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EDITED UNDER THE SUPERVISION OF A COMMITTEE OF THE AMERICAN HISTORICAL Association
Ancient Egypt and the Modern World, by Prof. J. H. Breasted 214
England before the Norman Conquest, by Prof. L. M. Larson
Suggestions upon Medieval History, by Prof. D. C. Munro
Relation of American to European History, by Prof. E. B. Greene 218
Latin-American History in Secondary Schools, by Dr. N. A. N.
- - - - - 219 A Political Generalization, by Prof. Edgar Dawson - 222
Historical Novels in American History, by Prof. E. L. Bogart
Notes from the Historical Field, 231; Schools and the War, 231; Modern History Syllabus,
233; Book Reviews, edited by Prof. W. J. Chase, 234; Periodical Literature, by Dr. G. B. Richards, 237; Recent Historical Publications, listed by Dr. C. A. Coulomb, 238.
Published monthly, except July and August, by McKinley Publishing Co., Philadelphia, Pa. Copyright, 1917, McKinley Publishing Co. Entered as record-class natter, October 26, 1919, at Post-offce at Phila., Pa., under Act of March 3, 1879
This series explains the great economic, social, and political movements from the point of view of their influence on present civilization. Each of the books is intended for one year's work. The course is thoroughly in accord with college entrance requirements.
ESSENTIALS IN EARLY EUROPEAN HISTORY
By S. B. HOWE. From earliest times to 1700. New edition, thoroughly revised.
Ready in September.
By H. C. HOCKETT and A. M. SCHLESINGER
Ohio State University Based primarily on Bassett's Short History of United
States, with numerous parallel readings. The outline of President Wilson's first administration (not covered by Bassett's text) supplies the background for an understanding of American participation in the Great War. Prof. Wallace Carson, of De Pauw University, writes:
“I have found the Syllabus a constant and invaluable aid to students and instructor.'
Representative adoptions : Baker University, DePauw University, Monmouth College, Ohio State University, State Normal School at Mankato, Minn., Temple University, University of Cincinnati, University of Pittsburgh, Wabash College, Whittier College.
ESSENTIALS IN MODERN EUROPEAN HISTORY
By D. C. KNOWLTON and S. B. HOWE.
IN PRESS Woodburn and Moran's “ The Citizen and the Republic"
Presents liberal modern views of civics written in delightful style. Ably discusses international relations,
For fourth year high school classes.
Price sixty cents.
Write for discount. HOCKETT & SCHLESINGER 398 W. Ninth Avenue
LONGMANS, GREEN & CO.
449 Fourth Avenue, New York Chicago: 2467 Prairie Ave. Boston: 120 Boylston St.
Sole U. S. Agents for W. & A. K. Johnston
Size: 40 inches wide, 30 inches long.
These new maps possess an inimitable softness and delicacy of coloring which only European Lithographers seem able to obtain.
The pleasing optical effect of the colorings makes the wording stand out so that it is clear and legible across the class room.
Both in subject matter and perfection of workmanship, these maps surpass anything ever before offered in European History Maps.
The low price of these maps will surprise you.
Examine these maps while planning the subject matter for your teaching this year.
Mail the coupon. It will bring you a solder of more complete information and
- - - - - A. I. detailed descriptions of each map in J - - NYSTROM the series, or you may have a com- & Co plete set sent on approval. Gentlemen :
 Please send complete information regarding the new European
Map Series. You may send a selection of the new Johnston's Mediaeval and Modern European History Maps
With the co-operation of the National Bureau for Historical Service of Washington, D. C., The History TEACHER's Magazine will publish during the period, September, 1917, to June, 1918, a series of about forty articles by well-known scholars.
The purpose of the papers will be to show to what extent, if at all, the teaching of history in American schools should be made to bear upon the present international situation of the United States.
Always the aim will be to prevent distortion of historical facts, and to show teachers how far a selection of significant facts is warranted by true historical method.
These articles will be published at the rate of four a month ; one in each issue dealing respectively with Ancient, European, English, and American History. Roughly they will parallel the usual four high school courses.
The general preparation of the articles is under the supervision of committees, of which the following are chairmen: Ancient History, Prof. R. V. D. Magoffin, of Johns Hopkins University ; European History, Prof. Dana C. Munro, of Princeton University; English History, Prof. Arthur L. Cross, of the University of Michigan ; American History, Prof. Evarts B. Greene, of the University of Illinois Over thirty college professors and experienced secondary school teachers will contribute to the series.
Other features during the year will include a detailed syllabus for the study of European Nations, recommended by the Committee on Social Studies of the National Education Association; and a number of articles dealing with improved classroom methods.
Special Trial Subscription Rate
To introduce the MAGAZINE and this important series of articles to teachers not already subscribers, a special Trial Subscription Rate is offered of
FOUR MONTHS FOR FIFTY CENTS
Send remittance direct to the publishers,
McKINLEY PUBLISHING COMPANY, PHILADELPHIA
The regular subscription rate is Two Dollars a year, except to members of the American Historical Association and members of history teachers' associations, to whom a reduced rate of One Dollar is offered. Such subscriptions can not be received through agencies, but must be sent direct to the publishers or the secretaries of the associations.
Volume VIII. Number 7.
PHILADELPHIA, SEPTEMBER, 1917.
$2.00 a year. 20 cents a copy.
To Those Who Remain at Home
To many a history teacher unable to join the forces in the field has come the question, “What can I do? I have been trained in normal school, college, and graduate school in certain habits of research; I have acquired what I believe to be satisfactory pedagogical methods; I have stored my mind and notebooks with innumerable facts concerning the history of the past; I may even have developed a power of generalization and comparison which at times I call a philosophy of history. But can I make any of these expertnesses count for my country in the present struggle? They seem so impractical, so far removed from the
battlefield conflicts that I am tempted to throw them'
all over and enter a munitions factory. I, who am willing to give my goods, my blood, and my life to the country—must I go on recounting these tales of forgotten days? What can I do?”
A partial answer to this question was given in THE History TEACHER's MAGAziNE for June. Another answer is found in the announcement made by the National Board for Historical Service and the Committee on Public Information on another page of this Issue.
But still another answer can be made to the question. The history teacher can effectively serve the country through the daily class-room work. This will require careful thought, much work in rearrangement of material and great care in the presentation of the facts.
There is one sacrifice no historian must make. He must not distort or pervert the facts of history to suit the present struggle. He must “see things as they really were and are. This is not easy at any time; it is peculiarly difficult at such a time as this when to many people a slight distortion of facts may even seem a patriotic duty. Aggressive sovereigns like Louis XIV and Frederick the Great were usually able to find loyal subjects who could produce legal and historical arguments in support of policies already put into effect by their armies in the field. Similar things have happened in the present war and since history teachers are not less human than their fellowcitizens, we must all of us be on our guard against this mistaken view of patriotic duty. In the -long run loyalty to the country, as well as loyalty to history, are best served by looking the facts squarely in the face.”
Yet in the class-room, as is pointed out in the Bulletin of the United States Bureau of Education, entitled, “History and the Great War: Opportunities for History Teachers,” the conscientious teacher can
do much. (1) By training pupils in the “historical conception of their membership in a continuing community, more important than their own individual fortunes; ” (2) by supplying a “larger and truer perspective ’’ in movements of depression or of easygoing optimism; (3) by teaching the financial and economic experiences of other wars; (4) by training pupils and their parents to take an intelligent part in the decision of public questions, particularly by laying a foundation for sensible action in international relations, in an understanding of other nations; and (5) thus prepare citizens generally to accept the responsibility for a permanent “establishment of a better international order, a real society of nations.” What facts of history should be dwelt upon in order to attain these results? How can these results be obtained in a course in ancient or medieval history? These questions are answered in general terms in the Bulletin mentioned above. But they will receive more definite answers in the series of articles which begins in this issue of the MAGAZINE. Under the auspices of the National Board for Historical Service four committees of professors and teachers of history have been organized, to consider the problems respectively of ancient, European, English, and American history. The chairmen of these committees are Prof. R. V. D. Magoffin, Prof. D. C. Munro, Prof. A. L. Cross, and Prof. E. B. Greene. With the assistance of many other workers these committees are preparing four series of articles which will appear in the MAGAZINE from the present number until June, 1918. An article for each one of the fields of history will appear in each issue, and the effort will be made to have all the articles roughly parallel the usual year's work in each subject. Among the writers of the series are the following professors and teachers of history: E. B. Greene, St. G. L. Sioussat, T. C. Smith, C. R. Fish, E. D. Adams, James Sullivan, R. A. Mauer, F. L. Paxson, A. L. Cross, C. H. McIlwain, E. R. Turner, D. C. Munro, J. H. Breasted, R. V. D. Magoffin, A. T. Olmstead, W. L. Westermann, Arthur I. Andrews, and others. The series is being prepared with the co-operation of the National Board for Historical Service, of Washington, D. C. It is the earnest hope of all the scholars co-operating in this work that history teaching in America may retain in the present crisis not only its scholastic standards, but also that it will draw from the past examples which will be of enduring social value.