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This article is from BMC Medical Education , volume 14 . Abstract Background: Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, however, has reduced creativity and problem-solving skills training in the curriculum. The virtual microscope (VM) system has been shown to be an effective and efficient educational strategy. The present study aims to describe a VM system for undergraduates and to evaluate the effects of promoting active learning and problem-solving skills. Methods: Two hundred and twenty-nine second-year undergraduate students in the Third Military Medical University were divided into two groups. The VM group contained 115 students and was taught using the VM system. The light microscope (LM) group consisted of 114 students and was taught using the LM system. Post-teaching performances were assessed by multiple-choice questions, short essay questions, case analysis questions and the identification of structure of tissue. Students’ teaching preferences and satisfaction were assessed using questionnaires. Results: Test scores in the VM group showed a significant improvement compared with those in the LM group (p   0.05); however, there were notable differences in the mean score rate of case analysis questions and identification of structure of tissue (p 

This article is from BMC Medical Education , volume 14 . Abstract Background: Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, however, has reduced creativity and problem-solving skills training in the curriculum. The virtual microscope (VM) system has been shown to be an effective and efficient educational strategy. The present study aims to describe a VM system for undergraduates and to evaluate the effects of promoting active learning and problem-solving skills. Methods: Two hundred and twenty-nine second-year undergraduate students in the Third Military Medical University were divided into two groups. The VM group contained 115 students and was taught using the VM system. The light microscope (LM) group consisted of 114 students and was taught using the LM system. Post-teaching performances were assessed by multiple-choice questions, short essay questions, case analysis questions and the identification of structure of tissue. Students’ teaching preferences and satisfaction were assessed using questionnaires. Results: Test scores in the VM group showed a significant improvement compared with those in the LM group (p   0.05); however, there were notable differences in the mean score rate of case analysis questions and identification of structure of tissue (p 

The large number of published articles in physics journals under the title "Comments on ..." and "Reply to ..." is indicative that the conceptual understanding of physical phenomena is very elusive and hard to grasp even to experts, but it has not stopped the development of Physics. In fact, from the history of the development of Physics one quickly becomes aware that, regardless of the state of conceptual understanding, without quantitative reasoning Physics would have not reached the state of development it has today. Correspondingly, quantitative reasoning and problem solving skills are a desirable outcomes from the process of teaching and learning of physics. Thus, supported by results from published research, we will show evidence that a well structured problem solving strategy taught as a dynamical process offers a feasible way for students to learn physics quantitatively and conceptually, while helping them to reach the state of an Adaptive Expert highly skillful on innovation and efficiency, a desired outcome from the perspective of a Preparation for Future Learning approach of the process of teaching and learning Physics effectively.

There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected to this is the way industry articulates the importance of STEM related-skills that extend beyond traditional STEM occupations. University admissions policies also have a strong influence on student choices in the senior secondary years. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. The national strategy is focused on action that lifts foundational skills in STEM learning areas, develops mathematical, scientific and technological literacy, and promotes the development of the 21st century skills of problem solving, critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling. This document outlines two goals (ensure all students finish school with strong foundational knowledge in STEM and related skills; and ensure that students are inspired to take on more challenging STEM subjects), five areas for national action, and guiding principles for schools to support STEM education. [Cover title varies: "National STEM School Education Strategy, 2016-2026."]

There are many factors that affect student engagement in science, technology, engineering and mathematics (STEM). Underlying this are the views of the broader community--and parents in particular--about the relevance of STEM, and the approach to the teaching and learning of STEM from the early years and continuing throughout schooling. Connected to this is the way industry articulates the importance of STEM related-skills that extend beyond traditional STEM occupations. University admissions policies also have a strong influence on student choices in the senior secondary years. The purpose of the strategy is to build on a range of reforms and activities already underway. It aims to better coordinate and target this effort and sharpen the focus on the key areas where collaborative action will deliver improvements to STEM education. The national strategy is focused on action that lifts foundational skills in STEM learning areas, develops mathematical, scientific and technological literacy, and promotes the development of the 21st century skills of problem solving, critical analysis and creative thinking. It recognises the importance of a focus on STEM in the early years and maintaining this focus throughout schooling. This document outlines two goals (ensure all students finish school with strong foundational knowledge in STEM and related skills; and ensure that students are inspired to take on more challenging STEM subjects), five areas for national action, and guiding principles for schools to support STEM education. [Cover title varies: "National STEM School Education Strategy, 2016-2026."]

This study sought to explore what sort of relationships exist between students' number sense and their problem solving ability, and the contribution of the teacher's teaching style and the students' learning style towards students' performance in these two respective areas. The problem solving ability and number sense proficiency of three classes of Year 7 students, from three metropolitan primary schools, were compared to their learning style, and their mathematics teacher's teaching style. Sixty-eight students, comprised of twenty-six males and forty-two females, and their three Year 7 teachers, identified as "effective teachers of mathematics", were involved in this study. A mixed methods design was employed through which a combination of the ethnographic approach, the case study, framework approach and grounded theory was applied, to investigate the relationships between students' number sense and problem solving abilities, and the teaching and learning style compatibility which promote such abilities. Hence, the method followed was both quantitative by scoring of test results and quantification of qualitative data and qualitative through observations and tape-recorded interviews. Results indicate that although these three teachers tended to use different teaching approaches, their focus was more on getting students to understand the rationale behind any concept and process under discussion; they taught to the ability of the students first, and in so doing they considered individual learning preferences, although the former was given a lot more prominence than the latter. Although all three teachers expressed a strong preference for receiving information through the verbal learning modality, they taught largely through the visual mode and employed the verbal mode mainly for discussions, with very little teacher exposition. This could be one reason why a large majority of students showed a preference for receiving information through the visual learning modality. This interpretation was supported by the results obtained from the Number Sense (NS) and Problem Solving (PS) tests. Many of the students with lower number sense seemed to identify and solve an imaginary problem different to the one proposed. On the other hand the ability to solve both NSIP and DNSP seemed to increase with level of proficiency in number sense. Both the pre-tests and post-tests results revealed that there is significant correlation between students' number sense and problem solving ability. Performance gain analysis indicated that most students' number sense and problem solving performance improved, and the teaching style of the teacher could be one of the main factors responsible for such an improvement. Teachers should find ways and means of combining both contemporary and traditional teaching theories and methods so as to enhance the quality of their students' learning experiences. Preparation of lessons should not only shift from a focus on content but also pay equal attention to catering for individual learning ability, which is closely tied to learning style. Teachers need to find ways and means of identifying the number sense proficiency level, problem solving ability and also learning preference of their students in order to be able to mathematically empower the latter. Appended are: (1) Letters and Consent Forms; (2) Year 7 Number Sense Tests; (3) Year 7 Problem Solving Test; (4) Student and Teacher Learning Style Inventories; (5) Teaching Style Inventory; (6) Formal Teacher Interviews; (7) Student Interviews; and (8) Sample Worksheets. (Contains 63 tables and 33 figures.) [Ph.D. Dissertation, Edith Cowan University.]

This article focuses on how technology educators can challenge students to "think" about technical problems. A key aspect of success in quality problem solving is understanding learning preferences and problem-solving approaches. The Learning Style Inventory (LSI) can be used to assess an individual's ideal way to learn, in essence, a person's learning preference (Kolb, 1984). It also can be beneficial to understand how students approach problems. The Kirton Adaption-Innovation Inventory (KAI) can be used to measure an individual's problem-solving approach (Kirton, 1999). The purpose of this study was to determine the most effective way to teach university-level technology students to solve problems, according to their learning preferences and problem-solving approaches. The results of the study indicated that a majority of the technology students had a combination of learning preferences. The next highest percent and frequency of the students' learning preferences was accommodating. In addition, the students in this study were both adaptive and innovative in their problem-solving approaches. One way to effectively teach problem solving to university-level technology students is to form teams of students whose members have differing learning preferences and approaches. Moreover, educators can provide learning activities that address the phases of the learning cycle and the ways in which students like to approach problems. (Contains 2 figures and 6 tables.)

Case-based learning formats, in which relevant case information is provided just in time, require teachers to combine their scaffolding role with an information-providing one. The objective of this study is to establish how this combination of roles affects teacher behavior and that, in turn, mediates students' reasoning and problem solving. Data on actual behaviors, intentions, effects and appreciation were collected using observations of case discussions, interviews, and a questionnaire in a mixed method, concurrent nested design. Cross-case analysis of the observed discussions revealed two patterns of combining the provision of information with scaffolding. Although students commonly responded to scaffolding interventions as intended, the results from the observations and the questionnaire showed that a pattern with a high level of concurrent scaffolding and provision of information should be avoided. (Contains 4 tables and 1 figure.)

This article is from BMC Medical Education , volume 14 . Abstract Background: Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. Methods: A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. Results: We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. Conclusions: The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.

This article is from BMC Medical Education , volume 14 . Abstract Background: Healthcare worldwide needs translation of basic ideas from engineering into the clinic. Consequently, there is increasing demand for graduates equipped with the knowledge and skills to apply interdisciplinary medicine/engineering approaches to the development of novel solutions for healthcare. The literature provides little guidance regarding barriers to, and facilitators of, effective interdisciplinary learning for engineering and medical students in a team-based project context. Methods: A quantitative survey was distributed to engineering and medical students and staff in two universities, one in Ireland and one in Belgium, to chart knowledge and practice in interdisciplinary learning and teaching, and of the teaching of innovation. Results: We report important differences for staff and students between the disciplines regarding attitudes towards, and perceptions of, the relevance of interdisciplinary learning opportunities, and the role of creativity and innovation. There was agreement across groups concerning preferred learning, instructional styles, and module content. Medical students showed greater resistance to the use of structured creativity tools and interdisciplinary teams. Conclusions: The results of this international survey will help to define the optimal learning conditions under which undergraduate engineering and medicine students can learn to consider the diverse factors which determine the success or failure of a healthcare engineering solution.

In Spring 1996, the author sought and received funding for a multimedia interactive laboratory classroom that would serve English as a Second Language (ESL) students at Kean College (New Jersey) from their beginning level course work through their advanced studies in composition and research. Reasons for seeking funding were many, the most compelling being the nature of teaching and learning in the college's ESL program and the literature on computer-assisted learning. An overview of the project, from its conception to implementation, is provided. Special emphasis is placed on the facility itself as it has transformed the teaching and learning experiences of those using it. Comments about teaching and learning highlight activity and engagement, active learning, the roles of teachers and students, broadening the scope of knowledge, and assessment. The discussion includes descriptions of special class activities, software, and use of e-mail and the Internet for instruction. Information presented is applicable across content areas and skill levels. (Author/MES)

It is necessary that the process of learning needs to generate meaning by linking academic content with the context of learner’s daily life. Contextual Teaching-Learning may help to break down the barriers between the different learning environments and thus create a context more conducive to learning. Critical Thinking and Problem Solving are considered to be the basic skills for younger generation. So the study has been carried out to find out the Influence of Contextual Teaching-Learning Process on Critical Thinking and Problem Solving among the students of class VIII by employing the qualitative data collection and analysis method. The qualitative data was collected in the form of classroom observations, students’ anecdotes, students’ self reports (student maintained reflective diaries), portfolios, and focus group discussion. Here, the investigator has used triangulation for comparing the data collected through classroom observations, portfolios, anecdotes, focus group discussion, reflective diaries, and critical thinking and problem solving test. Triangulation in this study is used to enhance the reliability of the data collected critical thinking and problem solving from a variety of resources.

Unfortunately, much of the research devoted to Logo and problem solving has not supported the claim that Logo provides an environment in which children will develop problem solving skills, but the literature suggests that direct instruction and mediated Logo programming practice can result in the acquisition and transfer of certain problem solving abilities. The research reported in this paper was designed to test such an hypothesis by differentiating between interventions combining direct instruction and mediated practice and discovery learning approaches, and with assessing the importance of programming within that model. Subjects were 100 students in the fourth through the sixth grades who had all had at least one year (30 hours) of prior experience programming in Logo. All subjects were pretested on their ability to solve problems requiring the use of each of the five problem solving strategies under investigation, and randomly assigned by grade to one of three treatment conditions--a Logo graphics condition, a cut-paper manipulative condition, or a discovery learning, Logo projects condition. Results reveal that the model can indeed support the acquisition and transfer of four problem solving strategies--subgoals formation, forward chaining, systematic trial and error, and analogy--whereas neither discovery learning in a Logo environment nor direct instruction with concrete manipulatives practice can accomplish that. Indications are that the model can support the teaching and learning of alternative representation strategies as well. The findings support claims for the efficacy of Logo as a medium conducive to the teaching and learning of problem solving, and argue for the use of knowledge-based instructional design and computing environments in the creation of problem solving interventions. (33 references) (Author/BBM)

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers' abilities in implementing CTL, and to improve students' problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process. A bibliography is included.

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in differential equations course, to improve lecturers' abilities in implementing CTL, and to improve students' problem solving ability in differential equations. The study was conducted in the fifth semester of 2015/2016 academic year with 34 students of mathematics education Universitas Muhammadiyah Surakarta as participants. The CTL model was applied by lesson study approach which involved three stages namely plan, do, and see in each cycle. This research was conducted in four cycles. The study results found that discovery-based CTL could be applied in differential equations course. The lecturer abilities to design discovery-based contextual learning plan, to present real-world problem in learning process, to design learning strategy and assessment instruments of problem solving improved significantly. Problem solving ability of students also improved during teaching and learning process. A bibliography is included.

This conceptual paper discusses two frameworks, developed independently by the lead author, that will provide the conceptual foundation for the identification and evaluation of mental computation strategies students demonstrate during an upcoming research project entitled Mental Computation in Year 5. These frameworks will be used by the lead author during an intervention to investigate the application of mental computation strategies in problem solving tasks involving duration of time. It is an intended outcome of the project that the two frameworks will be useful for teachers and students in upper primary school to provide feedback regarding the teaching and learning of mental computation.

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. The articles in this volume are concerned with the instruction in problem solving of mentally retarded pupils in the auxiliary schools of the Soviet Union. Both articles in this volume describe research in problem solving and also provide concrete suggestions for improving instruction. The literature reviews contained in these articles provide us with much information on the state of research in the Soviet Union on problem solving in mathematics. (Author/MK)

This paper describes the design and initial data analysis of an ongoing study to determine the important elements, as perceived by faculty, of the learning and teaching of problem solving in the context of an introductory calculus-based physics course. To elicit instructors' beliefs that inform their instructional choices, an interview around three concrete situations was designed: (1) instructors' solutions; (2) students' solutions; and (3) actual practice. This paper discusses the preliminary results of a comparison of two instructors who are known to differ primarily in their approaches to the teaching of problem solving. There is evidence to suggest that the main difference between these two instructors is not in their vision of the expert problem solving process, but in the presence and treatment of competing models of learning and instruction. (Author/KHR)

A problem-solving scaffold approach to synthesis was developed and implemented in two intervention sections of Chemistry 2211K (Organic Chemistry I) at Georgia Gwinnett College (GGC). A third section of Chemistry 2211K at GGC served as the control group for the experiment. Synthesis problems for chapter quizzes and the final examination were designed and administered to all sections participating in the experiment. Student solutions were graded according to a rubric designed to determine student use of the scaffold when solving synthesis problems. Analyses of the quiz results and the synthesis component of the final examination were conducted and intervention section students who employed the Synthesis Scaffold Approach were found to have higher mean scores on related graded events as compared to students who were not exposed to the Synthesis Scaffold Approach.

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. This volume differs from the others in the series in that the entire volume records the search for a method of problem-solving instruction based on the analytic-synthetic nature of the problem-solving process. In this work, Kalmykova traces the history of the use of the analytic and synthetic methods in her country, explores elementary classroom situations involving teachers who had various degrees of success in problem-solving instruction, makes hypotheses regarding the use of certain techniques, and concludes with suggestions for "productive" methods to be used in the classroom. (Author/MK)

Over the past 20 years, library media professionals have worked to move from teaching isolated library skills to teaching integrated information skills. Effective integration of information skills has two requirements: (1) the skills must directly relate to the content area curriculum and to classroom assignments; and (2) the skills themselves need to be tied together in a logical and systematic information process model. Schools seeking to move from isolated computer skills instruction also need to focus on these requirements. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both computer skills, general information skills, and content-area curriculum outcomes. The "Big Six Skills Approach to Information Problem Solving" is an information literacy curriculum, an information problem-solving process, and a set of skills which provide a strategy for effectively and efficiently meeting information needs. This model is transferable to school, personal, and work applications, as well as all content areas and the full range of grade levels. The Big Six Skills include: (1) task definition; (2) information seeking strategies; (3) location and access; (4) use of information; (5) synthesis; and (6) evaluation. An addendum is included which presents skills and knowledge related to technology that are not part of the computer and information technology curriculum. Contains 24 references. (Author/AEF)

Over the past 20 years, library media professionals have worked to move from teaching isolated library skills to teaching integrated information skills. Effective integration of information skills has two requirements: (1) the skills must directly relate to the content area curriculum and to classroom assignments; and (2) the skills themselves need to be tied together in a logical and systematic information process model. Schools seeking to move from isolated computer skills instruction also need to focus on these requirements. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both computer skills, general information skills, and content-area curriculum outcomes. The "Big Six Skills Approach to Information Problem Solving" is an information literacy curriculum, an information problem-solving process, and a set of skills which provide a strategy for effectively and efficiently meeting information needs. This model is transferable to school, personal, and work applications, as well as all content areas and the full range of grade levels. The Big Six Skills include: (1) task definition; (2) information seeking strategies; (3) location and access; (4) use of information; (5) synthesis; and (6) evaluation. An addendum is included which presents skills and knowledge related to technology that are not part of the computer and information technology curriculum. Contains 24 references. (Author/AEF)

Technology can play a pivotal role in mathematics education. Qualitative methods were used to report on how a Year 1-2 teacher incorporated "Conveyance technology" (iPads), to support the teaching and learning of mathematics through student reasoning and problem-solving. The study was conducted in Australia. A single case was chosen, reporting a lesson where students engaged with a 12-cube task. The findings contribute to the broader discourse on the role of technology in early mathematics education, suggesting that conveyance technology supported by effective teaching practices and open-ended problems, fosters students' reasoning and problem-solving skills.

Includes bibliographical references and index

LibriVox volunteers bring you 15 different recordings of <em>Summer Magic</em> by Leslie Pinckney Hill. This was the weekly poetry project for the week of July 22nd, 2007.

A short story of a little girl who is Jesus' servant and how she won the heart of an unbelieving gardener. Summary by Esther

3Marcia Schuyler

By Grace Livingston Hill

A compelling love triangle. Marcia is young & sweet. Her older sister Kate is vain & selfish. Marcia deeply admires the man that Kate is to marry: handsome & respected David Spafford. But on the eve of the wedding, Kate elopes with another man. Marcia is there when the note is found...the note that effectively breaks David's heart. Out of pity for his situation, Marcia offers to take Kate's place, in order to save David from humiliation. She grows in love for him, all the while aware that he's still grieving for his lost Kate. What will happen when Kate returns, fully intending to get David back? Will Marcia have the strength to fight for the man she now loves? (Summary by Chloey Winters)

Second book in the Marcia Schuyler trilogy. Phoebe Deane lives almost as a servant in her brother's home, tormented by her hateful sister-in-law. Schemes to marry her off swirl around her. Her fate seems to be marriage to an abusive man with several disobedient children, until a chance encounter in the woods one afternoon changes the course of her destiny. (Summary by TriciaG)

5Cloudy Jewel

By Grace Livingston Hill

Julia Cloud, the oldest--and most responsible--child of her family, helped raise her four siblings due to their mother's long-time illness and father's death. After faithfully nursing two ill brothers (who died), she then cared for her invalid mother for many years. When Julia's mother passes on, her only surviving sibling Ellen fully expects--and nearly demands--that her spinster sister come live with her family. But to earn her keep, Julia must be their live-in housekeeper and babysitter for Ellen's four children. But Julia's college-age niece and nephew arrive unexpectedly from California and offer Aunt Cloudy Jewel a surprise opportunity she never expected in her wildest dreams. (Summary by Joy Easton)

The Hollisters, a bright, spirited, wholesome family, are compelled to move into the country. After many efforts to secure a home, Shirley, eldest of the Hollisters, contrives a way out by renting a magnificent old stone barn at a ridiculously low price, transforming it into a house. The owner of the barn is not an ordinary landlord, as you will see, for he is a young man with fine ideals, and he is not content with establishing Shirley and her family in the quaintly beautiful old place, but makes the world a much happier place to live in for all of them. (Summary from publisher)

Cyril Gordon, a young and handsome secret service agent is running from pursuers who desperately want the information he holds. He hides out from them in a church, and then finds himself married to a woman he’s never seen before. A sweet and sometimes, funny, romance, with several exciting chases. (Summary by Gail Mattern)

Jasper Holt was a neglected child. As a consequence, he grew up to be angry and independent - generally good, but not caring what others thought of him... until he met Jean Grayson, the first truly good person he ever met. He knew she was out of reach to him due to his bad reputation. Her very existence and belief in him is motivation for him to change. - Summary by TriciaG

9Mystery of Mary

By Grace Livingston Hill

Handsome young Tryon Dunham has just returned home on the train from a business trip one evening when he's accosted by a beautiful young woman at the station. She's terrified that she's being followed and asks Dunham if she may walk with him away from the station. Her manner and appearance are those of a well-dressed and well-bred lady. However, she refuses to tell Tryon her real name or why she is running away. He feels a responsibility for her and arranges for her to accompany him to a dinner party where she delights everyone there with her exceptional musical talent at the piano. Tryon then assists her in leaving the city on a later train that same night. Captivated by her beauty and talent, he is determined to solve the mystery of her identity. What frightened her so badly that she would leave wearing only the clothes on her back and no money? Is she an adventuress or thief masquerading as a lady in distress? A beautiful lunatic who has escaped an asylum? An heiress who has been declared missing? Tryon will not stop searching until he knows the answer. (Introduction by Lee Ann Howlett.)

10Girl from Montana

By Grace Livingston Hill

Young Elizabeth, left orphaned by an evildoer who murders her last brother, flees Montana on horseback to find her remaining relatives in the East. Her social and spiritual journey leads her through harrowing encounters, struggles between good and evil, romance and, ultimately, love and fortune. Classic Grace Livingston Hill. (Introduction by Gail Mattern)

11Voice in the Wilderness

By Grace Livingston Hill

Margaret leaves her family home and security to become a school teacher in the wilds of early Arizona. Accidentally getting off her safe and warm train at the wrong place, she encounters first hand the wildness and beauty of the vast West and its interesting inhabitants. (Summary by JaneAusten7)

12Chocolate and Cocoa Recipes and Home Made Candy Recipes

By Janet McKenzie Hill and Maria Parloa

A selection of chocolate recipes which were produced for Walter Baker & Co, the oldest producer of chocolate in the United States. Advertisements used by Walter Baker & Co can be found in Section 7. They are read by: <a href="https://librivox.org/reader/92">Cori Samuel</a>, <a href="https://librivox.org/reader/167">Peter Why</a>, <a href="https://librivox.org/reader/2911">David Lawrence</a>, <a href="https://librivox.org/reader/4323">BookAngel7</a>, <a href="https://librivox.org/reader/5468">ashleighjane</a> and <a href="https://librivox.org/reader/8545">Joanne Rochon</a>. (Summary by ashleighjane)

A dark, dreary boardinghouse, with unpalatable meals and slovenly housekeeping is all she can afford. But God will give Celia just what she needs each day - a daily rate. (Summary by TriciaG)

14Aunt Crete's Emancipation

By Grace Livingston Hill

Aunt Lucretia — 'Crete' to her family — is a sweet, patient older woman, who lives with her narrow-minded sister and spoilt niece, acting as their unpaid and unappreciated domestic servant. When they leave town in order to avoid the unexpected visit of a "backwoods" cousin, she is left at home to welcome him. She's willing to love him whatever he's like, and he's looking for a home having lost his mother years before, so the two are ready to become fast friends. But what does that mean for Aunt Crete's prejudiced relatives and how can their wrongs against her be remedied? - Summary by Cori

15Marcia Schuyler (version 2)

By Grace Livingston Hill

A compelling love triangle. Marcia is young & sweet. Her older sister Kate is vain & selfish. Marcia deeply admires the man that Kate is to marry: handsome & respected David Spafford. But on the eve of the wedding, Kate elopes with another man. Marcia is there when the note is found...the note that effectively breaks David's heart. Out of pity for his situation, Marcia offers to take Kate's place, in order to save David from humiliation. She grows in love for him, all the while aware that he's still grieving for his lost Kate. What will happen when Kate returns, fully intending to get David back? Will Marcia have the strength to fight for the man she now loves? (Summary by Chloey Winters) The song excerpts in Chapter 24 come from an old Italian song "Caro mio ben" - "Dearest believe" by Giuseppe Giordani (1751-1798). A copy of the song from 1877 is available from the US Library of Congress http://www.loc.gov/item/sm1877.15548/</p>

The third book in the Marcia Schuyler/Miranda trilogy, this story focuses on the irrepressible Miranda Griscom. She has repeatedly rejected a wealthy suitor's proposals of marriage. The townsfolk are puzzled: why would she give up such a chance? But "jest plain, hombly, turn-upnose, freckle-faced, red-haired M'randy Griscom" has a long-secret love for a man who was accused of murder, whose escape she orchestrated. (Summary by TriciaG)

17Witness

By Grace Livingston Hill

Paul Cortland seems to have it all as a popular, successful athlete and college student. Tragedy leads him to find peace through the faith of a classmate. Paul must overcome temptations of his own emotions and troublesome friends to grow in his faith. He struggles to make his mark in a positive way to those he meets. - Summary by Scarlet576

The trees, flowers, and animals of a peaceful pasture meet together to discuss and learn of theology. Summary by Scarlett Martin.

A darling story of little Charlie and his adventures with cats and kittens and how he became many things. Also how the kitten Topsy, unhappy with being a kitten and having his face washed, tries different life styles with different animals but finally makes the right choice. - Summary by Phil Chenevert

20Salads, Sandwiches and Chafing-Dish Dainties

By Janet McKenzie Hill

There is positive need of more widespread knowledge of the principles of cookery. Few women know how to cook an egg or boil a potato properly, and the making of the perfect loaf of bread has long been assigned a place among the "lost arts."<br></br> By many women cooking is considered, at best, a homely art,—a necessary kind of drudgery; and the composition, if not the consumption, of salads and chafing-dish productions has been restricted, hitherto, chiefly to that half of the race "who cook to please themselves." But, since women have become anxious to compete with men in any and every walk of life, they, too, are desirous of becoming adepts in tossing up an appetizing salad or in stirring a creamy rarebit. And yet neither a pleasing salad, especially if it is to be composed of cooked materials, nor a tempting rarebit can be evolved, save by happy accident, without an accurate knowledge of the fundamental principles that underlie all cookery. - Summary by the Preface

An entertaining yet informative look at the history of Crisco, its place in the "modern" kitchen, basic recipes and how to set up your kitchen layout and types of meal service including "when you don't have a maid." - Summary by BettyB

This biography of Abraham Lincoln focuses on his practice as a lawyer. (Summary by MaryAnn)

23Book of American Negro Poetry

By Otto Leland Bohanan, William Stanley Braithwaite, Benjamin Griffith Brawley, James Edwin Campbell, Waverly Turner Carmichael, James David Corrothers, Joseph S. Cotter, Jr., Ray G. Dandridge, Daniel Webster Davis, R. Nathaniel Dett, W. E. B. Du Bois, Paul Laurence Dunbar, Alice Dunbar Nelson, Jessie R. Fauset, Leslie Pinckney Hill, John Wesley Holloway, Roscoe C. Jamison, James Weldon Johnson, Fenton Johnson, Charles Bertram Johnson, Georgia Douglas Johnson, Edward Smyth Jones, Joshua Henry Jones, Jr., George Reginald Margetson, George Marion McClellan, Claude McKay, William H. A. Moore, Alex Rogers, Theodore Henry Shackelford, Anne Spencer and Lucian B. Watkins

The Book of American Negro Poetry is one of the earliest and most essential anthologies of African-American verse ever brought to print. Edited by writer and diplomat James Weldon Johnson, this collection was published with the hope of bringing to the public a greater awareness of the art and literature created by Black writers. This is the first edition of this long-republished anthology and collects seminal works by Paul Dunbar, W.E.B. Du Bois, Claude McKay, Leslie Hill, James Corrothers, and many more. - Summary by ChuckW

24Dawn of the Morning

By Grace Livingston Hill

Fresh from school, mistreated and neglected by her father and stepmother, sixteen-year-old Dawn consents to marry a friend of her father's whom she has only met, but the wedding does not go as planned. Scared and confused, she runs away after the ceremony. Many adventures follow lovely and resourceful Dawn on her journey to becoming an independent woman. - Summary by karlkzumich

The young Grace Livingston compiled this book using quotes from her aunt's works; Isabella Macdonald Alden (who wrote under the pen name "Pansy"). It is a quote for each day of the year from one of the "Pansy Books" plus a bit of related scripture or verse. - Summary by LikeManyWaters

A young society woman travels to the country to visit her aunt, only to end up as the unwilling guest of a neighboring family. The daughter is not so sure how to deal with this unpleasant circumstance. The young man of the household has met her before. Through them, she gains new perspectives on life, faith, and love. - Summary by LikeManyWaters

A group of girls send gifts and letters to one whom they think to be a young woman like them. "Christie" is really a poor young bachelor tending his orange grove in sunny Florida. Through his correspondence with Hazel (who still thinks he's a girl) he becomes a Christian, and falls in love with her. What will happen when she takes a trip south to meet her dear pen-pal? - Summary by LikeManyWaters

Back from the Great War, a penniless and disillusioned young soldier finds himself in the home of Miss Marilla Chadwick, a sweet old lady who is expecting her nephew for dinner. Mary Amber, Miss Marilla's neighbor, is also there. He hates girls. She hates men. What will be the result? He will fight girl in the concrete! - Summary by LikeManyWaters

29Search

By Grace Livingston Hill

“On the day the drafted men march away, Ruth MacDonald catches John Cameron's eye and waves to him. In the excitement of the moment they both forget the social barriers that lie between them and only remember they were schoolmates as children. From this a friendship develops that has far-reaching results. To Ruth, spoiled daughter of the rich, comes a new conception of life, of war, of love. To John comes tests of fire before he finds himself. Here is the absorbing romance of two people who searched through the devious paths of a warring world for fulfillment and happiness.” - Dust Jacket, 1919 Edition. Note: Chapter numbering skips XI, like the original chapter numbering in the first edition. - Summary by LikeManyWaters

This story is an honest record of what we, who are all writers, and all very intimate friends, have seen and heard as we looked on at the lives of certain people in whom we are deeply interested. We used to talk about these people when we sat together after the day's work was done.<br /><br />"They don't understand one another," said one of the ministers, "else there wouldn't be much trouble."<br /><br />"I think the little girl means better than she is supposed to," said Grace.<br /><br />"And I know the two boys are not half so mean as they are made out to be," declared Paranete.<br /><br />"They are like a great many people in this world," interposed the other minister, "working at cross purposes; making failures of their lives, just because they do not try to put themselves in one another's places."<br /><br />"Making failures, also, because they are trying to carry their own burdens without the help of the only real Helper," said one of the ladies. <br /><br />"O, yes! of course," spoke out both ministers; "that is really the foundation source of their troubles, as of most others." <br /><br />Said Faye Huntington: "Let's write a book about them! One that will help others, as well as them. We can tell their story, but tell it in such a way that they won't even recognize themselves; they will only know that it fits, somehow, and helps." (Summary taken from the preface)

31Exit Betty

By Grace Livingston Hill

A romantic tale of a runaway bride who must escape her overbearing family and groom. Did she make a mistake, or will her future hold true love? - Summary by Elisabeth

32Man of the Desert

By Grace Livingston Hill

Fleeing from an aggressive suitor, Hazel Radcliffe becomes hopelessly lost in the Arizona desert. Exhausted, she falls unconscious from her pony. Soon she is found by John Brownleigh, a handsome missionary who lives nearby. As he cares for her, a strong and true love grows between them. She was raised in luxury, he was raised to serve God. They part knowing very little about each other except for the love they feel. Back home among her family and friends, Hazel makes an important decision. She will do all she can to change, but can she do so before it's too late? Follow her journey of coming closer to the Lord and finding true love in an unlikely place. - Summary by LikeManyWaters

A popular vindication of Christian beliefs and practices against the attacks of modern criticism. Ninety-eight topics, in alphabetical order, giving an explanation of the Catholic teachings on the subjects. (From the book and by Maria Therese)

Miriam Winthrop doesn't know what to do when she realizes her beloved husband Claude, the father of her children, has become infatuated with another woman. Her marriage vows were made to be kept, and not just as empty words that now echo from room to room in her lonely home. Is there a way for love to triumph? Miriam determines to fight for him, and she will fight fire with fire! - Summary by LikeManyWaters

35Lo, Michael!

By Grace Livingston Hill

Grace Livingston Hill's 1913 inspirational tale of Michael, who grows up a poor orphan selling newspapers in the slums of New York. After saving the life of young heiress Starr Endicott, Michael receives a full education and employment thanks to the gratitude of Starr's father. Michael goes on as a young adult to teach a better way to the other criminal and disadvantaged elements who grew up as he did -- and must save Starr once again from a harmful fate. (Summary by northstar95)

36Corner House Girls

By Grace Brooks Hill

A timeless children's classic. Four girls from eight to fourteen years of age receive word that a rich bachelor uncle has died, leaving them the old Corner House he occupied. They move into it and then the fun begins. What they find and do will provoke many a hearty laugh. - Summary by goodreads Grace Brooks Hill was a house pseudonym used by the Stratemeyer Syndicate for children's books.

37City of Fire

By Grace Livingston Hill

Home from college, Lynn is heartbroken to find her childhood friend Mark, has fallen away from his faith in God. After making some poor life choices, Mark is caught up in a local scandal. Billy, one of the bright young boys from Lynn's Sunday School class, is determined to clear Mark's name. But at what cost? And will Billy's betrayal hurt the people he's trying to protect? - Summary by Emily Grace

38Not Under The Law

By Grace Livingston Hill

After both of Joyce's parents passed away, her beloved aunt raised her. But when her aunt gets sick and dies, Joyce's world turns upside down. No longer feeling welcome in her childhood home, she flees during the night to escape the cruel treatment of her aunt's son and his wife. With very little money and only the clothes on her back, Joyce tries to make a new life for herself. Her faith in her Lord is the one thing that keeps her going, no matter how difficult life becomes. - Summary by Emily Grace

39Exit Betty (Version 2)

By Grace Livingston Hill

I have not read the book yet, I'll write the summary once I'm closer to completion. - Emily - Summary by Emily Grace

40John Smith's Funny Adventures on a Crutch! or The Remarkable Peregrinations of a One- Legged Soldier after the War

By A. F. Hill

Follow a Very Funny Man make the best and the worst of his infirmity!! (Summary by Christine Rottger) The language and ideas in this book reflect the period in which it was written. Librivox does not censor works recorded. Some readers and listeners may be offended.

Coming later - Summary by Marie Christian

42Corner House Girls at School

By Grace Brooks Hill

The adventures of the Corner House girls continue as they head off to school. - Summary by Lia Lallo Grace Brooks Hill was a house pseudonym used by the Stratemeyer Syndicate for children's books.