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Fishback, M. M., An Occasional Museum, school, 5-9; in high school, 15-25; Maryland History Teachers, 361.
principles underlying, 17-23; tests of, Mathews, L. K., review of Hall's Andrew
type lessons, 19-21; values of history McDonald, J. G., Method in the Elemen-
tary College History Course, 126-127.
Hunter, H. Reid, Ancient History in a McKinley, A. E., The War and History
McLaughlin, A. C., The Great War:
tory, 48-51; for history in the grades, 187.
60-63; for blackboard work, 253-255. McMurry, D. L., Source Studies in Ele-
Illinois, University of, elementary his mentary College Course, 124-125.
Metropolitan Museum, educational work,
Methods in teaching history. See Ele-
Course in College History, 118-120. of secondary school course in history, Colleges.
* Mexican Review,” 32.
International Conferences, lists of, 156- Middle States and Maryland, Association
of History Teachers of, 134, 167; re-
port on training of history teachers,
spring meeting, 201; fall meeting, 359.
pal Charters, 35; of Riddell's Consti- Military Training for Boys, pamphlet on,
of the World War, 320.
Minnesota Day, 31.
Minnesota, new history teachers' sylla-
Mississippi Valley Historical Associa-
Mississippi Valley Historical Review,
cial Problems, 35; Holcombe's State Newark's 250th anniversary celebra- Monroe Doctrine, the passing of, 192-
195; origin of, 310-341.
Teaching Contemporary History at
Columbia University, 82-85.
College Course in History, 125-126. temporary History at Columbia, 82-85; History Teaching, 301-305.
Recent European History, 196-197. Larson, L. M., England before the Nor in Medieval History, 217-218.
Museum, Historical, an occasional, 30;
educational work of Metropolitan Mu-
War, I, 37; of White's Textbook of Lease, Frank W., review of Robinson's National Board for Historical Service,
199-201; co-operates with the Maga-
history, 214-219, 256-261, 290-295;
work, 289; supplements from, 355; re-
ports upon work, 355-356.
of committee on social studies in sec-
ondary schools, 3-25.
by H. E. Tuell, 265-274.
Navy, Report of Secretary of, upon edu-
cational work, 31.
Newark, N. J., Historical Features of
Anniversary Celebration, 89-85.
tion, 167, 315, 317.
New Jersey, state syllabus in social Colonial Question, 364; of Hazen's 305; grading history work, 297-305;
ancient history in a technical high
American's Pledge, 357.
Robinson, G., Changing Emphasis in Eu.
School Mobilization Committee, 232, Schools, 85-88.
Policy and American Alliance, 72; of
Teachers, 32; report on values of his can History, by F. Weitenkampf, 48- Rural Schools, civics in, 13.
Sanford, Albert H., review of Mace's
Washington, 70; of Hall's Our Ances-
vere, 203; of Barnes' The Hero of
Political Science, suggestions for course Stony Point, 203; of Dynes' Socializ-
ing the Child, 236.
Scott, A. P., The Passing of Splendid
mittee on Public Information, 314-315. Problem Method, of history teaching, 54; Bartolus of Sassoferrato, 363.
in examinations, 303-304.
Seyboldt, R. F., review of Aurner's His-
Progress Within the Subject Applied to tory of Education in Iowa, 70; of
Duggan's Student's Textbooks in the
conference upon, 33.
Sherwood, H. N., review of Breasted's
C. A. Coulomb, 38, 73, 105, 138, 169, Fountains of Papal Rome, 104.
Shipman, H. R., Princeton Laboratory
Shortridge, W. P., review of Howard's
ministration of President Hayes, 279. History Curriculum to Vocational
review of Smith's Outlines of Euro-
of the United States, 234; of Knowl.
in New York, 100. See Collateral. European History, 279; of Robinson's
C. A. Coulomb, 38, 73, 105, 138, 169, Shotwell, James F., The National Board
for Historical Service, 199.
schools, 86-88; use of magazines, 160. freshman history, 111-113.
of American Institutional Life, 260-
Relation of the History Curriculum to 261.
Vocational Training in the High Sites, Marking of Historic, in Newark,
Schools, by W. P. Shortridge, 96-100. N. J., 91-93.
Richards, 34, 66, 105, 131, 149, 161, 67, 100, 134, 166, 200, 231, 275, 317, Social Studies in Secondary Education,
3-25; aims in teaching, 4; outline for
History, by R. D. Armstrong, 52-59.
course, 124-125; for schools in New
York State, 134.
structions to students, 54-58.
can Experience (Revolution), 351-353.
of lessons in history, 299-300; for Violette, E. M., A Renaissance in Mili Teachers Can Do, 175; “Bobbie and
the War," 177-182; From Spectator to
the Teaching of History and Civics Be
triotism, 188-192; reorganization of
a committee upon, 100; influence of maps for, 241; renaissance of military
history, 261-263; effect upon educa-
tion, 275; greater emphasis on science,
tary Course in College History, 120. Weitenkampf, F., Pictorial Documents
Illustrating American History, 48-51.
the West Indies, 248-253.
War and Peace in the Light of History, Westermann, W. L., review of Schaef-
by C. C. Eckhardt, 43-46.
fer's Social Legislation of Primitive
“ Bobbie and the War,”. 177-182; West Virginia, history teachers, 31.
From Spectator to Participant, 183-
187; The Passing of Splendid 'Isola- Whitney, Mary A., Construction for
History in the Grades, 60-63.
198; and History Teaching in Europe,
Wisconsin Loyalty Legion, 276.
143-147; history teacher's relation to, Wisconsin, Status of History in the
High Schools of, 132-133.
213; suggestions for secondary school World Peace Foundation, publications,
general items, 231-233, 274-276, 315- Wrench, J. E., Scope and Purpose of the
316; work of national board for his. Elementary Course, 116-117.
upon, 46-48; in vocational high committee on public information, 314 tempt in Collateral Reading and How
Shall We Test It? 129-131; Black-
pean schools, 143-147; What History 255.
Outline Maps of the Great War
HERE have recently been added to the McKinley Series of
OUTLINE Maps, six special maps for use in the study of the
91 a and b. The Western Front
96 a and b. Austro-Italian Frontier
The new maps make it possible to trace the progress of the
In addition to the Outline MAPS OF THE Great War, the McKinley
The New Breasted ANCIENT, Harding EUROPEAN and Hart AMERICAN History Maps
Endorsed by leading teachers everywhere. Mail the coupon for further particulars.