every pupil is either reciting all of the time during the period or listening to one of his mates reciting, while the teacher becomes a referee to settle disputes arising between the various pairs of pupils as they carry on this self-instruction process.

A few of those who followed Miss Pierce condemned the plan unreservedly, but the opinion seemed to prevail among the members of the round-table that while this might be a very admirable method with a small group of pupils in the hands of an expert teacher, it would not be feasible in the average school.

KANSAS ASSOCIATION.

The Kansas History Teachers' Association held a meeting on November 8 in connection with the Kansas State Teachers' Association. Prof. Davis Snedden, of Teachers' College, Columbia University, spoke upon "Needed Readjustments in History Teaching," urging a radical reorganization of the history course. Mr. Raymond A. Kent spoke upon "The Teaching of History in the Elementary Schools," and discussion was had upon the topic, "What History and How Much Shall be Given and How Much Shall be Required in the High School?" The general opinion seemed to be that a year of American history should be required, and at least one year of European history should precede the American history. A paper was read by Miss Sadie Van Aken, pointing out what readjustments of history teaching were made necessary by the world war. Reports were received from committees upon the teaching of history in the Kansas elementary schools and on reference books for high school libraries. Both of these committees were continued for another year. The officers chosen were as follows: President, Miss Mary Alice Whitney, State Normal School, Emporia; vice-president, Mr. W. S. Robb, principal of the Dickinson County High School, Chapman; and secretarytreasurer, Miss Marcia Brown, of Lawrence.

OHIO HISTORY TEACHERS.

were

The fourth session of the Ohio History Teacher's Association was held on Friday and Saturday, November 2 and 3, at the Ohio Archæological and Historical Society Building, Columbus. The Friday afternoon session was devoted to a discussion of Ohio history. Papers were read upon "What Can Be Done to Promote the Collection and Publication of Materials and Monographs Relating to the History of Ohio and the Old Northwest; " and "Ohio Historiography Since the Civil War." Prof. H. C. Hockett reported from the committee upon a source book of Ohio history. On Friday evening the following papers presented: "The Teaching of Medieval History," by Prof. L. Thorndike; "History With Pick and Spade," by Prof. S. C. Derby. A report from the committee on the teaching of history in high schools was presented by Prof. T. G. Hoover. Saturday morning session included a very comprehensive program, as follows: "The Ethical Value in History," by Miss Grace H. Stivers and Mr. R. W. Wells; "The Events to be Emphasized as Causes of the Present War," by E. M. Benedict; "Scholarships and Fellowships in Ohio Colleges," by Mr. V. Martz; “Improvements in Our Recent Text-books on Ancient History," by Miss M. Aborn; Improvements in Our Recent Text-books on Medieval and Modern History," by Mr. G. Detrick; “Improvements in Our Recent Text-books in American History," by Mr. H. Gallen and Mr. D. M. Hickson. At the business meeting which followed, officers for the ensuing year were elected: President, Mr. C. C. Barnes, of Marion, O.; secretarytreasurer, Mr. Carl Wittke, Ohio State University, Columbus, O.

TUFTS COLLEGE HISTORY CONFERENCE. The conference held on October 27, 1917, was opened by Mr. Clarence D. Kingsley.

Mr. Kingsley explained the suggested change that may be made in the high school history departments. Leading up to this he outlined a combination of geography, history and civics (economic aspect). In the high school the following plan would be carried out:

Freshman year, general history to 1700, 1 unit. Sophomore year, European history since 1700, 1 or 2

unit.

Junior year, American history and government, 1 or 2

unit.

Senior year, problems of democracy, 1 or 2 unit. This plan would differ materially from the present schedule of:

Freshman year, ancient history.

Sophomore year, medieval and modern history.
Junior year, English history.

Senior year, American history.

Reasons that Mr. Kingsley advanced for the proposed change were as follows:

1. Few take all four courses. A selection should be made, so why not make the selection or elimination be in taking the course rather than in leaving out the entire unit?

2. The new schedule represents a better distribution of time.

3. It is possible to arrange the history to 1700 to have it more profitable than to have the entire year devoted to ancient history.

4. English history need not stand out as an individual unit, for it is a part of Europe.

Mr. Farnsworth spoke on the effect of the present war on the teaching of ancient history. He said, in general, that ancient history has been in danger of being sidetracked by new courses along with English history. The tendency has been to either drive it out altogether, or, at best, to allow it only one-half the year. The war will tend to restore the balance and re-emphasize it, for without a knowledge of the past of man one cannot understand the present.

Mr. Hatch recommended a use of the practical knowledge that the events and incidents connected with the war will afford for the teaching of American history. For instance, he suggested the use of what he termed "tangent topics' to drive home points in present history as well as past. Tariff conditions and regulations could well be taught in connection with the present sugar shortage, and elections should be taught when the November elections are taking place, rather than in the order in which the subject is listed in the course of study.

The feeling of internationalism, and a wider sympathy for other nations will be fostered by the experiences and knowledge of the present war.

Mr. Hatch suggested, too, that together with a judicial use of the current happenings as material for history teaching, the New England Association report of the Committee of Seven was still as good as it was in 1903.

The effect of the war on the teaching of economic history was discussed by Mr. Tirrell.

He defined economic history as it is usually thought of, as being commercial and industrial history, though it really is much broader, he stated. The question was then raised if the war would not serve to broaden the usual interpretation of the term, for is the commercial and is the industrial phase of life the most important? The thing that ought to stand out, that getting a living is not the greatest mo

tive in life, but something deeper, has been shown by the war. Before this, people had thought that a war could not possibly last more than six months, but this has shown what people can accomplish when they really want to and have to. History is the life of the world, and includes all things. The thing to be decided in the future is whether such a union as has been proposed by the Allies at different times, one which will exclude the Central Powers, can be carried out. This lies distinctly in the realm of economic history.

Miss Raymenton spoke of the changes both in the attitude toward and the teaching of English history which have been or will be effected by the war. In summarizing, it was stated:

Recent developments have already affected, and ought to continue to affect, the teaching of English history as follows:

1. By awakening the pupils.

2. By awakening the teachers.

3. By effecting a change from the old "question and answer" and "topical" methods to the "forum" method of recitation.

4. By changing the character of the text-books.

5. By making of English history a subjective rather than an objective study.

66

6. By emphasizing cause and effect," particularly the latter, and thus making of even high school English history a science, and an aid to American citizenship.

The effect of the war upon the teaching of European history was discussed by Miss Tuell. She said in part:

From being an object of suspicion history has become an object of consideration, and this is the opportunity of the history teacher. Since the war the reorganization of history has become the work of the history teacher. In order to accomplish this, the following things must be borne in mind and emphasized:

1. An enlargement of our geographical vision.
2. Sympathy with other nations must be stressed.

3. Revision of our views of historic characters.

4. New devotion to the cause of democracy.

5. History must be made to be, as Napoleon said, "The torch of truth, the destroyer of prejudice."

Following the presentation of these talks there was general discussion, and criticisms and suggestions were offered also by Mr. Edwin J. Cox, of Newtonville, and Miss Gladys Adams, of the Beverly High School.

MARYLAND ASSOCIATION.

A history conference was held in connection with the annual meeting of the Maryland State Teachers' Association at Baltimore on Monday and Tuesday, November 26 and 27, Dr. P. L. Kaye, of Baltimore City College, presiding. The Monday afternoon session discussed the effect of the war on the teaching of history, and papers were presented by Prof. J. H. Latane, of Johns Hopkins University, and Prof. C. W. Stryker, of St. John's College. The Tuesday afternoon session took up problems connected with history in the high school. Among those who took part in the program were Prof. C. E. Adams, of Baltimore Polytechnic Institute; Miss Mary C. Ott, of the Boys' High School, Frederick; Miss L. J. Cairner, of the Western High School, Baltimore; Dr. F. R. Blake, of Baltimore City College, and Mr. G. L. Fleagle, of Smithburg, Md.

Periodical Literature

EDITED BY GERTRUDE BRAMLETTE RICHARDS, PH.D. "The Real Problem of Alsace and Lorraine," according to Sydney Brooks ("North American" for November), lies in the material resources of those lands, including particularly the mines, which have been developed as a result of German occupation. The loss of these means an irreparable blow to Germany's prosperity and success, which would be partly counteracted by using German coal to smelt French ore. It is, however, to the interest of both to block this. If it is left open and large and profitable commercial relations are recreated between France and Germany, there is great danger that France may be again drawn into a German net.

Among the many articles appearing on the Russian Revolution, that by Raymond Reconly (Captain X) on "The Russian Army and the Revolution" in November's "Scribner's" is certainly one of the most vivid, being the record of an alert and trained eye-witness.

Prof. Kuno Franke discusses "Germany in Defeat" in the November " Harper's," and explains certain points in his former article in the September number of the magazine. He says: "Whatever existence fate may have in store for a defeated Germany-however impoverished, however gagged, however mutilated-the spirit manifested by the German people in the martyrdom of this war, gives assurance that even in a complete breakdown of its international position, it will not deviate from adherence to its traditional ideal of the subordination of individual happiness to common task."

President Lyman P. Powell, of Hobart College, has an interesting article entitled, "Source of Education in England and France," in the November "Review of Reviews."

The article on The Cost of the War" in the current number of "The Unpopular Review," states that "the nations as a whole could not and have not mortgaged their future wealth so as to burden themselves very seriously; about all they could do in this way was to establish by their war debts a different distribution of their future wealth. While this may be a burden on the debtor nations and may embarrass industry to some extent, it will not greatly diminish the amount of wealth produced in the future."

Louise E. Matthaei's article on Domestic Politics in Hungary" ("Contemporary Review" for October) deals with the question of Hungarian politics and the relation this bears to Magyar caste feeling and the marvellous Magyar caste solidarity. This is an able exposition of the situation in Hungary, and expresses the nation's hopes and the ability of the new king to win the confidence of this group of his subjects.

In the November "Forum," Hon. Champ Clark replies to criticisms of Congress in his article, "Democracy is Safe."

"Armenia and the Armenians," by His Excellency Ismail Kemal Bey, in the "Fortnightly Review" for October, deals particularly with the attitude of the Turkish government to the Armenians under Sultan Abdul el Hamid, who by his actions and methods of governing these subjects, caused so much misery and lost the confidence of the Armenians.

Most interesting is Rose G. Kingsley's "Order of the Hospital of St. John of Jerusalem" ("Edinboro Review " for October), which traces the history of the order from the days of Constantine to its activities in the present war.

Prof. George L. Kittredge's "A Case of Witchcraft" ("American Historical Review" for October) deals mainly with Devonshire cases under Elizabeth, which cases, he says, include all or most of the typical features of English witchcraft cases.

In the issue of "America" for November 10, A. Hilliard Atteridge writes on The Cause of the Irish Martyrs" who were put to death for their religion in the days of the Irish persecutions in the Tudor and Stuart ages.

BOOK REVIEWS

EDITED BY PROFESSOR WAYLAND J. CHASE,
UNIVERSITY OF WISCONSIN.

JOHNSON, ROSSITER. The Fight for the Republic. New York, G. P. Putnam's Sons, 1917. Pp. viii, 404. $2.50. The present war is causing a revival of the study of military history. Students must necessarily obtain much of their detailed military information by reference work. This recent publication, a history of the greatest war waged in this hemisphere, is especially adapted for supplementary reading.. It is "a narrative of the more noteworthy events in the War of Secession presenting the great contest in its dramatic aspects." The book has several admirable features. Its chapter divisions by battles and campaigns makes it possible for the student to read understandingly this or that chapter without digesting the entire book. The military information is lucidly given. Each battle or campaign is accompanied by excellent maps, showing in detail the positions and movements of the armies. The personal incidents introduced here and there attract the immature student to whom bare military operations may not at first appeal. The book is well-bound and printed on glossless paper in bold type.

The great criticism of the book is that it is written entirely from the Northern standpoint, in the spirit of '61; not that the military facts are distorted to please the Northern reader, but that credit given to the Army of the Confederate States and its supporters is conspicuously lacking. The introduction, a summary of the political events preceding the war, presents the South entirely as the unprovoked aggressor. Little sympathy is shown for our Confederate brothers, no word of admiration is given for Lee at Appomattox, no expression of regret in the two chapters on Sherman's invasion of the South, no deprecatory statement about Sherman's "bummers" except the scant recognition that "no doubt the foragers exceeded their instructions in some instances." At times the author apparently tries to vindicate the tactics and valor of the Union forces. Of course, there is no need of this. Praise of the Confederate army and its commander would not detract from the glory of the Union arms. It seems a pity that fifty years after the close of the fratricidal war such a complete and convenient one-volume history of the war could not have been written in a more impartial and conciliatory manner. The tone is disappointing even to a student bred in Yankee New England.

The Mercersburg Academy.

WAYNE EDWARD DAVIS.

THE WAR OF DEMOCRACY: THE ALLIES' STATEMENT. Chapters of the Fundamental Significance of the Struggle for a New Europe. Prepared by Rt. Hon. Viscount Bryce, and others. New York, Doubleday, Page & Co.,

1917.

The second part of the title is somewhat misleading, for while the book contains statements more or less official and

authoritative, by various British, French and Belgian statesmen and scholars who present the aims of their own nations, of Serbia and of other small States, yet there is nothing from Italy or about Italy's aspirations, and nothing at all concerning the ambitions of monarchical or of republican Russia. These omissions may partially be explained at least by the obvious fact that none of the articles in the compilation were prepared in 1917, that only a few belong to 1916, and that the greater number are dated 1915. Some of the material has been in print before, either in magazines, in newspapers, in the pamphlets issued by the Oxford University Press, or elsewhere. Little of it is really new or fresh, and much of it, such as Mr. Balfour's remarks about the Navy and the War and Mr. Lloyd-George's interview in the "Secolo " are quite "old-sounding" to us. The chapters of interest, we would say, are those written by Sir Edward Grey on "Great Britain's Measures Against German Trade," by M. Henri Hauser on "Economic Germany," by G. M. Trevelyan on the Serbians and Austria," and by M. Helmer, of Alsace, on "German Rule in That Reichsland." The first of these, together wirh the articles on Belgic Neutrality and Germans in Belgium," and the death of Edith Cavell might give some useful notes for a student of international law. Nothing in the compilation that is very definite is at all official, and nothing that is at all official is very definite. It can not then be fairly called the "Allies' Statement," though it does somewhat successfully bring out the significant issues of the great struggle, thereby justifying to this extent the explanation of its purpose given on its title page. It is a question, therefore, how far a well-stocked library may need this book, especially if the library in question has available material on the subjects of the stronger articles in this compilation; a small library without much of a war collection might easily find a use for it. There is no index and the only map inserted is a roughly sketched one.

The

66

ARTHUR I. ANDREWS.

History Teacher's Magazine

Published monthly, except July and August, at 1619-1621 Ranstead Street, Philadelphia, Pa., by MCKINLEY PUBLISHING Co.

EDITED UNDER THE SUPERVISION OF A COMMITTEE OF THE AMERICAN HISTORICAL ASSOCIATION, composed of:

PROF. HENRY JOHNSON, Teachers' College, Columbia University, Chairman.

PROF. FRED. M. FLING, University of Nebraska. MISS ANNA B. THOMPSON, Thayer Academy, South Braintree, Mass.

PROF. FREDERIC DUNCALF, University of Texas. PROF. O. H. WILLIAMS, University of Indiana. DR. JAMES SULLIVAN, Director of Archives and History, New York State Department of Education. ALBERT E. McKINLEY, PH.D., Managing Editor. SUBSCRIPTION PRICE, two dollars a year; single copies, twenty cents each. REDUCED RATE of one dollar a year is granted to members of the American Historical Association, and to members of local and regional associations of history teachers. Such subscriptions must be sent direct to the publishers or through the secretaries of associations (but not through subscription agencies).

POSTAGE PREPAID in United States and Mexico; for Canada, twenty cents additional should be added to the subscription price, and for other foreign countries in the Postal Union, thirty cents additional. CHANGE OF ADDRESS. Both the old and the new address must be given when a change of address is ordered.

ADVERTISING RATES furnished upon application.

TRIMBLE, WILLIAM. Introductory Manual for the Study and Reading of Agrarian History. Fargo, N. D., 1917. Pp. 47. 35 cents.

This list of references and suggestions for a survey of the history of agriculture from the earliest times to the present is divided into three parts. The first of these deals with ancient and medieval agriculture, the latter being treated as a whole and the former by regions and periods. Of many of the works cited in these and the succeeding lists a few words of critical appraisal are given. Part two is concerned with the modern period in the sections of the agricultural world outside our own country, with which part three has to do. This last section, dealing with the United States, provides material for a more detailed study than the earlier sections have done, and the references are classified under a dozen headings. Though the author declares the work tentative and incomplete, it is sufficient to display a comprehensive grasp of the literature of this aspect of history, and to be a substantial help to those who work in its field.

GARRETT, MITCHELL BENNETT. The French Colonial Question, 1789-1791. Dealings of the Constituent Assembly with Problems Arising from the Revolution in the West Indies. Ann Arbor, Mich.: George Wahr, 1916. Pp. iv, 167. $1.25.

This book appears to be a doctoral dissertation prepared after extensive research, both in America and Europe. The author was unlucky enough to have delved very deeply into a subject which another person was studying. The other person published the results of her research first, and so left the present author a chance to show his erudition only on a side line rather than his main subject, the life of Barnave. This was a real misfortune, for the quality of the present book suggests that the author could have done very well on the broader subject. The book is a good contribution to the history of slavery and of the French Revolution in the West Indies, but its subject is too restricted for use as a high school reference book. Hence it is not recommended for purchase by school librarians.

Ohio State University.

CLARENCE PERKINS.

HAZEN, CHARLES DOWNER. Modern European History. New York: Henry Holt & Co., 1917. Pp. xiv, 650. $2.00.

Professor Hazen's Europe since 1815 has already won him such staunch friends among teachers of history and the general public that this briefer work covering the broader field of the last two hundred years will receive a warm welcome. The present work has the merits of the earlier one. It is scholarly and accurate, well-organized, and very readable and interesting. The author's statements are never hazy or confused. In addition, he has started with a survey of the eighteenth century, and so given us a book that can be used for high school reading more readily than the earlier one. The only serious objection to the work is its failure to lay enough stress on the industrial revolution and the social and economic side of history in general. Political history receives the emphasis. The book contains a large number of excellent illustrations. It will be very useful for high school students and librarians should provide duplicate copies. CLARENCE PERKINS.

Ohio State University.

Mr. D. J. Jardine's experiences, "At the Coronation of the Empress Uizero Zanditu of Abyssinia" ("Blackwood's " for October), are all the more interesting because they are prefaced by a brief historical sketch of this little-known country.

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.

The [English] Historical Association-Secretary, Miss M. B. Curran, 22 Russell Square, London, W. C.

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

Houston (Texas) History Teachers' Association-Secretary, A. G. Mallison.

Indiana History Teachers' Association-President, J. V. Masters, Rushville; secretary, Charles H. Money, Indianapo

lis.

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.

Kansas History Teachers' Association-President, Miss Mary Alice Whitney, State Normal School, Emporia; secretary, Miss Marcia Brown, Lawrence.

Kleio Club of University of Missouri.

Association of History Teachers of Middle States and Maryland-President, Prof. Marshall S. Brown, New York University; 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, University of Chicago.

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, Harry M. Varrell, Simmons College, Boston; 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.