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Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

Chapter 8: Project Management and Human Resource Advice for Human Resource
Information Systems Implementation

Multiple Choice

1. GANTT, PERT, and CPM charts are techniques used in:

A. identification of modules to computerize
B. project management (PM)
C. data flow diagramming
D. utility analysis
ANS: A

2. The final stage of the system development process for an HRIS is:
A. implementation
B. evaluation
C. maintenance
D. distribution
ANS: B

3. Which one of the following reasons has been identified as a barrier to success in the development and
implementation of an HRIS?
A. project team instability
B. a well-done needs analysis
C. use of PERT
D. use of a Gantt chart
ANS: A

4. An effective plan for HRIS implementation should include:

A. project goals and timetables
B. responsibilities and resources
C. monitoring and reporting mechanisms
D. all of the above
ANS: D

5. The major advantage in using PM approaches and tools during the SDLC for an HRIS is:
A. a tighter control over the process to ensure successful implementation
B. a graphical picture of the entire project showing all activities
C. top management support is guaranteed
D. communications are always accurate
ANS: A
Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

6. A method for analyzing a project that calculates the starting and ending times for each
activity, determines which activities are critical to the completion of a project is called:
A. the SDLC
B. a Gantt chart
C. CPM
D. PERT
ANS: C

7. A method for analyzing the tasks involved in completing a given project, the time needed to
complete each task, and the minimum time needed to complete the total project is called:
A. the SDLC
B. a Gantt chart
C. CPM
D. PERT
ANS: D

8. The item developed during the first phase of the SDLC that describes the key stakeholders and
seeks to ensure that the right questions are asked so that the right problem is solved is the:
A. project team
B. project concept
C. work packages
D. project proposal
ANS: B

9. The item developed during the first phase of the SDLC that contains objectives and performance
targets (e.g., cost, time, scope) for the HRIS project is the:
A. project timetable
B. project concept
C. work packages
D. project proposal
ANS: D

10. The item created during the SDLC that defines the order in which activities, tasks and jobs
are to be performed, and specific check or monitoring points are established is the:
A. work breakdown structure
B. project concept
C. work packages
D. project proposal
ANS: A
Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

11. It has been estimated that failure of IT projects costs organizations in the United States alone
at least ___________ a year.
A. $500 million
B. $750 million
C. $100 billion
D. $750 billion
ANS: T

12. The five key factors of PM: schedule, budget, open issues, risks, and communication are
assessed during the ____________ ___________ phase.
A. project initiation phase
B. project planning phase
C. project execution phase
D. project close-out phase
ANS: XXX

13. The term used to describe when decisions are made during the PM process to implement
additional functions beyond what was defined in the project scope is called:
A. reengineering
B. process mapping
C. project add-ons
D. project creep
ANS: D

14. What are the three general factors that affect successful PM?
A. time, cost, and scope
B. creep, scope and time
C. cost, management, and creep
D. time, management and creep
ANS: A

15. The primary responsibility of the steering committee in the development and implementation
of an HRIS using PM technology and tools is the:
A. provision of additional resources as needed during the project
B. oversight of the project in terms of progress toward meeting strategic goals
C. contacting external vendors to provide checks on the progress of the project
D. all of the above
ANS: A
Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

True/False Questions

1. The sequence of activities in a project plan that results in the least cost for the project is called
the critical path.
ANS: F

2. Effective PM for the HRIS depends completely on a positive relationship between the IT and
HR departments.
ANS: T

3. The celebration of the completion of an HRIS project is not a part of the four phases of
project management.
ANS: F

4. PM brings a critical capability to the HRIS project—namely, evaluation of the project’s

performance by monitoring progress against the planned timetable.
ANS: T

5. One important task for the project steering committee is the development of the project
charter.
ANS: T

6. The project charter shows connection to organizational goals and strategies.

ANS: T

7. The coordination of the members of the steering committee is usually delegated to the
administrative assistant of the project sponsor.
ANS: F
Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

8. Sending an email indicating progress on a Gantt chart is a good way to ensure cooperation
from both the steering committee and the project team members.
ANS: F

9. One of the major tasks of the PM team is to identify the need for more resources in the early
phases of the project.
ANS: T

10. Project creep can be contained by frequent updates on the project’s progress that includes a
definition of the project charter.
ANS: T

11. Complete, accurate, and up-to-date documentation of the system is critical for the
implementation of a successful HRIS.
ANS: T

12. Since the project team is mostly comprised of HR and IT professionals as well as line
managers, it does not need additional training to complete the project successfully.
ANS: F

13. Premature introduction of a new HRIS or introducing it without appropriate training will
lead to failure.
ANS: T

14. User involvement is not a critical factor in the successful implementation of the HRIS.
ANS: F

15. Poor integration between systems after the implementation of an HRIS, e. g., HR,
Marketing, Finance, is usually the result of company politics aimed at gaining a larger share
of the annual budget.
ANS: F
Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

Short Answer Essay Questions

1. In which phases of the SDLC is documentation important? Why?

Documentation is important in every phase of the SDLC since each phase builds
on the previous one. However, as emphasized in this chapter, documentation is
critical in the implementation and maintenance phases. It is important to
remember that during the implementation and maintenance phases that evaluation
of the HRIS project is ongoing. Documenting this evaluation is very useful when
one has to modify or update the HRIS in the future.

2. What is the information needed to construct a Gantt chart?

Three pieces of information are needed to construct a Gantt chart: (1) a list of all
activities required to complete the project; (2) The time (duration) that each
activity will take to complete; and (3) The dependencies among the activities

3. Regardless of the methodology employed, what are the four general PM process
phases in common?
The four general phases of all PM methodologies are:
1. project initiation phase
2. project planning phase
3. project execution phase
4. project close-out phase

4. During the the management of an HRIS project, what are the four categories of organizational
factors that place resource limits and specifications on the project?

• Time—start and end dates

• People—identification, specific skills they bring to project, availability, costs
• Tools—equipment, software
• Money—budget

5. What are the three general problems that must be addressed that are critical to the success of
any of the PM methodologies?

• There are three general problems that are critical to the success of any of these
methodologies
Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

1. First is the importance of solving the right problem. All too often, IT developers
create HRIS systems that they think end users want.
2. The second issue is to have IT system developers who do not understand the HRM
domain and its problems and constraints. It is necessary to have systems developers
who are sensitive to HR issues and willing to learn about the constraints in HR
functionality.
3. The third issue involves having project managers, from either an IT or an HR
department, who must understand the dynamic nature of any HRIS project and how
the interrelations among various factors might render decisions ineffective or even
counterproductive. For example, studies have shown that assigning more people to
an overdue project might actually delay project completion.

6. What are organizational requirements necessary for the success of the HRIS project using PM
technology and tools?

1. Identification of steering committee and project charter

2. Configuring the PM team
3. Identification of available resources and constraints
4. Controlling project creep
5. Selection of the implementation team
6. Training and documentation

7. Who should be on the PM team?

The PM team should comprise representatives from the functional units affected, most
notably the HR and IT departments. There may be other units affected, for example,
operations, marketing, or finance, and a judgment must be made whether to include
representatives from these functional units or simply supply regular update reports on the
project to them. The HR professionals chosen for the team should have significant
functional knowledge—for example, manager of employment or compensation—with
some technical proficiency, as well as having a positive status within their department
and the organization. Likewise, IT professionals could include systems analysts,
hardware and software specialists, and HRIS professionals, all of whom should be
respected members of the organization.

8. What is change management and is it important for the successful development and
implementation of an HRIS?

Change management is a structured approach to changing individuals, groups, and

organizations to accept new ideas and processes, that is, a new HRIS. Lewin (1951)
described change management as involving three phases—unfreezing current attitudes
and behaviors, changing to new attitudes and behaviors, and refreezing these new
attitudes and behavior. There are other change management approaches in the literature
(Kotter, 1996; Luecke, 2003). The important point is that these approaches work and are
absolutely critical for the successful implementation and use of the HRIS.
Human Resource Information Systems: Basics, Applications, and Future Directions, 2e
by Michael J. Kavanagh, Mohan Thite, and Richard D. Johnson

9. What are the goals and activities that occur during the project close-out phase.

The project close-out phase involves the implementation, evaluation, and

maintenance of the HRIS. This phase includes the following goals and activities:
a. Accepting the project’s products (indicated by user sign off)
b. Completing the post-implementation evaluation report (PIER)
c. Disbursing resources (staff, facilities, and automated systems)
d. Conducting a “lessons learned” session
e. Completing and archiving project records
f. Recognizing outstanding achievement
g. Celebrating project completion

10. How is tighter control attained by using the PM approaches and tools to ensure successful
implementation of the HRIS?

This tighter control is attained by the following means:

1. Definition of all activites to be accomplished to complete the project
2. Establishment of a specific schedule for activities that includes an estimate of
when each activity will start and end
3. Project milestones that are used to monitor specific activities set by this
schedule
4. Assignment of resources in terms of equipment, people, and, thus, costs for all
activities
5. Computation of the total budget and allocation of the budget needed to
accomplish each activity
6. A graphical picture of the entire project showing all activities, their costs, and
their milestones
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SMALLWOOD, WILLIAM MARTIN, and

others. Biology for high schools, il *$1.40 Allyn 570

20–17589

“Specifically the book aims to do six things: (1) To teach the pupil
to see accurately what he looks at and describe exactly what he sees.
(2) To teach him to think clearly and to base his conclusions upon his
facts. (3) To broaden his knowledge of his own body through the
study of the structure and functions of other animals and plants. (4)
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adapt himself to the varying conditions of life. (5) To make him a
good citizen through his knowledge of good food, good health and
good living conditions. (6) To teach him how biology has helped
human progress and welfare.” (Preface) The contents are in four
parts: Animal biology; Plant biology; Human biology; General
biology. There are numerous illustrations and an index.

[2]
SMITH, CHARLES HENRY. Mennonites.
$2.25 Mennonite bk. concern, Berne, Ind.

289.7

“The volume falls into two parts: the Mennonites in Europe, and in
America. Beginning with the Anabaptists in Switzerland, and the
indigenous movements of a similar character in Germany and the
Netherlands, and their unjust and unwarranted identification by the
authorities with the tragedy at Münster, the book leads to the
systematizing of Anabaptist views by the Dutch ex-priest, Menno
Simons, after whom the religion is named. The early scattered
congregations in the Netherlands, Switzerland, Cleves-Julich, East
and West Prussia, East Friesland, Hamburg, Holstein, Bavaria,
Württemberg, Alsace-Lorraine and France, Moravia and Galicia, and
their leaders all find their place. The story is one of martyrdom,
division, confiscation, dispersion, but of abounding willingness to die
for faith. The source for much of this is Thielman von Bracht’s
‘Martyr’s mirror,’ one of the monuments of Mennonite literature.
The section devoted to the Mennonites in America is a reworking of
Dr Smith’s earlier treatise on the ‘Mennonites in America.’ The final
chapters of Dr Smith’s study are given over to special topics.”—Am
Hist R
 “Dr Smith is to be complimented on the patience and skill which
has enabled him to produce what is undoubtedly the most
authoritative work on the Mennonites in our language. His
impartiality in dealing with the present-day rival branches of the sect
is also worthy of commendation.” E: Krehbiel

+ Am Hist R 26:310 Ja ’21 1500w

Nation 111:164 Ag 7 ’20 80w

SMITH, CHARLTON LYMAN. Gus Harvey, the

boy skipper of Cape Ann. il *$1.65 (6c) Jones,
Marshall

20–14706

A story for boys. Gus Harvey is a New York boy adopted by the
captain of a fishing vessel from Gloucester. In spite of his New York
bringing up Gus is familiar with boats and he readily adapts himself
to the life of Cape Ann, his new home. He wins a yacht race, learns to
build a boat and with his chum salvages a wreck and captures a band
of burglars. There is a glossary of marine terms.

“Only for the boy who understands sailing and nautical terms.
Nicely printed and illustrated.”

+ Booklist 17:124 D ’20

“The story has the quality of an old skipper’s talk.” A. C. Moore

 + Bookm 52:262 N ’20 50w

SMITH, CORINNA HAVEN (PUTNAM)

(MRS JOSEPH LINDON SMITH), and HILL,
CAROLINE R. (MRS WILLIAM HILL). Rising
above the ruins in France. il *$3.50 Putnam 914.4

20–13141

“Observations in the devastated regions of France, made since the

armistice, by two American women who have devoted themselves
wholeheartedly to the work for ‘the children of the frontier.’ By the
use of pen and camera these women undertake to show us in
America something of the destruction that the north of France has
undergone and something of the brave spirit with which the
population has sought to rebuild its devastated homes.”—R of Rs

“The authors’ pictures of the re-awakening of life are simply and

impressively sketched.”

+ Ath p645 N 12 ’20 160w

+ Booklist 17:109 D ’20
+ Cath World 112:693 F ’21 440w

“When they speak of conditions actually witnessed they speak with

the natural authority of sincerity and lucidity. The book takes a
particular value from the large number of photographs with which it
is enriched.”
 + − Nation 111:331 S 18 ’20 240w

“There is little of deliberate description, there are few adjectives,

no one incident or visualization is dwelt on long. But the book is a
glimpse of life and indomitable achievement—and that is an epic
thing.”

+ N Y Times 25:22 Jl 25 ’20 2100w

“It is no small praise of the narrative to say that, while by no

means purely descriptive, it matches the pictures in striking or
appealing presentation of fact.”

+ No Am 212:718 N ’20 980w

+ − Outlook 126:515 N 17 ’20 50w

“This incessant use of the historical present time gives their style
an air of pretentious artifice; their frequent use of direct discourse
gives it an air of fiction. So, except for the pictures and the appendix,
they have succeeded in producing only an effect of make-believe in
confusion.”

− + Review 3:236 S 15 ’20 200w

R of Rs 62:222 Ag ’20 70w

“It would be misleading to say that this record of wonderful

accomplishment is interesting throughout. Literary interest can
hardly be achieved unless the principle of progression and climax be
adhered to. Mrs Haven Smith, gives us a good many of those human
touches which one always looks for in such a book.”

+ − The Times [London] Lit Sup p736 N 11

’20 420w

SMITH, DAVID. Life and letters of St Paul. *$6

Doran 220.92

20–9032

“The author’s point of view in this book is well expressed in the

preface: ‘Controversy is a foolish and futile employment; and I have
endeavored to portray St Paul simply as I have perceived him during
long years of loving and delightful study of the sacred memorials of
his life and labor, mentioning the views of others only as they served
to illustrate and confirm my own. And I would fain hope that I have
written nothing discourteous, nothing hurtful.’ One of the most
attractive parts of this volume is the translation of the epistles into
modern English. The text is accompanied by a running exposition
which takes note of the thought and purpose of these rich writings,
and sets them in their historical context in a way that the average
mind can understand. On the other hand, the scholar will find a great
deal of suggestion from the extensive footnotes, which discuss the
deeper questions of Biblical learning on subjects that are not always
familiar even to the general run of scholars.”—Bookm

“The warmth of its style is likely to make it more acceptable as an

aid to devotion than as a contribution to historical research.”

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 “This detailed, voluminous, and interesting life of Paul is by the
author of ‘In the days of his flesh,’ and bears all the marks of
unwearied scholarship, sympathetic interpretation, and exegetical
insight that we have learned to associate with the name of Dr Smith.”

+ Bib World 54:647 N ’20 450w

“Dr Smith has produced a work of genuine literature. He has a

lucid style, a finely poised imagination, deep historical insight, a rich
understanding of religious values, and a full grasp of the profoundest
scholarship. He has thus written a volume that unquestionably takes
rank with the great biographies of recent times. There is not a dull
page.” O. L. Joseph

+ Bookm 51:303 My ’20 1200w

N Y Times p29 O 17 ’20 80w

“This book is disappointing. The notes indicate that the author

possesses minute scholarship, but the text does not indicate that he
possesses spiritual insight.”

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+ Spec 124:317 Mr 6 ’20 170w

“It is designed for the general reader rather than for the scholar,
and throughout it maintains an allusiveness to general literature and
history which will make it specially attractive to a wide circle of
readers.”
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SMITH, GEORGE GREGORY. Ben Jonson.

*$1.25 Macmillan

20–4866

“After many years Ben Jonson has been admitted to the sacred
circle of English men of letters, that series of little critical biographies
now numbering more than sixty names. In Mr Smith’s belated
biography we have in his two opening chapters a recital of about all
that is known of the circumstances of Jonson’s life, the rest of the
book being given to a study of his literary work, with chapters on
‘literary conscience,’ the comedies, masques, tragedies and poems,
and a final survey of his influence.”—Boston Transcript

Boston Transcript p10 F 7 ’20 1450w

“Mr Smith, in his entirely laudable anxiety to write unlike

Swinburne, has written the greater part of his book with too much
caution. The biography is all crowded into the first fifty pages and the
remaining two hundred and fifty are left wholly free for criticism: the
easiest arrangement, perhaps, but in this case not the best. It is only
in the last two chapters, those on Jonson’s literary criticism and
influence, that Professor Smith, himself an authority on sixteenth
and seventeenth century poetical theory, comes into his own and
does his author the fullest justice.” Mark Van Doren
 + − Nation 110:206 F 14 ’20 1100w

“The new ‘Ben Jonson’ is generously written, but Mr Gregory

Smith has kept Ben’s secret. It was, of course, impossible to quote
much in the limits of space set by the conditions of the series; the
more’s the pity that it came out in a series at all. The book is too big
for it; it is so rich a harvest that one could wish the master of it had
pulled down his barns and built greater; cancelled his contract, and
made ‘Ben Jonson’ his magnum opus.”

+ Nation [London] 26:608 Ja 31 ’20 1950w

“Mr Smith is constantly on the defensive; he is often arrogant and

peevish in his attitude towards other critics. Under his handling
Jonson becomes not only dull but a source of dullness in other men,
to wit in Mr Smith himself.” S. C. C.

− + New Repub 23:342 Ag 18 ’20 500w

“Professor Smith has done full justice to Ben’s robust character

without minimizing [his] grave faults. His plays are analysed with
much ability, and their peculiar qualities are admirably explained
and illustrated with reference to the theory upon which they were
constructed. Insight and accuracy are the chief essentials in a short
account of Ben Jonson, and Professor Smith possesses both.”

+ Spec 124:279 F 28 ’20 550w

“For the critical study in the Men of letters series which Mr

Gregory Smith has just produced there is a place; it satisfies
curiosity, it supplies many just observations, it provides valuable
matter on the neglected masques; it only fails to remodel the image
of Jonson which is settled in our minds.”

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SMITH, GORDON ARTHUR. Pagan. *$1.75

Scribner

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“This is a collection of twelve short stories. In ‘The pagan,’ from

which the book takes its title, there are three outstanding characters:
Ferdinand Taillandy, son of Maxime Taillandy, a wealthy Parisian;
his sister Marthe, and Peter Mason, a young American lawyer whose
firm practiced on both sides of the Atlantic. In the ‘Feet of gold’ and
‘The end of the road’ the author draws further entertaining pictures
of the same Ferdinand Taillandy—‘poet, pagan and wanderer on the
face of the earth.’ The ‘City of light’ and ‘The bottom of the cup’ are
pathetic tales of two young sisters, daughters of a widow of
Evremont-sur-Seine, who, dazzled by the attractions of Paris, leaves
home, only to return broken and disillusioned. ‘Tropic madness’ is
decidedly humorous.”—N Y Times

Booklist 16:246 Ap ’20

+ N Y Times 25:25 Jl 11 ’20 700w
 [2]
SMITH, HENRY LOUIS. Your biggest job,
school or business. *$1 Appleton 174

20–21351

These heart-to-heart talks with boys contain “Some words of

counsel for red-blooded young Americans who are getting tired of
school.” (Sub-title) The author’s object is to give the boy the
necessary incentive to develop the will-power that will enable him to
go thru with an irksome task for the sake of his future. The essays
are: The American freight train; Quitting school for business;
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success in study; A widespread fallacy disproved; On getting rich;
The cash value of book-learning; First lesson of the world war: Value
of morale; A square deal for the home folks; College and university
training; The home half of college preparation.

[2]
SMITH, HERBERT ARTHUR. American
Supreme court as an international tribunal. *$3.50
Oxford 341.6

20–16853

“This small volume essays to draw an analogy between the

Supreme court of the United States, when sitting as a tribunal to try
cases involving sovereign states, and any international court that
may hereafter be established for such purpose. The author reviews
the various cases before the Supreme court in which one or both of
the litigants have been states of the union, stressing those cases in
which the jurisdiction of the court has been challenged, either
successfully or otherwise.”—N Y Evening Post
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“Professor Herbert Smith has compiled a very useful book,

deserving close study at the present time.”

+ The Times [London] Lit Sup p642 O 7

’20 650w

SMITH, JUSTIN HARVEY. War with Mexico.

2v *$10 Macmillan 973.6

19–19605

“This exhaustive historical work may be regarded—although the

author does not so claim—as a sequel to his previous work, ‘The
annexation of Texas.’ Professor Smith devotes two opening chapters
to the consideration of the social, economic and political condition of
Mexico and the Mexicans, both before and since the revolt from
Spanish rule, which made it an independent state under the rule of
Iturbide. Next are considered the relations between Mexico and the
United States prior to the beginning of the war and the attitude of
both powers on the eve of war. The second volume is devoted chiefly
to a description of the war itself, the siege of Chapultepec, the
capture of the capital city, the naval operations and the final victory
and the signing of a treaty. Professor Smith has sought his material
for this exhaustive history in public documents and records of the
two governments, in collections of historical societies, and public and
private libraries, in manuscripts public and private ... and in personal
recollections of men still living, who took part in the conflict.”—
Boston Transcript
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Smith has not accomplished once for all the results that his immense
labor and impressive grasp of the subject would have enabled him to
do had he written with more regard to the necessary limitations of
his readers. It would be a grievous error, however, to infer that he
has not produced a notable book. One may not always agree with the
author, but very few will be rash enough to neglect him.” E. C. Barker

+ − Am Hist R 25:729 Jl ’20 1400w

Booklist 16:309 Je ’20

“This book must be regarded as the definitive work on this

important episode in the history of the expansion of our country.” E.
J. C.

+ Boston Transcript p6 F 4 ’20 1050w

“A thoroughgoing and accurate narrative.”

+ Brooklyn 12:106 Mr ’20 40w

“Elaborate, but not very plausible.”

+ − Dial 68:669 My ’20 70w

“The many engagements before final victory are described with a

particularity which proves the author to have acquired a general
understanding of military matters, with an appreciative grasp of the
technique of the battlefield that make his narrative markedly
convincing.”
 + N Y Times 25:300 Je 6 ’20 1000w

“Professor Smith has labored with a keen eye for the human and
picturesque qualities in his material. At the same time this is
fundamentally the work of a painstaking scholar.”

+ Outlook 125:223 Je 2 ’20 100w

R of Rs 61:334 Mr ’20 180w

“Mr Smith has made a thorough examination of the available

material, and has built it into a monumental work which supersedes
all previous histories of the subject. His treatment of the military
part is admirable. His book is fully documented, and in every way a
credit to the American school of history.”

+ Spec 124:869 Je 26 ’20 350w

Springf’d Republican p8 Ja 3 ’20 70w

“The public is deeply indebted to Prof. Smith, who after years of

patient delving in the vaults of historical societies, in local archives,
in private collections, etc., has produced a scholarly and well
thought-out history.”

+ Springf’d Republican p5 Mr 8 ’20 600w

“The episodes are sufficiently distant to have enabled the passions

and excitements to grow cold and for their comparative importance
to be weighed and allocated in a just position in the history of the
construction of the United States. The materials are adequate, even
abundant, and the author with commendable industry has fortified
his narrative with a wealth of corroborative annotation, and a
formidable bibliography of his subject. He has, moreover, compiled a
really useful index.”

+ The Times [London] Lit Sup p350 Je 3

’20 950w

SMITH, LAURA ROUNTREE. Like-to-do

stories. il 55c Beckley-Cardy co.

A book of stories for boys and girls who are just beginning to read
for themselves. Each story has its moral, as some of the titles will
show: The little girl who liked to wash dishes; The little boy who
liked to bring in wood and water; The little girl who couldn’t tell
time; The little boy who was afraid of the dark; The little boy who
liked to hang up his coat and hat; The little girl who did a kindness
every-day.

SMITH, LEWIS WORTHINGTON, and

[2]
HATHAWAY, ESSE VIRGINIA. Skyline in
English literature. il *$2 Appleton 820.9

20–20033

The object of the book is to present the story of English literature

in continuity by eliminating minor details and minor writers and
keeping the attention on the skyline. The authors hold that territorial
expansion and intellectual expansion go together and that while
English-speaking peoples hold the forefront of the world their
literature is the greatest in the world. The book is intended for high
school use and its contents are: The English language and the
English people; The Anglo-Saxon beginning; The Norman-French
expansion; The Englishman’s house in order; The Greco-Italian
expansion; The world expansion; Spiritual and social idealism: the
overthrowing of masters; Spiritual decadence: the return of the
masters; The intellectual expansion; the age of enlightenment; The
spiritual expansion; idealism and the rebirth of song; The beauty and
fullness of life; The industrial expansion; artists, workers, thinkers;
Recent and contemporary writers. There is a list of literary places in
England with map; a chronology, a glossary, an index and
illustrations.

Boston Transcript p5 D 24 ’20 800w

N Y Evening Post p10 D 31 ’20 30w

SMITH, LOGAN PEARSALL, ed. Treasury of

English prose. *$1.75 (3c) Houghton 820.8

20–5686

This collection of extracts from English prose begins with Chaucer

in the fourteenth century. From the sixteenth century there are
extracts from the “Book of common prayer,” from Sir Philip Sidney,
Francis Bacon and William Shakespeare. Beginning in the
seventeenth century with quotations from authorized versions of the
Bible, there are, moreover, such names as Izaak Walton, Sir Thomas
Browne, John Milton, Jeremy Taylor, and on through the eighteenth
century, Swift, Addison, Johnson, Burke and Gibbon. Some of the
more modern writers presented are Wordsworth, Coleridge, Lamb,
Hazlitt, De Quincey, Shelley, Keats, Carlyle, Emerson, Ruskin,
Walter Pater, Henry James, George Bernard Shaw, Joseph Conrad,
H. G. Wells, and George Santayana.

Booklist 16:338 Jl ’20

“Not absolutely representative but includes some charming and

little-known prose gems by several famous poets.”

+ Cleveland p72 Ag ’20 30w

“Mr Smith has let his ear preside at every choosing, so that his
volume is as rigorously cadenced as a collection of sonnets would be.
Here with some omissions is the most perfect music which English
prose has made.”

+ Nation 111:278 S 4 ’20 100w

“What Mr Pearsall Smith holds to be good prose is to us only a

kind of good prose; the kind that is alembicated and, as we say,
poetical. It is the prose of conceit, imagery, and eloquence which
stands over against the prose of narration, argument, or satire. So
that it would strike even one who had no critical opinion of English
prose and very little reading in it as somewhat strange that there is
not one single piece of narrative in all this book.”

+ − Nation [London] 26:398 D 13 ’19 2500w

 “The contents are charmingly arranged and delightfully savory and
brief.”

+ New Repub 22:161 Mr 31 ’20 100w

“His treasury is a book of beauty, a book to keep at one’s bed’s

head, a book to dip into, to travel with, to reread.” P. L.

+ New Repub 22:253 Ap 21 ’20 1500w

“The anthology as it stands is now anything but representative....

The selections from the Bible are entirely admirable. The passages
from Jeremy Taylor and Dr Donne are excellently chosen, and Mr
Pearsall Smith is to be congratulated upon his phrase from Traherne
and upon having recollected that Chaucer was not only the first
English poet. Indeed, much of the prose written by poets in this book
will delight and surprise most of Mr Pearsall Smith’s readers.”

+ − Spec 124:50 Ja 10 ’20 1000w

SMITH, MABELL SHIPPIE (CLARKE) (MRS

[2]
JAMES RAVENEL SMITH). Maid of Orleans.
*$1.25 Crowell

19–15636

“M. S. C. Smith has published a new volume of the old story of ‘The
maid of Orleans,’ written particularly for girls, but by no means
confined to such a constituency. To the length of nearly 300 pages
the author relates the story of the girl and the voices that guided her
in her efforts to free France from a foreign foe and set her rightful
sovereign upon the throne.”—Springf’d Republican

“A commendable piece of work.”

+ Cath World 111:254 My ’20 120w

+ Outlook 124:28 Ja 7 ’20 70w
+ Springf’d Republican p15 N 30 ’19 180w

SMITH, NORA ARCHIBALD. Christmas child,

and other verse for children. il *$1.75 Houghton 811

20–19659

Verses for children reprinted from the Ladies’ Home Journal,

Outlook, Youth’s Companion and other periodicals, including school
and educational journals. There are about twenty poems on
Christmas themes followed by others, with such titles as The fairy
ring; Everybody’s baby; The answer of the flag; Learning to knit;
Easter blossoms; The doll’s calendar.

“Miss Smith has the gift of sprightly versification, and her

experience as a kindergartner leads her to a knowledge of the theme
and the treatment that will please boys and girls.”

+ Springf’d Republican p8 N 18 ’20 100w

 SMITH, ONNIE WARREN. Casting tackle and
methods. il *$3 (4½c) Stewart & Kidd 799

20–16779

Part 1, which is devoted to tackle, has chapters on The bait casting

rod; The casting reel; Terminal tackle; Casting lures; Housing the
tackle; Repair kits and methods. Part 2, on Methods, has nine
chapters: A first lesson in casting; Landing tools and how to use
them; Fishing a wadeable stream; Fishing a river from a boat; Shore
casting; Casting after dark; Lake casting from a boat; Spoons and
how to cast them; Trolling for bass. There are fourteen illustrations.
The author is angling editor of Outdoor Life, in the pages of which
the chapters of the book originally appeared. He is also author of
“Trout lore.”

Booklist 17:103 D ’20

“A free and easy book full of authentic information given with the
jocular assurance of the long-experienced angler.” Margaret Ashmun

+ Bookm 52:345 D ’20 140w

“It is good reading; but it is meant primarily to be a guide to

catching bass by casting, and such it excellently is. That it is well and
heartily written is an added virtue.”

+ N Y Evening Post p11 N 20 ’20 80w