country as the home of dour-headed businesslike men. Weir standing alone
would have sufficed to tear this fable to tatters. The MacGregor unaided would
have confounded the tradition. The combination of talent was irresistible,
overpowering in its force of conviction.

Between these eminent men there has been, from the first, a feeling of
generous rivalry. The MacGregor, as befitted the riper genius, has been more
successful in concealing it. Whenever he has put a question about the
Crofters, Weir has managed to drop in with supplementary inquiry. His name
appearing in the report, watchful Scotia would take note that The MacGregor
was not the only one of her sons who, in a foreign land, cared for her
interests. The MacGregor, on the contrary, not less loftily because without
apparent design, ignored Weir. There is reason to believe he did not regard
with fullest measure of appreciation his intellectual capacity, his business
aptitude, or his parliamentary manner.

"A puir creature!" he said, one night, staring straight up at the gaslit roof.
There was no one up there at the moment, and as this happened to be the
night when Weir had eleven questions on the paper, by way of showing his
want of confidence in the Government, and was approaching the ninth with
ever deepening chest notes, there is too much reason to fear that at that
moment the Member for Inverness-shire was not unconscious of the existence
of the Member for Ross and Cromarty.

James Galloway's boot-issuing and blood-curdling tones; his tragic reiteration of

the phrase, "Is the right hon. gentleman a Weir?" The solemn sweep of his
arm as he places the reluctant pince-nez on his disputatious nose; his stare of
haughty surprise when Lowlanders opposite titter at his inquiry about the lost
handle of the parish pump in outraged Pitlochrie; his habit of turning up at
unexpected places on either side of the House below the Gangway—these
things are unique in their way. In the aggregate they would, save for The
MacGregor, have placed him on an unapproachable pinnacle. After to-night he
will reign alone. The other King of the Bedlam Brentford has abdicated. But
evermore there will rest over James Galloway the chill shadow of the mighty
triumph with which his rival closed his public career.

Nothing in the parliamentary life of The MacGregor became him so well as its
quittance. The artful way in which he led the Squire of Malwood up to
confession of intent with respect to the Crofters Bill; the Squire's humble plea
to wait till Thursday; the MacGregor's stern response, "That is not good
enough for me;" then his swinging march down the Gangway (almost you
could hear the pibroch playing); his halt before the Mace; his stately bow to
the Speaker; the march resumed; the fresh halt at the Bar; another sweeping
obeisance (again fancy feigned the faint sound of the distant pibroch), and
the MacGregor was o'er the border, and awa'.

"A puir daft body," said James Galloway Weir, his musing sight, by strange
coincidence, also fixed on the ceiling.

Business done.—The MacGregor shakes the dust of the House of Commons

from off his feet. In disordered state of things that followed, paralysed
Government escaped defeat in Committee on Welsh Disestablishment Bill by
narrow majority of nine.

Tuesday.—Surely never was such a place in the world as House of Commons

for bifurcations. Within memory of man there was a time when, of two sides
of the political highway, Liberals trod one, Conservatives paced the other. Now
House is broken up into half a dozen parties, each with its infinitude of
sections. Most depressing and disappointing development of this tendency
appears to-night. The Eldest-Son Party is just bereft of one of its most active
members by Wolmer's accession to Earldom. General George Curzon, whose
forces, on full muster, counted two, is now reduced, on Queen's Birthdays and
other State occasions, to reviewing St. John Brodrick, seul. Force of habit still
strong, and, when speaking to-night, he made House acquainted with the
views on constitutional question which "I and my friends hold."
 The MacGregor retires to his Cave.

Mr. W-r. "Mon, if I hadna thocht he was

jokin', I wad ha' gone mysel',—to be even wi'
'im!"

It may be singular, but so is the number of the friends. Cranborne, in one of

his fiery speeches, made it clear just now that the Eldest Sons are divided on
the question which General George Curzon, Quartermaster-General St. John
Brodrick, and the late Army (now gone to another place) made their own. This
defection from within not made up by sustentation from without. Joseph,
having got a little mixed between what he said on Coleridge peerage case,
and the exact reverse put forward by him with equal confidence on the
Selborne case, judiciously absented himself to-night. Courtney also absent.
Prince Arthur sat ominously silent on Front Bench, whilst Dick Webster backed
up Squire of Malwood in denouncing position assumed by General George and
Quartermaster-General St. John. As for the Army, multitudinously alluded to as
"the Hon. William Waldegrave Palmer, commonly called Viscount Wolmer, now
Earl of Selborne," it was withdrawn, interned as garrisons are at particular
crises of civic life. House gladly ordered issue of new writ for West Edinburgh.
Constitution remains unreformed, and William Waldegrave—to quote with slight
variation from the appropriate source of tombstone literature—

Called hence by early doom,

Lives but to show how sweet an Earl
In House of Lords may bloom.

Business done.—Clause III. added to Welsh Disestablishment Bill.

Thursday.—The Bashful Bartley, temporarily overcoming a constitutional

weakness that is the despair of his friends, and has proved a serious block in
the way of his public advancement, put himself forward just now. Is disturbed
by dalliance of Lord Brassey, sometime ago appointed Governor of Victoria.
Bartley has conviction that if, in good time coming, his party should
acknowledge faithful service by appointing him to Governorship, he would
lose no time in entering upon his new sphere of usefulness. That course Lord
Brassey might be expected to follow. "Instead of which, he goes about the
country—stealing ducks," Bartley, impelled by swing of the quotation, was
about to add. Pulling himself up in time, he added, "making party political
speeches in favour of candidates at elections."

Sydney Buxton, in his most Severe-Young-Man-manner, informed the not quite

Blameless Bartley that Brassey not yet set out to undertake Governorship of
Victoria because he is not yet Governor. Hopetoun's term does not expire till
September, and unless it were desired to run the risk of a sort of colonial Box
and Cox scene, it would be well he should await the due date of his
succession.

Bartley blushed, said nothing—at least, not aloud. To himself muttered, "They
may say what they like; but, after all, bashfulness is the best policy."

The Tiresome Tomlinson so affected by this repulse of an esteemed friend and

neighbour that when, later in sitting, Bartley, forgetting his pious resolve,
moved amendment to Budget Bill exempting a wife's revenues from income-
tax, T. T., rushing out to support him in division lobby, lost the way. When he
arrived at lobby door, found it locked. Rattled at handle; kicked panel. For only
reply came whisper through keyhole, in voice he recognised as Tommy Bowles':
"Too late. Go away, you foolish virgin."
"Bad enough," said T. T., "to lose chance of voting against the Government.
But why Tommy Bowles should call me a foolish virgin, I don't know. Do I look
like one?"

Business done.—Scotch Grand Committee set up. Opposition straightway go

and gather sticks wherewith to knock it down.

Friday.—Came across little group in lobby just now steeped in brackish waters
of tribulation. Only three of them, but they seemed to have all the trouble of
the world divided amongst them.

"What's the matter?" I asked. "Been listening to two hours' debate on Budget
Bill in Committee?"

"Worse than that," said Hart Dyke. "Haven't you heard? Carmarthen, riding out
on his bicycle, came by sudden turn on steam-roller. Bicycle shied; pitched
Dolly off."

"Poor Dolly!" said John Penn, mopping his eye with a J pen-wiper. "He fell on
his head."

Hart Dyke and Mark Lockwood (together)—"Oh, then he's not hurt." Sudden
brightening of faces as load of apprehension removed from mind; walked off
quite cheerfully.

Gracious, kind-hearted comrades! So pleasant, amid turmoil of political

warfare, to come upon idyllic scene like this, and learn how sweet a thing is
friendship.

Business done.—Budget Bill through Committee.

 "Not for Jo-achim!"

["The Chancellor of the Exchequer said that the right

hon. member for St. George's had referred to the fact
that this was leap year, and they all knew that in leap
year proposals could be made that would be
considered rather extraordinary in ordinary times.
(Laughter.) To accept the right hon. gentleman's
proposal would not be consistent with his duty."—
Times.]

Transcriber's Note:

Sundry missing or damaged puctuation has been repaired.

This book contains dialect, some deliberately fractured English words, and the
occasional French word. All have been retained; it's Punch!
*** END OF THE PROJECT GUTENBERG EBOOK PUNCH, OR THE
LONDON CHARIVARI, VOL. 108, JUNE 1, 1895 ***

Updated editions will replace the previous one—the old editions

will be renamed.

Creating the works from print editions not protected by U.S.

copyright law means that no one owns a United States
copyright in these works, so the Foundation (and you!) can copy
and distribute it in the United States without permission and
without paying copyright royalties. Special rules, set forth in the
General Terms of Use part of this license, apply to copying and
distributing Project Gutenberg™ electronic works to protect the
PROJECT GUTENBERG™ concept and trademark. Project
Gutenberg is a registered trademark, and may not be used if
you charge for an eBook, except by following the terms of the
trademark license, including paying royalties for use of the
Project Gutenberg trademark. If you do not charge anything for
copies of this eBook, complying with the trademark license is
very easy. You may use this eBook for nearly any purpose such
as creation of derivative works, reports, performances and
research. Project Gutenberg eBooks may be modified and
printed and given away—you may do practically ANYTHING in
the United States with eBooks not protected by U.S. copyright
law. Redistribution is subject to the trademark license, especially
commercial redistribution.

START: FULL LICENSE

THE FULL PROJECT GUTENBERG LICENSE
 PLEASE READ THIS BEFORE YOU DISTRIBUTE OR USE THIS WORK

To protect the Project Gutenberg™ mission of promoting the

free distribution of electronic works, by using or distributing this
work (or any other work associated in any way with the phrase
“Project Gutenberg”), you agree to comply with all the terms of
the Full Project Gutenberg™ License available with this file or
online at www.gutenberg.org/license.

Section 1. General Terms of Use and

Redistributing Project Gutenberg™
electronic works
1.A. By reading or using any part of this Project Gutenberg™
electronic work, you indicate that you have read, understand,
agree to and accept all the terms of this license and intellectual
property (trademark/copyright) agreement. If you do not agree
to abide by all the terms of this agreement, you must cease
using and return or destroy all copies of Project Gutenberg™
electronic works in your possession. If you paid a fee for
obtaining a copy of or access to a Project Gutenberg™
electronic work and you do not agree to be bound by the terms
of this agreement, you may obtain a refund from the person or
entity to whom you paid the fee as set forth in paragraph 1.E.8.

1.B. “Project Gutenberg” is a registered trademark. It may only

be used on or associated in any way with an electronic work by
people who agree to be bound by the terms of this agreement.
There are a few things that you can do with most Project
Gutenberg™ electronic works even without complying with the
full terms of this agreement. See paragraph 1.C below. There
are a lot of things you can do with Project Gutenberg™
electronic works if you follow the terms of this agreement and
help preserve free future access to Project Gutenberg™
electronic works. See paragraph 1.E below.
1.C. The Project Gutenberg Literary Archive Foundation (“the
Foundation” or PGLAF), owns a compilation copyright in the
collection of Project Gutenberg™ electronic works. Nearly all the
individual works in the collection are in the public domain in the
United States. If an individual work is unprotected by copyright
law in the United States and you are located in the United
States, we do not claim a right to prevent you from copying,
distributing, performing, displaying or creating derivative works
based on the work as long as all references to Project
Gutenberg are removed. Of course, we hope that you will
support the Project Gutenberg™ mission of promoting free
access to electronic works by freely sharing Project Gutenberg™
works in compliance with the terms of this agreement for
keeping the Project Gutenberg™ name associated with the
work. You can easily comply with the terms of this agreement
by keeping this work in the same format with its attached full
Project Gutenberg™ License when you share it without charge
with others.

1.D. The copyright laws of the place where you are located also
govern what you can do with this work. Copyright laws in most
countries are in a constant state of change. If you are outside
the United States, check the laws of your country in addition to
the terms of this agreement before downloading, copying,
displaying, performing, distributing or creating derivative works
based on this work or any other Project Gutenberg™ work. The
Foundation makes no representations concerning the copyright
status of any work in any country other than the United States.

1.E. Unless you have removed all references to Project

Gutenberg:

1.E.1. The following sentence, with active links to, or other

immediate access to, the full Project Gutenberg™ License must
appear prominently whenever any copy of a Project
Gutenberg™ work (any work on which the phrase “Project
Gutenberg” appears, or with which the phrase “Project
Gutenberg” is associated) is accessed, displayed, performed,
viewed, copied or distributed:

This eBook is for the use of anyone anywhere in the

United States and most other parts of the world at no
cost and with almost no restrictions whatsoever. You may
copy it, give it away or re-use it under the terms of the
Project Gutenberg License included with this eBook or
online at www.gutenberg.org. If you are not located in
the United States, you will have to check the laws of the
country where you are located before using this eBook.

1.E.2. If an individual Project Gutenberg™ electronic work is

derived from texts not protected by U.S. copyright law (does not
contain a notice indicating that it is posted with permission of
the copyright holder), the work can be copied and distributed to
anyone in the United States without paying any fees or charges.
If you are redistributing or providing access to a work with the
phrase “Project Gutenberg” associated with or appearing on the
work, you must comply either with the requirements of
paragraphs 1.E.1 through 1.E.7 or obtain permission for the use
of the work and the Project Gutenberg™ trademark as set forth
in paragraphs 1.E.8 or 1.E.9.

1.E.3. If an individual Project Gutenberg™ electronic work is

posted with the permission of the copyright holder, your use and
distribution must comply with both paragraphs 1.E.1 through
1.E.7 and any additional terms imposed by the copyright holder.
Additional terms will be linked to the Project Gutenberg™
License for all works posted with the permission of the copyright
holder found at the beginning of this work.

1.E.4. Do not unlink or detach or remove the full Project

Gutenberg™ License terms from this work, or any files
 containing a part of this work or any other work associated with
Project Gutenberg™.

1.E.5. Do not copy, display, perform, distribute or redistribute

this electronic work, or any part of this electronic work, without
prominently displaying the sentence set forth in paragraph 1.E.1
with active links or immediate access to the full terms of the
Project Gutenberg™ License.

1.E.6. You may convert to and distribute this work in any binary,
compressed, marked up, nonproprietary or proprietary form,
including any word processing or hypertext form. However, if
you provide access to or distribute copies of a Project
Gutenberg™ work in a format other than “Plain Vanilla ASCII” or
other format used in the official version posted on the official
Project Gutenberg™ website (www.gutenberg.org), you must,
at no additional cost, fee or expense to the user, provide a copy,
a means of exporting a copy, or a means of obtaining a copy
upon request, of the work in its original “Plain Vanilla ASCII” or
other form. Any alternate format must include the full Project
Gutenberg™ License as specified in paragraph 1.E.1.

1.E.7. Do not charge a fee for access to, viewing, displaying,

performing, copying or distributing any Project Gutenberg™
works unless you comply with paragraph 1.E.8 or 1.E.9.

1.E.8. You may charge a reasonable fee for copies of or

providing access to or distributing Project Gutenberg™
electronic works provided that:

• You pay a royalty fee of 20% of the gross profits you derive
from the use of Project Gutenberg™ works calculated using the
method you already use to calculate your applicable taxes. The
fee is owed to the owner of the Project Gutenberg™ trademark,
but he has agreed to donate royalties under this paragraph to
the Project Gutenberg Literary Archive Foundation. Royalty
 payments must be paid within 60 days following each date on
which you prepare (or are legally required to prepare) your
periodic tax returns. Royalty payments should be clearly marked
as such and sent to the Project Gutenberg Literary Archive
Foundation at the address specified in Section 4, “Information
about donations to the Project Gutenberg Literary Archive
Foundation.”

• You provide a full refund of any money paid by a user who

notifies you in writing (or by e-mail) within 30 days of receipt
that s/he does not agree to the terms of the full Project
Gutenberg™ License. You must require such a user to return or
destroy all copies of the works possessed in a physical medium
and discontinue all use of and all access to other copies of
Project Gutenberg™ works.

• You provide, in accordance with paragraph 1.F.3, a full refund of

any money paid for a work or a replacement copy, if a defect in
the electronic work is discovered and reported to you within 90
days of receipt of the work.

• You comply with all other terms of this agreement for free
distribution of Project Gutenberg™ works.

1.E.9. If you wish to charge a fee or distribute a Project

Gutenberg™ electronic work or group of works on different
terms than are set forth in this agreement, you must obtain
permission in writing from the Project Gutenberg Literary
Archive Foundation, the manager of the Project Gutenberg™
trademark. Contact the Foundation as set forth in Section 3
below.

1.F.

1.F.1. Project Gutenberg volunteers and employees expend

considerable effort to identify, do copyright research on,
transcribe and proofread works not protected by U.S. copyright
law in creating the Project Gutenberg™ collection. Despite these
efforts, Project Gutenberg™ electronic works, and the medium
on which they may be stored, may contain “Defects,” such as,
but not limited to, incomplete, inaccurate or corrupt data,
transcription errors, a copyright or other intellectual property
infringement, a defective or damaged disk or other medium, a
computer virus, or computer codes that damage or cannot be
read by your equipment.

1.F.2. LIMITED WARRANTY, DISCLAIMER OF DAMAGES - Except

for the “Right of Replacement or Refund” described in
paragraph 1.F.3, the Project Gutenberg Literary Archive
Foundation, the owner of the Project Gutenberg™ trademark,
and any other party distributing a Project Gutenberg™ electronic
work under this agreement, disclaim all liability to you for
damages, costs and expenses, including legal fees. YOU AGREE
THAT YOU HAVE NO REMEDIES FOR NEGLIGENCE, STRICT
LIABILITY, BREACH OF WARRANTY OR BREACH OF CONTRACT
EXCEPT THOSE PROVIDED IN PARAGRAPH 1.F.3. YOU AGREE
THAT THE FOUNDATION, THE TRADEMARK OWNER, AND ANY
DISTRIBUTOR UNDER THIS AGREEMENT WILL NOT BE LIABLE
TO YOU FOR ACTUAL, DIRECT, INDIRECT, CONSEQUENTIAL,
PUNITIVE OR INCIDENTAL DAMAGES EVEN IF YOU GIVE
NOTICE OF THE POSSIBILITY OF SUCH DAMAGE.

1.F.3. LIMITED RIGHT OF REPLACEMENT OR REFUND - If you

discover a defect in this electronic work within 90 days of
receiving it, you can receive a refund of the money (if any) you
paid for it by sending a written explanation to the person you
received the work from. If you received the work on a physical
medium, you must return the medium with your written
explanation. The person or entity that provided you with the
defective work may elect to provide a replacement copy in lieu
of a refund. If you received the work electronically, the person
or entity providing it to you may choose to give you a second
opportunity to receive the work electronically in lieu of a refund.
If the second copy is also defective, you may demand a refund
in writing without further opportunities to fix the problem.

1.F.4. Except for the limited right of replacement or refund set

forth in paragraph 1.F.3, this work is provided to you ‘AS-IS’,
WITH NO OTHER WARRANTIES OF ANY KIND, EXPRESS OR
IMPLIED, INCLUDING BUT NOT LIMITED TO WARRANTIES OF
MERCHANTABILITY OR FITNESS FOR ANY PURPOSE.

1.F.5. Some states do not allow disclaimers of certain implied

warranties or the exclusion or limitation of certain types of
damages. If any disclaimer or limitation set forth in this
agreement violates the law of the state applicable to this
agreement, the agreement shall be interpreted to make the
maximum disclaimer or limitation permitted by the applicable
state law. The invalidity or unenforceability of any provision of
this agreement shall not void the remaining provisions.

1.F.6. INDEMNITY - You agree to indemnify and hold the

Foundation, the trademark owner, any agent or employee of the
Foundation, anyone providing copies of Project Gutenberg™
electronic works in accordance with this agreement, and any
volunteers associated with the production, promotion and
distribution of Project Gutenberg™ electronic works, harmless
from all liability, costs and expenses, including legal fees, that
arise directly or indirectly from any of the following which you
do or cause to occur: (a) distribution of this or any Project
Gutenberg™ work, (b) alteration, modification, or additions or
deletions to any Project Gutenberg™ work, and (c) any Defect
you cause.

Section 2. Information about the Mission

of Project Gutenberg™
Project Gutenberg™ is synonymous with the free distribution of
electronic works in formats readable by the widest variety of
computers including obsolete, old, middle-aged and new
computers. It exists because of the efforts of hundreds of
volunteers and donations from people in all walks of life.

Volunteers and financial support to provide volunteers with the

assistance they need are critical to reaching Project
Gutenberg™’s goals and ensuring that the Project Gutenberg™
collection will remain freely available for generations to come. In
2001, the Project Gutenberg Literary Archive Foundation was
created to provide a secure and permanent future for Project
Gutenberg™ and future generations. To learn more about the
Project Gutenberg Literary Archive Foundation and how your
efforts and donations can help, see Sections 3 and 4 and the
Foundation information page at www.gutenberg.org.

Section 3. Information about the Project

Gutenberg Literary Archive Foundation
The Project Gutenberg Literary Archive Foundation is a non-
profit 501(c)(3) educational corporation organized under the
laws of the state of Mississippi and granted tax exempt status
by the Internal Revenue Service. The Foundation’s EIN or
federal tax identification number is 64-6221541. Contributions
to the Project Gutenberg Literary Archive Foundation are tax
deductible to the full extent permitted by U.S. federal laws and
your state’s laws.

The Foundation’s business office is located at 809 North 1500

West, Salt Lake City, UT 84116, (801) 596-1887. Email contact
links and up to date contact information can be found at the
Foundation’s website and official page at
www.gutenberg.org/contact
 Section 4. Information about Donations to
the Project Gutenberg Literary Archive
Foundation
Project Gutenberg™ depends upon and cannot survive without
widespread public support and donations to carry out its mission
of increasing the number of public domain and licensed works
that can be freely distributed in machine-readable form
accessible by the widest array of equipment including outdated
equipment. Many small donations ($1 to $5,000) are particularly
important to maintaining tax exempt status with the IRS.

The Foundation is committed to complying with the laws

regulating charities and charitable donations in all 50 states of
the United States. Compliance requirements are not uniform
and it takes a considerable effort, much paperwork and many
fees to meet and keep up with these requirements. We do not
solicit donations in locations where we have not received written
confirmation of compliance. To SEND DONATIONS or determine
the status of compliance for any particular state visit
www.gutenberg.org/donate.

While we cannot and do not solicit contributions from states

where we have not met the solicitation requirements, we know
of no prohibition against accepting unsolicited donations from
donors in such states who approach us with offers to donate.

International donations are gratefully accepted, but we cannot

make any statements concerning tax treatment of donations
received from outside the United States. U.S. laws alone swamp
our small staff.

Please check the Project Gutenberg web pages for current

donation methods and addresses. Donations are accepted in a
number of other ways including checks, online payments and
credit card donations. To donate, please visit:
www.gutenberg.org/donate.

Section 5. General Information About

Project Gutenberg™ electronic works
Professor Michael S. Hart was the originator of the Project
Gutenberg™ concept of a library of electronic works that could
be freely shared with anyone. For forty years, he produced and
distributed Project Gutenberg™ eBooks with only a loose
network of volunteer support.

Project Gutenberg™ eBooks are often created from several

printed editions, all of which are confirmed as not protected by
copyright in the U.S. unless a copyright notice is included. Thus,
we do not necessarily keep eBooks in compliance with any
particular paper edition.

Most people start at our website which has the main PG search
facility: www.gutenberg.org.

This website includes information about Project Gutenberg™,

including how to make donations to the Project Gutenberg
Literary Archive Foundation, how to help produce our new
eBooks, and how to subscribe to our email newsletter to hear
about new eBooks.
back
back
back
back
back
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebookname.com