public schools have been looked upon as the great melting pot in which the children of all the elements of our population meet upon a democratic basis with equal privilege and opportunity, and are fused into a common American citizenship. The public schools have done a great work in this line, but they have not yet succeeded as perfectly as it is possible for them to do. Many students drop out of school, of course, before completing the high school course, but an increasing number is remaining in school. In many

high schools, however, American history is not even offered, and in comparatively few is American history and civics required for graduation. We history teachers of the country have collectively a unique opportunity to make Americanism mean something more definite in the life of this nation in the future, particularly if school authorities will make American history and civics a requirement for graduation from the high school. I do not mean by this that we should misinterpret facts in order to make it appear that America and our forefathers were always right whether they were or not. In this respect history has but one purpose, and that is to establish truth. The American citizen must not be made vainglorious, he must not overestimate our importance as a nation, he must not be permitted to feel that America is the only nation that has worked out or will work out great social and economic problems which will benefit mankind. He must not be permitted to feel that our government, good as it is and proud of it as we justly are, is necessarily the last word in political science, and that we have nothing to learn from, but everything to teach to other nations. In this respect, I say, history has but one purpose, and that is to establish truth.

The task is enormous, but the sense of even a partial achievement will be worth the effort it will take. To instill the proper ideals of Americanism and good citizenship we must first of all get all the students into our American history and civics classes. Then we must have them long enough to instill the habits and ideals which it is our aim to instill. Let us but convince the makers of our courses of study of the full value of the thing we have to offer, and then "deliver the goods" whenever and wherever we have the opportunity, and they will be as willing to extend the time of required work in history as they are now sometimes willing to shorten the history course. A longer time of required work in history from all students, rather than a shorter course, should be our watchword.

Yves Guyot's article on "The Dissolution of the German Empire" in the "English Review," is a vigorous appeal for the continuance of the war until this dissolution is accomplished. He urges this on the ground that the victory of the Allies must be the liberation of Europe from German dominance.

Helen Dunstan Wright's "Little Known Sardinia" in the "National Geographic Magazine" for August, contains many interesting illustrations, and gives a good picture of social conditions.

Reports from

The Historical Field

A symposium on "Military Training for School Boys," giving the opinion of eighty persons upon this question, has been published by the Peace Committee of the Philadelphia Yearly Meeting of Friends (304 Arch Street, Philadelphia).

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A committee of the National Education Association has prepared a study upon Vocational Secondary Education,” which appears as Bulletin No. 21 for the year 1916 of the United States Bureau of Education. The pamphlet contains a sketch of the history and development of vocational secondary schools, and then gives a number of general definitions and illustrative examples of vocational secondary school work. Ways are suggested for introducing vocational education and methods suggested for organizing the school work and gathering data about industry and industrial workers. The problems in connection with vocational education and vocational guidance are treated, and a brief appendix gives the location of the several States covering

this form of education.

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"The Catholic Historical Review" for January, 1917, contains a study by the Right Rev. J. F. R. Canevin upon 'Loss and Gain in the Catholic Church in the United States, 1800 to 1916." Dr. Waldo G. Leland gives an account of the Catholic Historical Societies in America, and outlines the fields of profitable work which such societies might undertake. The Rev. V. F. O'Daniel treats of the "First

Bishop to Visit the Present Territory of the United States," and Dr. Joseph Magri discusses the "Catholic Church in Virginia from 1850 to 1872."

Miss Caroline Hill Davis has prepared for the Library School of the New York Public Library a "List of References on Pageants in Great Britain and the United States " (New York Public Library, 15 cents). The pamphlet is the most extensive bibliography of pageantry which has thus far appeared. It is divided into General Works, Shakespearean Festivals, and Pageants, Pageants in Great Britain and Canada, Pageants in the United States, and Works on Pageant Costume. In the list of General Bibliographies of Pageantry, reference should have been made to the HISTORY TEACHER'S MAGAZINE, Volume 6, pages 279 to 281.

BOOK REVIEWS

EDITED BY PROFESSOR WAYLAND J. CHASE,

UNIVERSITY OF WISCONSIN.

MALLET, CHRISTIAN. Impressions and Experiences of a French Trooper, 1914-1915. New York: E. P. Dutton & Co. Pp. 167. $1.00, net.

Among the many narratives of personal experiences during the first year of the war published thus far, this book will rank very favorably. It is the story of the writer's personal experiences as private in a dragoon regiment in the early months of the war, and later as an infantry officer in one of the earlier offensives against the German intrenchments. He tells how his regiment marched from Rheims to Liege at first, and then of their heart-breaking retreat. A very thrilling experience was being surrounded in a forest behind the German lines, and then escaping as a result of the victory of the Marne. The whole account is written in most excellent simple English. It is without affectation or attempts at self-glorification, and shows more clearly than any mere exposition what confusion and agony had to be endured during the first months before the French army found itself." High school pupils will undoubtedly enjoy this book. CLARENCE PERKINS.

Ohio State University.

SMITH, G. BURRELL. Outlines of European History, 18141914. New York: Longmans, Green & Co. London: Edward Arnold, 1916. Pp. 262. 76 cents.

This book was written by an Englishman for the use of teachers in England. It has a introductory chapter on the Congress of Vienna, and brings the narrative down to the outbreak of the present European war. The author says in his preface that he “has tried to keep before himself the need for simplicity, and has especially attempted to avoid overburdening the narrative with references to unessential persons, places and events." He has succeeded well in his attempt. The book is readable, and is within the range of high school students. The author “makes no claim to throw new light upon any part of the subject, but has been content to express the accepted view wherever he has been able to ascertain it."

The book in two respects differs slightly from the usual accounts, and both would be expected from an English author at the present time. The account of the history of Belgium is fuller than most of our accounts in high school reference books, and shows the relation of England to the neutrality of Belgium. It also shows the underlying forces which led to England's participation in the present war. While it might be said to be the statement of an interested party to the controversy, it nevertheless seems to be a fair statement of the issues from the English viewpoint.

The book has been published in America probably with a view of being used as collateral reading in high schools, and it would be well adapted for that purpose.

North High School, Minneapolis.

WILSON P. SHORTRIDGE.

HAWORTH, PAUL LELAND. America in Ferment. Indianapolis: The Bobbs-Merrill Co., 1915. Pp. 477. $1.50, net. In a breezy, journalistic fashion, Dr. Haworth discusses in this volume many of the political, economic, and social problems of the day. An idea of the content of the book can be gained from the following chapter headings: "The Color Line," "The Blood of the Nation," "The Problem of Industrial Peace," How Can We Raise the Standard of

The author strongly favors highly restricting immigration. 'Our ancestors made a grave mistake in importing the negro-to develop the country!-and we ought to consider whether we are not making an even greater one in permitting the influx of swarms whose ways are not our ways and whose blood is not our blood" (p. 113). No general improvement in our standard of living, or in our wagescale, can take place "if we continue our present policy of practically unrestricted immigration" (p. 273). "The shaft with which to pierce the Achilles heel of Plutocracy' is the generous extension of the inheritance tax. The author believes heartily in woman suffrage, deeming its complete victory a matter of short time. Though friendly to socialism, he thinks the day far distant when it will be put into full operation. He strongly endorses the initiative and referendum, the recall, primary election laws, the short ballot, and the commission form of government for cities.

Naturally in such a survey there is much that is controversial. Some old-fashioned folk (among them the reviewer) still believe the prime function of the church is and ought to be the administering to man's religious needs, not "the grappling with the living social and economic problems of the day." The picture of rural life in the Middle West is painted in too dark colors. Historians are no longer willing to accept the implication of the text that Douglas' motive in launching the Kansas-Nebraska bill was nothing more than “a bold personal bid for southern support in the next Presidential campaign" (p. 369). Montesquieu does not deserve all the credit, or discredit, for the separation of powers" in our system of government (p. 279).

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REED, THOMAS HARRISON. Form and Functions of American Government. Yonkers-on-Hudson: World Book Co., 1916. Pp. xv, 549. $1.50.

This is a text-book in civil government, "intended," as the author tells us, "primarily for that great majority of high school pupils who go no further on the road of formal education, and aims to deal with the principles of governmental organization and activity in such a way as to be a suitable basis for the most thorough high school course in preparation for citizenship."

School text-books in government may follow either of two tendencies. They may be meant to aid the teacher by selecting the material which is best for the average pupil in the average school and by stating this so briefly that all of it may be thoroughly covered in the time commonly at the disposal of classes in this subject. Such books are too rare, and the teachers who need such books are numbered by the tens of thousands. The other tendency is to supply a much fuller book with more material than any one class is likely to use, and leave it to the teacher to select what is to be given to any particular class. This latter is probably the better method for the well trained teacher who is not over-worked, and this is the method followed by the present author. The result is an admirable book, scholarly, well proportioned, well printed, and generally complete.

Its introduction is a brief answer to the question, "Why do we study government." The body of the book is divided into six major sections bearing the following captions: The background of American government with 50 pages, parties

and elections, 40 pages; state government, 78 pages; local government, 48 pages; government of the United States, 94 pages; functions of government, 162 pages. In the last section are fifteen chapters, with the following headings: Foreign relations and national defense, crime and its prevention, public morals and recreation, care of dependents, education, the preservation of health, the conservation of national resources, money and banking, the regulation of corporations, the control and ownership of public utilities, government and labor, immigration, municipal functions, revenue and taxation, government finance.

These subjects are presented from a full knowledge of recent progress in government .and an experience of nine years in the teaching of it. The author's judgments are mature and his presentation of them sufficiently modest. The effectiveness of the book is augmented no little by the use of about seventy illustrations presenting such subjects as a ballot, the heading of a legislative bill, a summons, plans of government for cities, the President's engagements for a day, a passport, the New York City water supply system, principal irrigation projects in the western part of the United States, the Roosevelt dam, damage done by flood, a waiting room at Ellis Island, and a large number of other new and fresh material. EDGAR DAWSON.

Hunter College of the City of New York.

HODGES, HENRY G. The Doctrine of Intervention. Princeton, N. J.: The Banner Press, 1915. Pp. xii + 288. $1.50.

In this monograph, Mr. Hodges has combined an historical study of the doctrine of intervention with a discussion of its principles. The work is well done, and will be of value to students of international law. Frequent citations are made from the works of Hall, Oppenheim, Moore and other standard authorities in support of the author's opinions. The discussion starts with a definition sufficiently broad to warrant a consideration of pretty much everything which pertains to the relations between nations.

Political intervention is justifiable when necessary to self-preservation, to uphold the balance of power or to protect neutralized States or canals, but in the opinion of Mr. Hodges, intervention to uphold the nation with the just cause, a principle so strongly urged to-day by the friends of the Allies, is "not warranted by any of the principles of international law."

Non-political intervention is allowable for the protection of citizens in foreign countries. "The government which does not exercise its rights in this particular is not worthy of the name." This principle has furnished most frequent cause for intervention, especially in the affairs of weak nations. How far a nation is justified in intervention to secure payment of contract debts is carefully considered, and intersting quotations are given of opinion on that subject. Mr. Root is quoted as saying at Buenos Ayres in 1906: "We deem the use of force for the collection of ordinary contract debts to be an invitation to abuses in their necessary results far worse, far more baneful to humanity than that the debts contracted by any nation should go unpaid." In a message to the United States Senate, President Roosevelt said: "Except for arbitrary wrong, done or sanctioned by superior authority, to persons or to vested property rights, the United States Government, following its traditional usage in such cases, aims to go no further than the mere use of its good offices, a measure which frequently proves ineffective. On the other hand, however, there are governments which do sometimes take energetic action for the protection of their subjects in the enforcement of merely contractual claims, and thereupon

American concessionaires, supported by powerful influences, make loud appeal to the United States Government in similar cases for similar action."

The chapter dealing with the subject of intervention in Mexico is of particular interest at this time.

The economic and political antecedents of the question are examined as well as the "present dilemma." Mr. Hodges maintains that our policy toward Mexico cannot be influenced by the same principles which guide our international relations with European nations. The peculiar nature of the Mexicans must be considered in our efforts to mould their political destinies. From the earliest occupation of the country the land has been held in enormous tracts by a few individuals. "The common people came to be considered a part of the land they occupied." "A land aristocracy was built up in close relation to the central powers." Another economic factor which profoundly affects the Mexican problem arises from the practise of granting to foreigners concessions which cover "all conceivable fields of economic endeavor." The conflicts which arise among the concessionaires furnish the occasion for foreign intervention. "The influence of the losing interests is at the disposal of any faction strong enough to undertake a formidable opposition to the existing order." The invasion of foreign interests arouses discontent and suspicion in the ignorant poor class.

The fact that Mexico is rich and the Mexicans poor makes foreign aid necessary for internal development. The railroads, mines, oil, and public utilities are chiefly the property of foreigners. American capital invested in Mexico to the amount of $1,000,000,000, and Americans resident there to the number of 31,000, give the United States a peculiar interest in the present situation. While it is necessary that these interests be given adequate protection, that is the protection afforded the interests of citizens of Mexico, yet 66 exertion on the part of the United States in the interest of large holdings should proceed very cautiously and with a full knowledge of the facts."

The refusal of President Wilson to recognize Huerta is contrasted with the precedent of President Pierce who, in the course of a few months, recognized “five successive revolutionary governments." The author believes that if withholding recognition prevents the repetition of such a state of affairs, it will have served a useful purpose. The policy of President Wilson is in keeping with that of Mr. Seward, who thought that the United States should "wait before recognizing General Diaz until it shall be assured that his election is desired by the Mexican people, and that his administration is possessed of stability to endure."

Further intervention in Mexican affairs should "not be undertaken until such a prolonged reign of virtual anarchy has taken place as to threaten the very existence of civilization in that country. Progress so far has been slow, but no slower than has been the case in other countries in the past." "Internal changes cannot take place in an instant." "If it cost this country four years of constant warfare to settle the question of negro slavery, we should allow Mexico at least the same amount of time to settle her own larger slavery question."

The last chapter contains a discussion of the intervention in the European war in which the attitude of each of the belligerents is briefly stated. In regard to the position of the United States and the possibility of our intervening in the war, the author quotes the advice which Baron de Nolken, the Swedish Ambassador to England, gave to John Adams in the time of the Napoleonic wars. Sir, I take it for granted that you all have sense enough to see us in Europe cut each other's throats with a philosophical tranquillity."

In considering the excuse given for Germany's violation

MACVEAGH, FANNY DAVENPORT (ROGERS) (Mrs. Charles MacVeagh). Fountains of Papal Rome. New York: Charles Scribner's Sons, 1915. Pp. xiv, 312. $2.50. "The fountains of Rome are in themselves title-pages to Roman history." With this conclusion Mrs. MacVeagh closes the introduction to her book. Pagan emperors and Christian popes have constructed fountains and aqueducts in Rome so that the eternal city has the most abundant water supply of any place in the world. Probably only the Moors have so appreciated the value and beauty of water. These constructions even if we are denied the galleries and churches, the catacombs and hidden recesses, the old ruins and remains, give us a splendid introduction to Roman history and take us back into the days of the Renaissance, of the counter reformation, of the Napoleonic era, and of the great Risorgimento.

Mrs. VacVeagh recites the history of the building of over a score of fountains, and gives a description of them as they are to-day. Rudolph Ruzicka has furnished fourteen fullpage wood engravings of the fountains described. Appended are translations of inscriptions found on some of these fountains; a chronological index of aqueducts and popes mentioned in the book; and an alphabetical list of architects, sculptors, painters, and engravers to which reference is made. There is no general index. The book is well written and printed, and should delight the student intensely interested in the history of the Eternal City. HENRY NOBLE SHERWOOD.

State Normal School, La Crosse, Wis.

HISTORY TEACHERS' ASSOCIATIONS. Additions to and corrections of the following list of associations are requested by the editor of the MAGAZINE: Alabama History Teachers' Association-Secretary, D. G. Chase, Birmingham.

American Historical Association-Secretary, Waldo G. Leland, Washington, D. C.

California History Teachers' Association-Chairman, Clifford E. Lowell, Berkeley.

History Teachers' Association of Cincinnati, O.-Secretary, J. W. Ayres, High School, Madisonville, O.

History Section of Colorado Teachers' Association; Western Division, chairman, Mrs. K. A. Morrison, Gunnison; Southern Division, chairman, Max Morton, Pueblo; Eastern Division, chairman, Archibald Taylor, Longmont.

History Teachers' Association of Florida-President, Miss Caroline M. Brevard, Woman's College, Tallahassee; secretary, Miss E. M. Williams, Jacksonville.

Indiana History Teachers' Association-President, Beverley W. Bond, Jr., Purdue University, Lafayette, Ind.; secretary, D. H. Eilsenberry, Muncie, Ind.

Iowa Society of Social Science Teachers-President, Prof. G. B. Benjamin, State University of Iowa; secretary, Miss M. A. Hutchinson, West Des Moines High School.

Jasper County, Mo., History Association-Secretary, Miss Elizabeth Peiffer, Carthage, Mo.

Kleio Club of University of Missouri.

Association of History Teachers of Middle States and Maryland-President, Miss Jessie C. Evans, William Penn High School, Philadelphia; secretary, Prof. L. R. Schuyler, City College, New York City.

Mississippi Valley Historical Association, Teachers' Section-Chairman, A. O. Thomas, Lincoln, Neb.; secretary, Howard C. Hill, State Normal School, Milwaukee, Wis.

Missouri Association of Teachers of History and Government-Secretary, Jesse E. Wrench, Columbia, Mo.

Nebraska History Teachers' Association-Secretary, Julia M. Wort, Lincoln, Neb.

New England History Teachers' Association-President, Miss Margaret McGill, Classical High School, Newtonville, Mass.; secretary, Mr. Horace Kidger, 82 Madison Avenue, Newtonville, Mass.

New York City Conference-Chairman, Fred H. Paine, East District High School, Brooklyn; secretary-treasurer, Miss Florence E. Stryker, State Normal School, Montclair, N. J.

New York State History Teachers' Association-President, Edward P. Smith, North Tonawanda; secretary, R. Sherman Stowell, West High School, Rochester, N. Y.

History Teachers' Section of Association of High School Teachers of North Carolina-Chairman, Miss Catherine Albertson, Elizabeth City, N. C.

History, Civics and Social Science Section of North Dakota Educational Association-President, H. C. Fish, State Normal School, Minot; secretary, Miss Hazel Nielson, High School, Fargo.

Northwest Association of Teachers of History, Economics and Government-Secretary, Prof. L. T. Jackson, Pullman, Wash.

Ohio History Teachers' Association-Chairman, Wilbur H. Siebert, Ohio State University, Columbus; secretary, W. C. Harris, Ohio State University.

History Club of Ohio State University-Chairman, Florence E. Heyde, Columbus, O.

Political Science Club of students who have majored in history at Ohio State University.

Pacific Coast Branch of American Historical AssociationSecretary, Prof. W. A. Morris, Berkeley, Cal.

Rhode Island History Teachers' Association-Secretary, A. Howard Williamson, Technical High School, Providence, R. I.

Oklahoma

History Teachers' Association-President, Prof. R. G. Sears, State Normal School, Ada; secretary, Miss Jeanette Gordon, High School, Oklahoma City. South Dakota History Teachers' Association-Secretary, Edwin Ott, Sioux Falls, S. D.

Secretary

Tennessee History Teachers' Association treasurer, Max Souby, Murfreesboro, Tenn. Texas History Teachers' Section of the State Teachers' Association-President, Frederic Duncalf, Austin, Texas; secretary, L. F. McKay, Temple, Texas.

Twin City History Teachers' Association-President, Miss Medora Jordan, The Leamington, Minneapolis; secretary, Miss L. M. Ickler, 648 Delaware Avenue, St. Paul, Minn.

Virginia History Teachers' Section of Virginia State Teachers' Association-President, Prof. J. M. Lear, Farmville; secretary, Miss Zadie H. Smith, High School, Portsmouth, Va.

Teachers' Historical Association of Western Pennsylvania -Secretary, Anna Ankrom, 1108 Franklin Avenue, Wilkinsburg, Pa.

West Virginia History Teachers' Association-President, Charles E. Hedrick, Glenville; secretary, Dora Newman, of Fairmont.

Wisconsin History Teachers' Association — Chairman, A. C. Kingsford, Baraboo High School; secretary, Miss Amelia C. Ford, Milwaukee-Downer College, Milwaukee.