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Musaicum Books presents to you this unique SF collection, designed and formatted to the highest digital standards and adjusted for readability on all devices. E. M. Forster: The Machine Stops Richard Jefferies: After London Richard Stockham: Perchance to Dream Irving E. Cox: The Guardians Philip F. Nowlan: Armageddon–2419 A.D… George Griffith: The Angel of the Revolution… Percy Greg: Across the Zodiac David Lindsay: A Voyage to Arcturus Edward E. Hale: The Brick Moon Stanley G. Weinbaum: A Martian Odyssey… Abraham Merritt The Moon Pool… Edgar Wallace: The Green Rust… H. Beam Piper: Terro-Human Future History… Garrett P. Serviss: The Sky Pirate… Philip K. Dick: Second Variety… Jules Verne: Journey to the Center of the Earth H. G. Wells: The Time Machine Edgar Allan Poe: A Descent into the Maelstrom… Mary Shelley: Frankenstein… Edwin A. Abbott: Flatland Jack London: Iron Heel… R. L. Stevenson: Dr Jekyll and Mr Hyde George MacDonald: Lilith H. Rider Haggard: King Solomon's Mines She William H. Hodgson: The Night Land… Edward Bellamy: Looking Backward… Mark Twain: A Connecticut Yankee in King Arthur's Court Arthur Conan Doyle: The Lost World… Edgar Rice Burroughs Pellucidar Series Caspak Series Francis Bacon: New Atlantis C. J. Cutcliffe Hyne: The Lost Continent Margaret Cavendish: The Blazing World Jonathan Swift: Gulliver's Travels William Morris: News from Nowhere Samuel Butler: Erewhon Edward Bulwer-Lytton: The Coming Race James F. Cooper: The Monikins Charlotte P. Gilman: Herland Ayn Rand: Anthem Owen Gregory: Meccania the Su...

This study explored the hypothesis that there is a relationship between patterns of learning ability and the amount learned in different instructional conditions. Scores for each of 44 subjects were obtained on (a) the Reading Vocabulary and the Mathematics Fundamentals subtests of the California Achievement Test, (b) the Administrative and the Mechanical Scales from the Airman Qualifying Examination, and (c) the Verbal and Performance Scales of the Wechsler Adult Intelligence Scale. Each of the 44 subjects also learned in five different training situations. Differences between scores on associated subtests (e.g., Reading Vocabulary minus Mathematics Fundamentals) were correlated with the difference between gain scores obtained in the various learning situations. A significant relationship was observed between the difference on the subtests of the California Achievement Test and the difference between the gain score from lecture-like instruction and the gain score in laboratory-like instruction. The data tended to support the hypothesis that students with relative strength in Reading Vocabulary are superior to students with relative strength in Mathematics Fundamentals when both are required to learn from instructional conditions that are highly verbal. On the other hand, students exhibiting relative strength in Mathematics Fundamentals tend to learn more efficiently in individual laboratory situations than do students showing relative strength in Reading Vocabulary. (Author).

This book developed out of a survey course on African languages that Uriel Weinreich invited the author to teach at Columbia University. The focus of the course changed considerably in the years that the author taught the course (1964-1968), in large part to accommodate the interests of many students without a background in linguistics but registered for the course. The one thing African languages have in common, setting them off from all the other languages in the world, is the fact that they are spoken in Africa.