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Fishback, M. M., An Occasional Museum, school, 5-9; in high school, 15-25; Maryland History Teachers, 361.
30.

principles underlying, 17-23; tests of, Mathews, L. K., review of Hall's Andrew
Fling, F. M., review of Hazen's French 18; functioning in the present, 19; Johnson, 234.
Revolution and Napoleon, 203.

type lessons, 19-21; values of history McDonald, J. G., Method in the Elemen-
Florida History Teachers, 67.

instruction, 46-48.

tary College History Course, 126-127.
Foster, H. D., communication upon his. Holy Alliance, The, Its Origins and In- McIlwain, C. H., Medieval England, 257-
tory courses for Dartmouth College fluence, 337-341.

258.
freshmen, 277.

Hunter, H. Reid, Ancient History in a McKinley, A. E., The War and History
Frayer, W. A., The Field of the Elemen Technical High School, 347-348. Teaching in Europe, 143-147.
tary College Course, 113-114.

McLaughlin, A. C., The Great War:
Freeman, A., review of Hodges' Doctrine Illustrative Material, in American His From Spectator to Participant, 183-
of Intervention, 102.

tory, 48-51; for history in the grades, 187.

60-63; for blackboard work, 253-255. McMurry, D. L., Source Studies in Ele-
Game, A History, 69.

Illinois, University of, elementary his mentary College Course, 124-125.
Geography, as a social study, 6-9; his tory in, 127-128.

Metropolitan Museum, educational work,
torical, in college classes, 26-29, 121, Immigrants, education of. See Ameri 32, 317; aids to history teachers, 51.
126.

canization.

Methods in teaching history. See Ele-
George, R. H., Method in the Elementary Indiana History Teachers, 135; revision mentary Schools, Secondary Schools,

Course in College History, 118-120. of secondary school course in history, Colleges.
Gipson, L. H., Method of the Elementary 135.

* Mexican Review,” 32.
Course in the Small College, 128. Indianapolis, Ind., "course of study in Mexico, report upon educational condi-
Gould, C. P., The Required Course in civics, 5.

tions, 134.
College History, 123-124.

International Conferences, lists of, 156- Middle States and Maryland, Association
Grading History Work, 297-305.

157.

of History Teachers of, 134, 167; re-
Greene, E. B., Suggestions on The Rela- Internationalism, basis of, 46.

port on training of history teachers,
tion of American to European His. Iowa History Teachers, 33, 317, 359. 198; fourteenth annual report, 200;
tory, 218-219; The American Revolu-

spring meeting, 201; fall meeting, 359.
tion and the British Empire, 292-294. Jones, Chester Lloyd, review of Krue- Middletown, Conn., course in civics, 12.
Gutsch, M. R., Field of Instruction in ger's Government and Politics of Ger- Military History, A Renaissance in, 261.
Elementary College History, 117-118. man Empire, 35; of Mathews' Munici 263.

pal Charters, 35; of Riddell's Consti- Military Training for Boys, pamphlet on,
Hakluyt Exhibit at New York Public tution of Canada, 319; of Nida's Story referred to, 100; in schools, 316.
Library, 68.

of the World War, 320.

Minnesota Day, 31.
Hall, W. L., Current Periodical Articles Junior High School, social sciences in, Minnesota History Bulletin, 31.
on the Teaching of History, 281, 321, 5-6.

Minnesota, new history teachers' sylla-
358.

bus, 147-149.
Harris, Wilmer C., Methods of Instruc- Kansas History Teachers, 360.

Mississippi Valley Historical Associa-
tion in Elementary College History, Kerner, R. J., The Historic Role of the tion, 167, 200.
124,

Slavs, 294-295.

Mississippi Valley Historical Review,
Hathaway, W. H., review of Towne's So- Knowlton, D. C., Historic Features of 166, 200.

cial Problems, 35; Holcombe's State Newark's 250th anniversary celebra- Monroe Doctrine, the passing of, 192-
Government in the United States, tion, 89-95.

195; origin of, 310-341.
169; review of Ashley's The New Civ. Kuhlmann, C. B., The Minnesota History Moon, P. T., Laboratory Methods of
ics, 235.
Teachers' Syllabus, 147-149.

Teaching Contemporary History at
Hayes, C. J. H., Syllabus in Introductory

Columbia University, 82-85.
European History, 26-29; Elementary Laboratory Methods of Teaching Con- Morehouse, F. M., Testing Results in

College Course in History, 125-126. temporary History at Columbia, 82-85; History Teaching, 301-305.
Hazen, C. D., Brief List of Books Upon in history course in Princeton, 122-123. Munro, D. C., Suggestions for the Course

Recent European History, 196-197. Larson, L. M., England before the Nor in Medieval History, 217-218.
Henry, H. M., review of Callahan's Semi man Conquest, 215-217.

Museum, Historical, an occasional, 30;
Centennial History of West Virginia, Latin-American History in Secondary Metropolitan Museum, 32; use of, 51;
135; of Bryan's History of the Na Schools, 219-222, 296-297.

educational work of Metropolitan Mu-
tional Capital, Vol. II, 137.
League to Enforce Peace, Historical

seum, 317.
Hill, H. C., review of Allen's The Great Light upon, 150-158.

War, I, 37; of White's Textbook of Lease, Frank W., review of Robinson's National Board for Historical Service,
the War, 70; of Beca's Development of Medieval and Modern Times, 103.

199-201; co-operates with the Maga-
Infantry Tactics, 72; of Haworth's Lecture System, in college history ZINE, 212-213; articles upon secondary
America in Ferment, 101.
courses, 118-128.

history, 214-219, 256-261, 290-295;
History of Discoveries, course in, 31. Libraries, use of. See Collateral Read activities of, 231-232; summary of
History, How to Study, instructions ing.

work, 289; supplements from, 355; re-
upon, 54-58.
Lingelbach, W. E., review of Stryienski's

ports upon work, 355-356.
“ History," magazine entitled, 134, 231. The Eighteenth century, 136; of National Education Association, report
History Teachers, and the Great War, Lipson's Europe in the Nineteenth

of committee on social studies in sec-
175, 199-201, 204; relation to, 212 Century, 137.

ondary schools, 3-25.
213; suggestions for secondary school Local History, teaching of state history, National Park Portfolio, 31.
history, 214-219, 256-261, 290-295; 25; conference upon the teaching of, National Security League, publications
general items, 231-233, 274-276, 315 33; marking of historic sites, 91-93;
316; work of national board for his-

of, 276.
syllabus of Idaho history, 275.
torical service, 289; publications of the Lybyer, A. H., Method in the Elemen. Nations, The Study of, An Experiment,
committee on public information, 314 tary College History Course, 127.

by H. E. Tuell, 265-274.
315.

Navy, Report of Secretary of, upon edu-
History Teachers' Associations, list of, Magazines, use of, in history classes,

cational work, 31.
34, 65, 104, 137, 307, 364. See under 134, 160-161.

Newark, N. J., Historical Features of
the several states and regions.
Map Studies, in college classes, 26-29.

Anniversary Celebration, 89-85.
History teachers, training in citizenship, Maps, Outline, use in college course, 26. New England Board for Historical Ser-
3; the training of, 198.
29; how to use, 159-160.

vice, 276.
History, teaching of, aims of, 17-21; in Marking of Historic Sites, in Newark, New England History Teachers' Associa-
elementary school and junior high V. J., 91-93.

tion, 167, 315, 317.

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New Jersey, state syllabus in social Colonial Question, 364; of Hazen's 305; grading history work, 297-305;
studies, 67.
Modern European History, 364.

ancient history in a technical high
New York State Division of Archives Philadelphia Chamber of Commerce, An school, 347-348.
and History, 134.

American's Pledge, 357.

Robinson, G., Changing Emphasis in Eu.
New York State Historical Association, Philadelphia, course of study in civics, 5; ropean History in California High
meeting of, 25.

School Mobilization Committee, 232, Schools, 85-88.
New York State History Teachers, 33, 315; new course of study for history Root, W. T., review of Corwin's French
134.
in elementary schools, 277-278.

Policy and American Alliance, 72; of
Northwestern Association of History Pictorial Documents Illustrating Ameri Tedder's Navy of the Restoration, 168.

Teachers, 32; report on values of his can History, by F. Weitenkampf, 48- Rural Schools, civics in, 13.
tory instruction, 46-48.

51.

Sanford, Albert H., review of Mace's
Notestein, Wallace, The Interest of Pledges, for citizens, 357.

Washington, 70; of Hall's Our Ances-
Seventeenth Century England for Stu- Political Generalization, A, by E. Daw tors in Europe, 73; of Moses' Paul Re-
dents of American Institutions, 350-
son, 222-226.

vere, 203; of Barnes' The Hero of
351.

Political Science, suggestions for course Stony Point, 203; of Dynes' Socializ-
Novels, Historical, in American History, in, 222-226.

ing the Child, 236.
226-231.
Preparedness for war, 44-45.

Scott, A. P., The Passing of Splendid
Princeton University, laboratory system Isolation, 192-195.
“Official Bulletin," published by Com in elementary history, 122-123. Sellery, George C., review of Woolf's

mittee on Public Information, 314-315. Problem Method, of history teaching, 54; Bartolus of Sassoferrato, 363.
Ohio History Teachers, 360.

in examinations, 303-304.

Seyboldt, R. F., review of Aurner's His-
Oklahoma History Teachers, 32.

Progress Within the Subject Applied to tory of Education in Iowa, 70; of
Olmstead, A. T., A Visit to Babylon, High School History, 297-305.

Duggan's Student's Textbooks in the
79-81; Old and New in the Near East, Public Service, university training for, History of Education, 103.
256-257.

conference upon, 33.

Sherwood, H. N., review of Breasted's
Outline Map, How to Use It, 159-160. Publications, Recent Historical, listed by Ancient Times, 72; of MacVeagh's
* Outlook, The,” use of, 134.

C. A. Coulomb, 38, 73, 105, 138, 169, Fountains of Papal Rome, 104.
205, 238, 281, 321, 365.

Shipman, H. R., Princeton Laboratory
Pacific Coast Branch of American His. Purcell, H. E., Learning History by Do System in Elementary History, 122-
torical Association, 32.
ing, 306-307.

123.
Pageants, Historical, at Kirksville, Mo.,

Shortridge, W. P., review of Howard's
25; in Newark, N. J., 94; bibliography Ramsdell, C. W., review of Burgess' Ad American History, 71; The Relation of
of, 100.

ministration of President Hayes, 279. History Curriculum to Vocational
Patriotism, Teaching of, in French and Randall, J. G., Democracy and War, Training in the High Schools, 96-100;
English Schools, 143-147; should his. 329-336.

review of Smith's Outlines of Euro-
tory and civics be used for teaching, Reading Course in American History, pean History, 101; of Fite's History
188-192.
134.

of the United States, 234; of Knowl.
Patterns, for history in the grades, 62- Readings, Collateral, for history classes, ton and Howe's Essentials in Modern
63.

in New York, 100. See Collateral. European History, 279; of Robinson's
Patton, E. E., A Method of Teaching Recent Historical Publications, listed by Continental Europe, 1270-1598, 280.
Practical Civics, 305-306.

C. A. Coulomb, 38, 73, 105, 138, 169, Shotwell, James F., The National Board
Peace, International, 45-46; League to 205, 238, 281, 321, 365.

for Historical Service, 199.
Enforce, 67; Historical Light upon the Recent History, how far to be taught, Show, A. B., Accomplished results and
League to Enforce, 150-158; Proposals 31; emphasis upon, in California high future problems in the teaching of
and Programs, 295.

schools, 86-88; use of magazines, 160. freshman history, 111-113.
Pennsylvania History Teachers, 67. 161; Brief List of Books upon, 196- Sioussat, St. G. L., English Foundations
Pennsylvania, University of, conference 197.

of American Institutional Life, 260-
in history, 166.

Relation of the History Curriculum to 261.
Periodical Articles on the Teaching of

Vocational Training in the High Sites, Marking of Historic, in Newark,
History, 281, 321, 358.

Schools, by W. P. Shortridge, 96-100. N. J., 91-93.
Periodical Literature, edited by G. B. Reports from the Historical Field, 31, Smith College Studies in History, 134.

Richards, 34, 66, 105, 131, 149, 161, 67, 100, 134, 166, 200, 231, 275, 317, Social Studies in Secondary Education,
205, 237, 318, 361.
358.

3-25; aims in teaching, 4; outline for
Perkins, Clarence, review of Schevill's Reviews of Books. See Book Reviews. grades 7-12, 5; New Jersey syllabus
Modern Germany, 36; of Schmitt's Richards, Gertrude B., Periodical Litera-

on, 67.
England and Germany, 36; of Macdon ture, 34, 66, 105, 149, 161, 205, 237, Some Aspects_of_Supervised Study in
ald's History of France, 70; of De 318, 361.

History, by R. D. Armstrong, 52-59.
Souza's Germany in Defeat, 71; of Robertson, W. S., The Holy Alliance, Source Material, in elementary college
Mallet's Impressions and Experiences 337-341.

course, 124-125; for schools in New
of a French Trooper, 101; of Lord's

York State, 134.
Second Partition of Poland, 136; of Secondary schools, history in, report of Study, Supervised, in history, 52-59; in-
Barker's Foundations of Germany, National Education Association upon,

structions to students, 54-58.
168; of Seymour's Diplomatic Back 3-25; changing emphasis in European Subject Matter, in history, how organ-
ground of the War, 202; of Jeffries' history in California, 85-88; relation

ized, 16-17.
War Diary of an American Woman, of history curriculum to vocational Sullivan, James, Some Aspects of Ameri-
235; of Hayes' Political and Social training, 96-100; what to attempt in

can Experience (Revolution), 351-353.
History of Modern Europe, 280; of collateral reading and how to test it, Summer Schools, History in, 1917, 162-
Palmer's My Second Year of the War, 129-131; status in high schools of

166, 201-202.
280; of Allen's The Great War, Vol. Wisconsin, 132-133; revision of course Supervised Study, in history, 52-59.
II, 319; of Chitwood's The Immediate of study in Indiana schools, 135; new Supplementary Reading. See Collateral
Causes of the Great War, 319; of Minnesota history teachers' syllabus, Reading
Madelin's The French Revolution, 320; 147; reorganization of material in the Syllabi, Historical, in introductory
of Wright's History of the Third light of the war, 214-219, 256-261, 290 course at Columbia, 26-29; New Jersey
French Republic, 321; review of 295, 349-353; Latin-American history state syllabus on social studies, 67; of
Hazen, Thayer, Lord, Coolidge, Three in, 219-222, 296-297; Blackboard Work United States History, 200; modern
Peace Congresses of the Nineteenth in, 253-255; the study of nations, 264 European history, 233; upon the his-
Century, 303; of Garrett's French 274; progress in the subject, 297 tory of Idaho, 275; of a graded series

of lessons in history, 299-300; for Violette, E. M., A Renaissance in Mili Teachers Can Do, 175; “Bobbie and
modern European history, 317.
tary History, 261-263.

the War," 177-182; From Spectator to
Visit to Babylon, A, by A. T. Olmstead, Particpant, 183-187; How Far Should
Taylor, Raymond G., The Importance of 79-81.

the Teaching of History and Civics Be
the Agricultural Revolution, 342-344. Vocational aspects of civics instruction, Used as a Means of Encouraging Pa-
“ Teaching,” published by State Normal 11.

triotism, 188-192; reorganization of
School at Emporia, Kansas, 31, 134. Vocational Training, in High Schools, re secondary courses, 200; notes upon,
Technical High School, ancient history lation of history to, 96-100; report of 231-233, 274-276, 315-316; outline
in, 347-348.

a committee upon, 100; influence of maps for, 241; renaissance of military
Testing Results in History Teaching, war upon, 315.

history, 261-263; effect upon educa-
301-305.

tion, 275; greater emphasis on science,
Tests for history instruction, 18, 301. Walker, C. H., Method in the Elemen 275; notes upon, 356-358.
305.

tary Course in College History, 120. Weitenkampf, F., Pictorial Documents
Texas History Teachers, 31.

122.

Illustrating American History, 48-51.
Texas History Teachers' Bulletin, 31. Wallace, W. L., The Outline Map, How Westergaard, W., American Interest in
Textbooks, in college history course, to Use It, 159-160.

the West Indies, 248-253.
118-128.

War and Peace in the Light of History, Westermann, W. L., review of Schaef-
Thrift, education in, 275.

by C. C. Eckhardt, 43-46.
Triple Alliance, Origins of, 353.

fer's Social Legislation of Primitive
War and Democracy, 329-336.
Tryon, R. M., Progress Within the Sub- War, the Great, magazine articles upon, West Indies, American Interest in, 248-

Semites, 36.
ject Applied to High School History,
149, 161; lantern slides upon, 166;

253.
297-301.

“ Bobbie and the War,”. 177-182; West Virginia, history teachers, 31.
Tuell, H. E., The Study of Nations, 264-

From Spectator to Participant, 183-
274,
Tufts College Teachers' Association, 276,

187; The Passing of Splendid 'Isola- Whitney, Mary A., Construction for

History in the Grades, 60-63.
tion, . 192-195; bibliographies of, 196-
360.

198; and History Teaching in Europe,

Wisconsin Loyalty Legion, 276.
Type lessons, in history, 19-21.

143-147; history teacher's relation to, Wisconsin, Status of History in the
175, 199-201, 204; relation to, 212-

High Schools of, 132-133.
Ullrick, L. F., Latin-American History in

213; suggestions for secondary school World Peace Foundation, publications,
the High School, 296.
history, 214-219, 256-261, 290-295;

67.
University Training for Public Service,

general items, 231-233, 274-276, 315- Wrench, J. E., Scope and Purpose of the
conference on, 33.

316; work of national board for his. Elementary Course, 116-117.
Values of History Instruction, report torical service, 289; publications of Wuesthoff, W. W., What Should We At-

upon, 46-48; in vocational high committee on public information, 314 tempt in Collateral Reading and How
schools, 98-100.
315; information upon, 274.

Shall We Test It? 129-131; Black-
Vassar College, elementary history War, the Great, and Schools, in Euro board Work in History Teaching, 253-
course in, 114-115.

pean schools, 143-147; What History 255.

Outline Maps of the Great War
TH

HERE have recently been added to the McKinley Series of

OUTLINE Maps, six special maps for use in the study of the
Great War:

91 a and b. The Western Front
92 a and b. The Eastern Front
93 a and b. The Balkan States
94 a and b. The North Sea, British Isles and English Channel
95 a and b. Turkey., Egypt and Mesopotamia

96 a and b. Austro-Italian Frontier
These are issued in two desk sizes as follows: Large Size, (b), 77
by 10 inches, at 60 cents a hundred; and double size, (a), 10 by 15
inches, at $1.00 a hundred.

The new maps make it possible to trace the progress of the
War in all its principal campaigns.

In addition to the Outline MAPS OF THE Great War, the McKinley
Series contains wall and desk outline maps of all the parts of the world
and of most of the European countries. For Free Samples, write to
McKINLEY PUBLISHING CO., 1619 Ranstead Street, PHILADELPHIA

15

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