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THE HISTORY TEACHER'S MAGAZINE

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SATURDAY, DECEMBER 29.

10.00 a. m.-Conference of historical societies, Historical Society of Pennsylvania. Chairman-Thomas Lynch Montgomery, State Librarian of Pennsylvania.

Business session; election of officers and committees. 10.45 a. m.-"The Relation of the Hereditary Patriotic Societies and the Historical Societies, with Especial ReferNorris S. Barratt, ence to Co-operation in Publication," Philadelphia.

The Collection of Local War Material by Historical Societies."

Discussion by Solon J. Buck, Minnesota Historical Society; Harlow Lindley, Indiana Historical Commission; Ralph D. W. Conner, North Carolina Historical Commission; G. N. Fuller, Michigan Historical Commission.

10.00 a. m.-Conference of teachers of history. Joint session with the Association of History Teachers of the Middle States and Maryland, Glover Room, Bellevue-Stratford. Chairman, Marshall S. Brown, New York University. Report by Committee on the Teaching of History in the Schools. Chairman, Henry Johnson, Teachers' College. Discussion.

10.00 a. m.-Conference on Far Eastern history, BellevueStratford. Chairman,

"The Mid-Victorian Attitude of Foreigners in China," F. W. Williams, Yale University.

"American Scholarship in Chinese History," K. S. Latourette, Denison University.

"Twenty Years of Party Politics in Japan, 1897-1917," W. W. McLaren, Williams College.

"The History of Naturalization Legislation in the United States, with Special Reference to Chinese and Japanese Immigration," Sydney L. Gulick, New York City. South American history, 10.00 a. m.-Conference

Bellevue-Stratford.

on

2.30 p. m.-Annual business meeting, Bellevue-Stratford. Reports of officers and committees.

Election of officers.

4.00 p. m.-Visit to Old Time Philadelphia.

6.00 p. m.-Subscription dinner conference for members interested in Far Eastern history, Franklin Inn, Camac and St. James Street,

8.15 p. m.-Joint conference with the American Economic Association, American Political Science Association, and American Sociological Society, Bellevue-Stratford.

"The British Commonwealth," Hon. R. H. Brand, Deputy Vice-Chairman of the British War Mission.

"Pan German Use of History," Wallace Notestein, University of Minnesota.

"Economic Alliances," Edward P. Costigan, United States

Tariff Commission.

NATIONAL BOARD FOR HISTORICAL SERVICE.

WAR SUPPLEMENTS.

Commencing with the January issue each number of THE HISTORY TEACHER'S MAGAZINE will contain a supplement supplied through the National Board for Historical Service. These supplements will vary in size from four to twenty-four pages, and will contain outlines, special bibliographies, maps, and other aids relating to the war and its connection with the teaching of history. The first supplement, to appear with the January number, will consist of a topical syllabus or outline of the history of the war, by Prof. Samuel B. Harding, of the University of Indiana. It will be of service to those who wish to make a systematic study of the war or to present such a study to their classes. Other supplements will contain important documentary material, lists of general and special reading, with descriptive and critical comment, maps of the principal military operations, etc.

DEPARTMENT OF QUERIES AND ANSWERS.

A department of queries and answers under the editorship of the National Board for Historical Service will be inaugurated in the January number of the MAGAZINE. This department will be open to all teachers of history, but queries must relate to the history of the war, and more especially to the teaching of history and the war. Queries may be sent to the editor of the MAGAZINE or to W. G. Leland, 1133 Woodward Building, Washington, D. C. The services of historical scholars have been secured for this department, and queries will be answered as soon as possible after their receipt. The most typical or important queries and their answers will be published in THE HISTORY TEACHER'S MAGAZINE; other queries will be answered by letter.

UNITED STATES BUREAU OF EDUCATION.

The United States Bureau of Education Teachers' Leaflet No. 1 on the war and history teaching in the secondary schools has been distributed to over 20,000 teachers and educational officials by the Bureau of Education. Single copies may be had by teachers of history upon application to the Bureau of Education or to the National Board for Historical Service. Teachers desiring copies in bulk should apply to the Superintendent of Public Documents, who has them for sale at a nominal price.

Other teachers' leaflets on the war and the teaching of history, civics, and geography in the elementary schools are being prepared under the direction of Prof. J. M. Gambrill, and will shortly be issued by the Bureau of Education.

NATIONAL BOARD FOR HISTORICAL SERVICE.

A meeting of the National Board for Historical Service was held in Washington on November 9 and 10, at which the following new members were elected to the Board: Profs. A. C. Coolidge, of Harvard University; Dana C. Munro, of Princeton; William E. Lingelbach, of the University of Pennsylvania; Samuel B. Harding, of the University of Indiana; William E. Dodd, of the University of Chicago, and Wallace Notestein, of the University of Minnesota.

Prof. Evarts B. Greene, of the University of Illinois, was chosen chairman of the Board; Prof. D. C. Munro, vicechairman, in place of Profs. J. T. Shotwell and C. H. Hull, who asked to be relieved from duty because of inability to remain in Washington during the coming year. Professor Munro, the new vice-chairman, has already taken up residence in Washington, and the new chairman, Professor Greene, will do so in the near future.

The Board was further reorganized by the appointment of committees, as follows:

EXECUTIVE COMMITTEE.-Messrs. Greene, Munro, Jameson, Leland, Ford.

COMMITTEE ON EDUCATION.-Messrs. Greene, Fish, H. Johnson, J. M. Gambrill, A. E. McKinley.

COMMITTEE ON RESEARCH.-Messrs. Shotwell, Coolidge, Dodd, Turner, Jameson, Munro, Wm. E. Lingelbach.

COMMITTEE ON BIBLIOGRAPHY AND RECORDS.-Messrs. Leland, Hunt, Connor, G. M. Dutcher, Hull.

COMMITTEE ON CO-OPERATION.-Messrs Ford, Clark, Harding, Hazen, Notestein.

The Executive Committee was given authority to act in the name of the Board, and its members will reside in Washington during the war.

COMMITTEE ON PUBLIC INFORMATION.

A word of explanation is due the many teachers who have applied to the Board or to the Committee on Public Information for the pamphlets published by the latter. So far as possible such requests have been complied with, but the demand for these pamphlets has been so great (aggregating several million copies) that the Government Printing Office has been unable to keep pace with it, and the Committee on Public Information has recently made arrangements with a large printing house which will greatly increase the supply of the pamphlets. Before long the committee hopes to fill all the orders that it has so far received, but in the meantime it bespeaks the indulgence and patience of those who ask it for material.

An interesting article on the personnel and the work of the Committee on Public Information is printed in the "Review of Reviews" for November, 1917.

PRIZE ESSAY CONTESTS.

Attention is here called to the fact that the Prize Essay Contest, in all states in which this competition has been organized, will close January 1, 1918. To allow for delays of mail delivery, this rule will be interpreted to admit to the contests all essays which bear the postmark of December 31. The contests are confined to the teachers in the public elementary and secondary schools of California, Connecticut, Illinois, Indiana, Massachusetts, Minnesota, New Hampshire, New Jersey, New York, North Carolina, Ohio, Tennessee, Virginia, Wisconsin, and the city of Cincinnati. Essays submitted to these fourteen state contests should be sent to W. G. Leland, secretary, 1133 Woodward Building, Washington, D. C.; those entered in the Cincinnati contest should be addressed to Frank P. Goodwin, Denton Building, Cincinnati, O. Essays should not be signed, but each essay should be accompanied by a slip containing the name, address, and teaching position of the writer. This last is important in order that each essay may be considered in its proper group. The names of the writers will not be communicated to the committees of award until after the decisions are made. The members of these committees of award in each state will be persons competent to judge historical papers and well-known to most of the teachers of the state. As has been before announced, the essays which secure the first prizes in each contest will be considered for the additional prizes of $75 each to be awarded to the best essay in each group.

A special contest for Missouri teachers has been organized under the auspices of the Missouri Committee for Historical Service. Information respecting this contest may be obtained from Prof. Jonas Viles, University of Missouri, Columbia, Mo.

THE WAR AND SCHOOLS.

The officers of the Department of History of Vassar College have planned a series of informal lectures on the questions at issue in the present war and the relation between the past and these present conditions. The topics of the lectures are as follows: "What Is Modern History?" by Lucy M. Salmon; "The Freedom of the Seas," by Ida Carleton Thallon; Places in the Sun," by Violet Barbour; "Neutral or Ally?" by C. Mildred Thompson; "Old and New Boundary Disputes," by Eloise Ellery; "MacedoniaThe Apple of Discord," by Lucy E. Textor; and "Poland," by James Fosdick Baldwin.

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County superintendents of schools in many parts of the country are issuing appeals and instructions to the teachers under them suggesting the course of action for teachers in the present war situation. Dr. Samuel Hamilton, County Superintendent of Allegheny County, Pa., has urged the continuation of the war garden movement; the use of the domestic science equipment in the preservation of food; the support by the schools of the Junior Red Cross; the boys' working reserve and the soldiers' library fund. Dr. Hamilton also urges the study in English classes in the high school of President Wilson's admirable state papers, which he says are "possibly not surpassed by any English classic now studied in our schools."

A new national anthem entitled, "America, My Country," has been issued. The words are by J. K. Grondahl and the music by E. F. Maetzold. Words and music can be obtained from music dealers generally, or from the publishers, the Red Wing Printing Company, Red Wing, Minn.

War saving on text-books can be accomplished by ordering the year's supply in January instead of June and July, according to a recent note of the United States Bureau of Education. Winter ordering of books would make possible the establishment of uniform hours of work and rates of pay in the school book business. It would save machinery and conserve human energy by establishing a uniform production and shipping of books throughout the year.

A weekly news letter of the University of North Carolina began with its issue of October 31, 1917, a series of articles upon the aims, purposes and ideals of the United States in the war. The first installment contains a statement as to "Why We Fight Germany," part of which is taken from Secretary Lane's speech entitled, "This Is Our War."

Secretary McAdoo's address delivered at the High School in Madison, Wis., October 3, 1917, has been published by the Government Printing Office. It is a stirring appeal to young America to support the cause of the country.

Pledges seem to be the order of the day. Many different forms have been issued by national and local organizations to further the thrift habit, to conserve food, to expand the farming area, to protect the supply of labor and for many other purposes. The following pledge has been adopted by the National Education Association, and has been distributed among students and teachers in many parts of the country.

"As a non-combatant I propose to render service to my country and to her allies in the following way:

"1. I will keep myself so well posted on the causes and progress of the world war that I may be a source of information and influence to others.

"2. I appreciate so thoroughly the danger of internal enemies that I will report to the proper authorities the name and location of every native or alien citizen whose

conduct or utterances indicate enmity to our country or lack of sympathy with our aims.

"3. I will do all in my power to encourage increased production of food materials, both animal and vegetable.

"4. I will cheerfully change my habits of eating so as to help conserve wheat, meat, animal fats, dairy products and sugar.

"5. I will assist in every possible way to make all succeeding liberty loans a success.

"6. I will practice economy and deny myself luxuries so that I may contribute large sums to the various necessary war philanthropies.

"7. I will help to stabilize public opinion by showing the reasonableness and necessity of the government's demands and the baselessness of the unfounded rumors relating to the war.

"8. I will be a friend and comforter to the families of soldiers and minister to their needs in every possible way. "9. I will try to meet all the varied events of the war with patience, calmness and optimism.

"10. I will work harder and more earnestly so that I may contribute my part to make up the loss due to the withdrawals from industry of large numbers of men for the army."

The following civic creed, read by Mr. Hatch at the close of his talk at the Tufts College Teachers' Conference on October 27, was indicative of his attitude toward the purpose of the teaching of American history:

I believe in America, the land of all nations but of one nationality.

I believe in a knowledge of my country's history and a respect for her traditions, that they may continue ever to be "stepping stones unto others," as was the purpose and prayer of the Fathers.

I acknowledge my personal responsibility as a citizen of this great commonwealth, and I dedicate myself to a life of service and usefulness in the community.

I believe in America's future, as an inspired leader of democracy, and I look forward to the brotherhood of all mankind.

The Manual' Arts Department of the Hughes High School, Cincinnati, O., has printed 3,000 copies of a 36-page booklet to be used as a text-book in the English and civics courses in the Cincinnati high schools. The pamphlet contains President Wilson's address to the Senate approving the League to Enforce Peace, January 22, 1917; the message to Congress of April 2, 1917; the President's Flag Day Note, Cincinnati speech, June 14, 1917; the reply to the Pope's peace proposals, August 29, 1917; the letter to the soldiers of the National Army, September 4, 1917.

The following pledge has been adopted by the Philadelphia Chamber of Commerce, and has been widely distributed and reprinted:

"In this time of national crisis, I pledge myself to support the military, financial and economic policies of my country.

"I do this, first, because the United States stands for democracy; for the right of the people to a voice in their government. Under this government I have received a good education; I have been protected in my life and property, and I have had an opportunity to enter any activity in life for which I am fitted.

"I make this pledge, secondly, because I believe democracy, not only in the United States, but also throughout the world, is threatened by the ambitions of the German Kaiser and his advisers.

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"He has violated all the principles of humanity and international law in his treatment of the conquered Belgians; 'He has conspired against our country while at peace with us;

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'He has sought to embroil us in war with other countries;

"He has based his policy toward other nations upon falsehood and deceit.

"For these reasons I accept the judgment of the President that no man and no nation can depend upon the word or treaty of the present German government.

"For these reasons I pledge myself and my property to the cause of my country, and I will accept whatever service I am able and fitted to undertake."

The instructors in the Pasadena (California) High School are preparing a war citizenship course, including something upon the cause of the war and about twenty lessons on the war problems of the government and the schools. Copies of the outline of the course can be obtained from Mrs. W. C. Wood, Commissioner of Secondary Education, Sacramento, Cal.

Dr. Henry Reed Burch and Mr. H. W. Hoagland, of the West Philadelphia High School for Boys, report an interesting experience in an elective course in the study of the World War. This course was announced last September to meet after school hours from 2.15 to 3 o'clock four days a week. The instructors were surprised when over sixty students applied for the course. It was necessary to cut down the number to forty. The work has been organized under the following topics: Review of Modern Europe; Map Studies; Geographical Background of the War; Ethnological Background of the War; the Government of the Central Powers; the Danger Signs Since 1871; Europe from June to August, 1914; America's Relation to the War; and the American Entrance into the War.

Persons who read Prof. D. C. Munro's article in the September number of the MAGAZINE suggesting the value of Constantinople as a viewpoint for the history of Europe will be interested in learning that the same idea was adopted by Prof. F. J. C. Hearnshaw in a series of lectures given at King's College, University of London, during the session of 1916-17. The topics of Prof. Hearnshaw's lectures may be of use to Americans who wish to put Constantinople in its proper perspective. They are as follows: Introductory: The Empire Before 313.

Constantine and the Conversion of the Empire.
The Schism of the Empire.

The Incursions of the Barbarians.

Justinian and the Revival of Imperial Power.
The Relapse after Justinian.

The Saracen Onslaught.

Slavonic and Bulgarian Incursions.

Leo III and the Siege of Constantinople.
The Iconoclast Controversy and Its Sequel.
The Revolt of the Papacy.

The Period of Transition, 802-867.

The Basilian Revival.

The Beginnings of Final Decline.

The Coming of the Seljuk Turks.

The Era of the Crusades.

The Latin Capture of Constantinople.
The Greek Restoration.

The Coming of the Ottoman Turks.

The Fall of Constantinople and the End of the Roman Empire.

The United States Employment Service of the Department of Labor calls attention to the extreme shortage of teachers which exists in the United States. Many schools have not been opened this fall owing to a lack of teachers, while other schools have been opened, but are inadequately manned. All who are interested in educational success are advised to urge competent persons to apply for school positions.

"How to Teach the World War" is discussed by Prof. Bessie Leach Priddy, of the Michigan State Normal College, in "The American Schoolmaster" for October 15, 1917 (Ypsilanti, Mich.). Prof. Priddy not only gives detailed suggestions upon class work, but also gives a brief bibliography of the war.

"The Battle Line of Democracy," issued by the Committee on Public Information (price, 15 cents), is a collection of prose and poetry relating to the world war. The selections are chosen for the use of schools and are dedicated to the children of America. The collection was begun by Secretary Franklin K. Lane, of the Interior Department. Later the editorial supervision was taken over by Prof. Guy Stanton Ford, of the Committee on Public Information. Suggestions were obtained from the National Board for Historical Service, and assistance was given by Miss Frances Davenport and Miss Elizabeth Donnan. Publishers and authors cordially granted the right to use extracts from their works. The quotations are arranged under seven headings, as follows: "The Call," America," "Belgium," Britain," "Russia," and "Italy." France,"

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CURRENT PERIODICAL ARTICLES ON THE TEACHING OF HISTORY.

LISTED BY W. L. HALL, NEW YORK STATE LIBRARY. Craven, Bruce.-" Denatured History." Journal of Education (Boston), LXXXVI (October 11, 1917), 354.

Hawley, Hattie L.-Correlated lessons for the rural school III. A history lesson; the first Thanksgiving feast. "Popular Educator," XXXV (October, 1917), 83. Johnson, Evelyn.-History study. "Atlantic Educational Journal," XIII (October, 1917), 94-96.

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Notes from the Historical Field

Leaflet No. 44 of the (English) Historical Association for September, 1917, contains a bibliography of medieval history, 400 to 1500 A.D., prepared by Miss Beatrice A. Lees. The bibliography is divided into several sections, including bibliographies, auxiliary studies, sources, general works of references and text-books. A chronological division is also made in which are detailed reference to sources, general works of reference, text-books and special studies are given. Three periods are given, as follows: 400 to 918 A.D.; 918 to 1273; and 1273 to 1500.

An announcement has been made by the publishing firm of Doubleday, Page & Company that they contemplate entering the field of educational publications. In their introductory statement they say that the three years of war. have made radical changes in the life of all nations, and that text-books on economics, history, geography and science will have to be written along new lines. They will welcome suggestions and manuscripts from authors engaged in the educational fields.

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The California High School Teachers' Association has appointed a European History Commission," the purpose of which is to investigate the status of the teaching of European history throughout the State. It is believed that there is relatively a large percentage of students who can give but one year to the study. The commission has issued a brief questionnaire requesting information upon this point from high school authorities. After obtaining this information the commission hopes to be able to make a report upon the scope and nature of such a one-year course in European history. The commission is composed of Miss Jane E. Harnett, chairman, Long Beach High School; Dr. N. A. N. Cleven, secretary, San Diego High School; Prof. Alexis F. Lange, University of California; Mr. Will C. Wood, Commissioner of Secondary Prof. Education; William A. Morris, University of California; Mr. E. J. Berringer, Sacramento Junior College; Mr. John R. Sutton, Oakland High School; Miss Sarah L. Dole, Manual Arts High School, Los Angeles; Mr. John G. Iliff, Stockton High School; Prof. Albert B. Show, Leland Stanford University; Miss Ruth E. McGrew, Sacramento High School; and Miss Anna Stewart, Los Angeles High School.

Prof. Walter L. Fleming has resigned his position in Louisiana State University to accept a professorship in Vanderbilt University left vacant by Prof. Sioussat's transfer to Brown.

Teachers preparing students for entrance to American colleges will be interested in looking over the entrance requirements for English colleges, universities and the English civil service which are printed in Leaflet No. 3, revised, of the (English) Historical Association. Copies can be obtained from the secretary of the association, Miss M. B. Curran, 22 Russell Square, W. C., London.

On Tuesday, October 23, the teachers of history in the Houston (Texas) High Schools met at the Central High School and organized the Houston History Teachers' Association. Fifteen persons were present, and T. H. Rogers, head of the history department of the Central High School, was elected president and A. G. Mallison secretary. The association plans to meet once a month to discuss problems of interest to the members.

The Johns Hopkins University announces the establishment of a new publication entitled, "The Johns Hopkins University Studies in Education," which will be edited by

members of the University Department of Education. Number 1 in the series is "The Correlation of Abilities of High School Pupils," by Dr. D. E. Weglein.

The History Teachers' Association of the Middle States and Maryland will hold a session at Vassar College, Poughkeepsie, N. Y., at 10 a. m., on Saturday, December 1st, in conjunction with the meetings of the Association of Colleges and Preparatory Schools of the same region. The general topic for the history session will be "What Can the Teacher of History Do Now?" Among those who will take part in the discussion are President John H. Finley, of the University of the State of New York; Prof. Henry Johnson, Teachers' College, Columbia University; Prof. Charles D. Hazen, of Columbia University, a member of the National Board for Historical Service; Prof. William D. Guthrie, of the College of the City of New York; Dr. Daniel C. Knowlton, of the Central High School, Newark, N. J.; and Mr. Horace W. Hoagland, of the West Philadelphia High School for Boys. Prof. Lucy M. Saimon, of Vassar College, is chairman of the local committee.

Teachers, who are interested in prohibition literature, will find much of value in the publications of the Board of Temperance, Prohibition and Public Morals of the Methcdist Episcopal Church. The office of the Board is 204 Pennsylvania Avenue, S. E., Washington, D. C.

The Civic Historical Session of the Colorado Educational Association, Eastern Division, met at Denver on Thursday and Friday, November 1 and 2. The following program was presented: "The Problem Method in Teaching History," by Martha N. Kimball, Denver; " Practical Economics in the High School," by Ira F. Nestor, Denver; "The Teaching of Citizenship," by Edwin B. Smith, State Teachers' College; "The Stereopticon in History Work," by W. P. Rhodes, Denver; "What the History Teacher Can Do Now," by C. W. Bigelow, Denver; "The Bases for Permanent Peace," by C. C. Eckhardt, University of Colorado; and "Basis for the Present War," by Dr. Bemis, Colorado College. The officers of the association are: President, Archibald Taylor, Longmont; and secretary, Olin P. Lee, Longmont.

The John C. Winston Company, of Philadelphia, have announced that they are about to enter the text-book publishing field. The editorial work of the new department will be under the direction of Dr. William D. Lewis, Principal of the William Penn High School, Philadelphia. Books in process of publication include a series of young American readers, a series in community civics, works on civics for urban communities, text-book on civics for rural communities, and a series of histories for the grades.

NEW ENGLAND HISTORY TEACHERS' ASSOCIATION. The New England History Teachers' Association held its annual fall meeting Saturday, November 3, 1917, at Simmons College, Boston.

The program consisted of a discussion of "Modern Russian History and Conditions," though the list of speakers was somewhat different from that originally announced and published in the last issue of THE HISTORY TEACHER'S MAGAZINE.

Prof. Robert H. Lord, of Harvard University, spoke on "Some Impressions of the Recent Russian Revolution." Mr. Maurice Hindus, a Russian, spoke from the point of view of a native of that country. He expressed the conviction that Kerensky would remain in power, and that, if he remained at the helm, Russia would not make a separate peace. Dr. Earl B. Downer was the guest at luncheon. He gave an illustrated talk on his experiences in Russia. The

luncheon was the best attended in the history of the association. Seventy-six persons were present.

The association adopted resolutions upon the death of Miss Blanche Leavitt, for many years a member of the Council. The following officers were elected:

President, Harry M. Varrell, Simmons College; vicepresident, George M. Dutcher, Wesleyan University; secretary-treasurer, Horace Kidger, Newton Technical High School. Council-Sybil B. Aldrich, Girls' Latin School, Boston; Orrin C. Hornell, Bowdoin College; Harriet E. Tuell, Somerville High School; Alan R. Wheeler, St. George's School, Newport, R. I.

IOWA ASSOCIATION.

The annual session of the Iowa Society of Social Science Teachers was held in connection with the State Teachers' Association at Des Moines, November 1 and 2.

Dr. William Harrison Mace gave an address on "The High School and the War."

Prof. Ernest Horn, of Iowa University, presented the "Problem of Relative Values in Making the Course of Study in History." The material for this paper was obtained by a series of tests made by graduate students of Iowa University to discover whether the present course of study is properly arranged if the “chief purpose of teaching history is to make pupils more intelligent with respect to the crucial activities, conditions and problems of present-day life." The investigation seemed to show that, if we accept the above theory, our text-books must be rewritten.

The business session of the society was called at the conclusion of the annual six o'clock dinner, one of the very pleasant features of the organization. Here the president, Prof. Gilbert G. Benjamin, of the University of Iowa, read his formal address, taking as his topic, "Some Conventionalities in the Teaching of History." The officers for 1917-1918 were elected as follows:

President, Dr. Charles M. Meyerholz, Teachers' College, Cedar Falls; vice-president, Prof. Earle D. Ross, Simpson College, Indianola; secretary-treasurer, Miss Martha Hutchinson, West High School, Des Moines. Executive Committee Mr. Clarence E. Nickle, East High School, Des Moines; Miss Bessie L. Pierce, University High School, Iowa City; Prof. S. G. Pattison, Coe College, Cedar Rapids.

On Friday afternoon the program took the form of a round-table, each paper being followed by general discussion. The question, "Is there a special type of American history and civics for the rural schools?" was opened by Prof. Macy Campbell, of Iowa Teachers' College, who was followed by two county superintendents of schools, Miss Jenette Lewis and Mr. Fred D. Cram. The chief points made were that:

1. Books giving due emphasis to rural governmental and social questions should be available for the over-worked rural teachers.

2. More attention should be given to local history, and to history of the Mississippi Valley than is ordinarily given to it.

3. The history of the last fifty years should be adequately presented.

In the absence of those assigned to the subject, Mr. Hugh A. Bone, principal of Sioux City High School, gave a most interesting talk on "The European Background Required by a Course in American History."

A paper which aroused much comment was read by Miss Bessie L. Pierce, of the University High School. This paper outlined a plan of "self-instruction in history" which throws the recitation into a general exercise where

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