University of Texas Bulletin No. 1864: November 15, 1918 The Texas History Teachers' Bulletin Volume VII, Number 1 Published by the University six times a month and entered as second-class matter at the postoffice at AUSTIN, TEXAS The benefits of education and of useful knowledge, generally diffused through a community, are essential to the preserv1ttlon of a free govern­ment. Sam Houston. Cultivated mind is the gUJardian genius of democracy. -.. . It is the only dictator that freemen acknowl­edge iand the only security th.at free· men desire. Mirabeau B. Lamar Volume VII, Number 1 .EDITORS: The History Staff of the University of Texas EUGENE C. BARKER FRANK BURR MARSH FREDERIC DUNCALF CHAS. W. RAMSDELL W. E. DUNN THAD W. RIKER MILTON R. GUTSCH C. H. CUNNINGHAM WILLIAM R. MANNING Managing Editor MILTON R. 0-UTSCH CONTENTS MILTON R. GUTSCH, The War and History Teaching .........5 W. P. WEBB, How the War Has Influenced History Teaching in San Antonio High Schools ..............................7 ORA B. RIGGS, The War .and History Teaching in Beaumont ...14 ANNE HUGHES KEAN, Woar History in Port Arthur .........19 MARY CRUTCHFIELD, Study of the World War in Sherman Schools....... , .... . ...... .. . . .. .. ....................22 KATHRYN BARNETT, War History in Ballinger. ·....... : . . ...26 LAURA. M. MOORE, The Teaching of the W1ar in Corsicana High School ...... ............ ....... ..................28 ANNIE E. WHITTAKER; The War and High School History Teaching in Orange ............................_ ..... . . 31 ANNIE H. HILL, The Galveston Schools and Instruction in War History•........ ......................................32 T. W. RIKER, Bibliography for the Study of the War ..........33 The Te~as History Teachers' Bulletin is issued in Novembe·r, Feb­ruary, and May. The history teachers of Texas are urged to use it as the medium of expression for their experience and ideals and to help make. it as practicable and useful as possible by contributing articles, suggestions, criticisms, questions, personal items, and local news concerning educational matters in general. Copies will be sent free, on application, to any history teacher in Texas. Address CHAIRMAN OF THE PUBLICATIONS COMMITTEE The University of Texas, Austin, Texas THE WAR AND HIGH SCHOOL HISTORY TEACHING . The editorial staff of the Texas History Teachers' Bul­letin in the spring of this year decided to devote the N ovem­ber issue of the Bulletin to a discussion of war history in the high school. An invitation to contribute an article upon the subject therefore was sent to a number of state teachers. The replies show a wholesome interest in the war through­out Texas. On the average one-sixth of the time allotted to history is consumed in the study of the war, its causes, events and objects. Parallels and contrasts are made use of in each of the history courses. Contemporary period­icals, bulletin boards, pictures, lantern slides, lectures, dis­cussions and war maps are used in instruction. The teach­ers are unanimous in stating that the war has acted as a stimulant in the study of geography, economics and gov­ ernment. The responsibility of the teacher in teaching good citizenship is emphasized by all. The questionnaire and answers follow. THE QUESTIONNAIRE AUSTIN, TEXAS, April 8, 1918. DEAR SIR: The forthcoming number of the Texas His­ tory Teachers' Bulletin which is to be issued on November 15, 1918, is to be devoted to "The War and High School His­ tory Teaching." The editorial staff wishes to reach every part of the state in the investigation of this question and would appreciate an article from you discussing the su}?ject in its application to your school. For your guidance the following questions are submitted. They are not, however, to be considered exhaustive or r'e­ strictive in any sense, but are to be looked upon as merely suggestive of what is expected. 1. Is any attention being given to the study of the pres­ent conflict in the history class room? If so, how much? 2. What effect, in general, has the war had upon (a) the content of each of the several history courses in your curriculum;' and (b) upon the method of instruction? , 3. What effect, if any, has the war had upon the stu­dents'. knowledge of (a) geography, (b) government, (c) economics'! Do the students know the location of the most important states involved in the war and their geographic relations? Are they sufficiently interested in the struggle to observ\3 voluntarily the shifting battle lines? 4. What methods, if any, are followed in the study of the war? 5. What attention, if any, is given to (a) the causes of the entrance of the UI\ited States of America into the war? (b) the part which America ought to play, (c) the aims of the United States? Sincerely yours, THE TEXAS HISTORY TEACHERS' BULLETIN, Milton R. Gutsch, Managing Editor. HOW THE WAR HAS INFLUENCED HISTORY TEACH­ING IN SAN ANTONIO HIGH SCHOOLS. The purpose of this article is to indicate how the Great War has influenced history and history teaching in the San Antonio high schools. A brief word in regard to the his­tory department will not be amiss at this point. San Anto­nio has two high schools, separate from each other. The Main A venue School has a history department of four teach­e:ts while the Brackenridge School has five. San Antonio has adopted the elective system, English alone being re­quired. Of the 2400 students in attendance over 1100 are taking history at the present time. This number is a barometer of two things: it may, and does, indicate those who are seeking college entrance credit; and it shows at any time the relative interest in the subject. It may qe as­sumed, no doubt, that the number seeking college entrance requirements is proportional to the attendance, a relatively fixed quantity. ·The interest in the subject, however, is a variable. If the logic is sound, then the number pursuing the subject at a given time varies with the interest in the subject. Now for the facts. The following table shows the increase in attendance, and also in the number taking history. Per cent 1916-17 1917-18 Increase Number enrolled ......... · 2101 2455 16.8 Number taking history.... · 633 1138" 79.8 These figures show that while the attendance increased 16.8 per cent the number taking history increased 79.8 per cent. These figures indicate a widening of the interest in his­tory so as to take in a group hitherto not interested. But this is_not all. There has been an increased and intensified interest in the group within the circle. Or to put it in other words, the circle has widened, while the interest with­in the circle has deepened. This deepening interest can not be measured or compared, but if it could be done it would no doubt register a greater percentage than the numerical in­crease shows. If the question, "Do you give any attention to the Great . War?" should be put to one of the teachers, it would be answered with a degree either of tolerance or resentment. The difficulty comes in not sacrificing the Greeks, the Ro­mans, and the Mediaeval barbarians to the French, the Eng-' lish, and the modern barbarians. How much attention i devoted to the war? That is indeed the question. T amount depends upon the teacher and the course. T e teachers in San Antonio have the maximum of freedom s to the conduct of classes.. Some devote more time to the ar than others. Uniformity is not required. Modern his ry gives most time to it, while Greek gives least. Perha s it would not be far wrong to say that the war takes up in one way and another one-sixth of the time devoted to history. The question now arises, how is this time used? What method of instruction is adopted? Again, this differs with the mentality and the point of view of the teacher. The teacher's metho,P is influenced directly, and indirectly. The indirect, or incidental influence, is perhaps the greater, and will be mentioned last. Following are some of the direct methods used in the class room. (1) Current events. All teachers give some attention to current events, which have to do chiefly with the war. Many classes subscribe in a body to some reputable weekly magazine, as "The Literary Di­gest," "The Outlook,'' or "Collier's Weekly,'' and follow the events as outlined in these. • (2) Bulletin Boards. Some classes have bulletin boards, on which are placed from day to day the accounts of significant events in international affairs. This differs from the Current Events in that it is a daily rather than a weekly affair. (3) Exhibition of pictures. Students are encouraged to bring in pictures and place them on the wall, illus.:. trating different phases of the war. At the pres­ent thne war slides and lectures are coming into use. (4) The Maintenance of a War Map. Most of the rooms are equipped with war maps upon which the shift­ing of the battle fronts is noted with pins or lines. ( 5) Lectures and Readings by the teachers. This method is used with advanced classes. After a great deal of reading on the war and discussion of it, the mind becomes confused and seeks' to bring some order out of the chaos. Very likely there are few adults who can see through the cyclone of war and discern the cause~ behind it. Professor Sam­uel B. Harding has prepared a most remarkable syllabus of the Great War, giving the underlying causes, economic, military and geographic, the German ideals, and the incidental causes at Sara­j.evo, and has thus rendered a great service to the high school teD.cher. The writer makes a practice ' o{ concluding advanced· co_urses with a study of this syllabus. It is presented in the form of lec­tures, giv1ng students praGtice in note taking. Other readings are used, but this syllabus, with its accompanying bibliography, is so comprehensive that it will serve the most ambitious. So much for the direct method of bringing the war to the attention of the students. I do not desire to leave the im­pression that all the teachers use all these methods with all classes. It would be more nearly correct to say that all teachers use some of the methods with some of the classes at some time. The war has indirectly influenced the content of every history course, and also the method. In the first place, there is no part of the world that figures in history which is not involved in the present war. Ancient events may be tied on to modern ones as never before. Every course is mined with comparisons, rich with analogies, or filled with con­trasts. Germany is the modern Sparta whose power rests on land and a;rniy; England is the ancient Athenian Empire dependent on sea and navy. The French Revolution has its parallel in the Russian Revolution; and there are so many parallels between the United States' participation in the present war and in the American Revolution that Professor James Sullivan wrote an article: "Some Aspects of Ameri­can Experience, 1775-1783," for "The History Teacher's Magazine" for December, 1917," in which he set them forth. The following are significant : 1. "The Colonists, like ourselves, did not want war." 2. "To organize an army was a difficult thing." 3. The existence of a big Tory element. "At the begin­ning too much leniency was shown these people, who, as Washington said, 'were preying upon the vitals of t~e coun­try.'" Comment unnecessary. Contrasts may be constantly drawn between the guns and the size of armies, the territorial extent and the strategy. The extent to which this sort of thing may be carried is lim­ited only by the ability and industry of the teacher, and it is full of meaning for the students. They are interested in the modern end of it, and when the teacher relates the two, he teaches some history and at the same time tickles the ex­ponents of apperception. To illustrate my point I am going to give a concrete personal illustration. While in the Uni­versity I took History 2 with Mr. Krey. On the final ex­amination he asked the class to trace th.e boundaries of the Roman Empire :;i.t its ·greatest extent. This I did with sophomoric ·. indifference and similar success. The knowl­edge involved in the answer did not impress me as being either useful or interesting. Probably because it was ab­sent. The point is, it devolved on me recently to teach the same thing to a Roman history class. I asked the class to take the map of the empire' at its greatest extent, and make a list of the nations that lie within its old boundaries, and tell on which side these nations are fighting in the present war. The war was the magic touch. It fired their imagi­nations because they wanted to know, not about Rome, under Trajan but about Europe under the Kaiser. Many of them bought maps in order to work the thing out. So interested were they that they voted to spend several days learning .about these countries within the old empire. This is the incidental influence of the war on method in history teach­ing. The importance of a thing depends on the result. The war has increased the number who study history, deepened the interest in the subject, supplied the teacher with a wealth of material, and changed the method materially. Has the teacher been able to transfer this impetus to the student? The war has certainly affected him, as indicated by increased enrollment, and intensified interest, as men­tioned above. In fairness to the student it must be said, too, that he learns far more history than he gets from class or teacher. His mind is whetted and his apP.etite is keen-the psycholo­gist would say he has established an apperceptive basis. The San Antpnio boy has many things in his favor when it comes to learning history. San Antonio is a historic city, redolent with the atmosphere of Colonial Spain, and is the proud possessor of the Alamo. It is a cosmopolitan city, in this respect surpassed in the South by New Orleans alone. It is further the foremost military post in America, and has one of the largest aviation camps in the country. The school boy goes on the streets and rubs· elbows with 10,000 Sammies on a Saturday night; he sees each day now from one to a dozen British Tommies, in olive drab, and as many French poilus in blue or red; and occasionally he sees a Scotch highlander with plaid, bare knees, and kilties. A class may contain a boy whose father saw service in the Philippines, the daughter of a refugee from Mexico, a tou­rist's child from Vermont, Wisconsin, or Kansas, a boy who is on school furlough from a convoy ship that sniped sub­marines in the Atlantic last summer, and another whose parents_ are of doubtful loyalty to the flag. Truly, a situa­tion to inspire a history teacher and-instruct him some­what no doubt The teacher's business here is to direct and restrain, where the war is concerned. For example, I have known boys who would take up a period describing a British' tank, or the different makes of machine guns, or the operation of aeroplanes. Some one in every class can tell the others all about ''barrage fire," "en­filading fire," "Blighty," "Big Bertha," "Nose-dive." "tail­spin," and "Immelmann turn,'1 and perhaps before the per­iod is up, the class will be disturbed by the whir of a fleet of aeroplanes from Kelly Field, or the crash of a military band in some parade, or the clatter of cavalry on the way to Camp Travis. The point I am making is that the stu­dents learn much from the situation-and from one another. It has been said that more geography has been learned in th'e last three years than in thirty prior to 1914, and that statement -is doubtless true. The pupils were asked to tell things they had learned because of the war. In­creased knowledge of geography seemed to predominate, es­pecially with the younger pupils. Whereas formerly it was an objective thing, now it has become subjective. I set down some of the experiences they gave. 1. I used to have to learn these places on the map, but they did not mean anything. Now I enjoy looking them up, and can remember them as real places. ­ 2. I did not know there was such a place as Belgium. 3. I did not know the European countries were so ~mall. I never thought Germany was smaller thanTexas. 4. I did not know the countries were so thickly popu­lated. / 5. I had heard of Alsace-Lorraine, but did not know where it was. From a consideration of the land it is only a short step to the people. 1. I did not know the nationalities of Europe were so distinct, but thought French and Germans blerided, and Ger­mans and Russians, etc. 2. I was under the impression that the Italians were common, a sort of dago nation, bu:t they are our allies now. 3. I did not think the Germans were so cruel. 4. I did not know Germany had such a military organ­ization or that there was such a distinction between the classes. 5. I did not know we owed, so much to the English and their fl~et. Economic Questions : 1. I did not know England was so dependent on her fleet. 2. I have learned that Germany wanted coal and iron and wheat, and has conquered those countries where she can get these things. 3. The United States must feed the allies as well as h!'lr­self. 4. America is fortunate in possessing great natural re­sources. The study of government assumes an added interest. The parliamentary form of England and the Imperial of Ger­many are perhaps the most interesting. The advanced stu­dents only are interested in these, while all have learned something of the American government. President Wilson illustrated well the power of public, opinion when he went on his speech-making tour before asking Congress for the selective draft. In conclusion, I may say that every history teacher has tended to become a self-appointed moulder of future opin­ion. Each is trying to make the near~citizen conscious of the future of America, and also awaken him to the danger, that threatens that future. Someone has said America has a strange vein of idealism running through all she does. "Making the world safe for democracy" is one of those great ideals worth striving for, and is an unselfi~h ;;i.im. But it is high time Americans, young and old, realize that it is now time to make the United States safe for her citi­zens. Students should be made to realize that, while we ha,ve no empire to conquer, we have one to defend, one that a year ago was well nigh defenseless. Hudson Maxim, in his great book, "Defenseless America," points out that we are, or were: A lamb rampant in a den of lions, and that we owe our escape so far to the fact that the lions we1·e busy watching each other. This old seer, Maxim, warns us to give up the idea of the lion lying down with the lamb, and reminds us that the lessons of the ages teach "that when the lion does lie down with the lamb, the lamb is always inside the lion." This is a vigorous lesson, and appeals mightily to a boy, as do many things in Mr. Maxim's book. Not only are we in San Antonio teaching the past, but we are trying to point out the things we must do if we are to endure as a great nation. Perhaps it is not history, but it is what San Antonio and America need to know and do. W. P. WEBB. THE WAR AND HIGH SCHOOL HISTORY TEACHING IN BEAUMONT As the American people are rising in their virile strength and rushing to Europe's conflagration, there must not be overlooked the duty and opportunity of the history teachers of America. Their work is not only to instruct but to inspire the highest degree of patriotism, which can only be shown in supreme self-sacrifice and in ans,l\,·er .to all demands made by the nation. An interest in world happen­ings is to be aroused; an international consciousness and conscience are to be developed. We have a feeling now that the world is small and what concerns Europe or Africa may vitally concern us. A battle in the Palestine may decide democracy in the United States of America. Patrick Henry reminded us that an interpretation of the future was made possible by a knowledge of the past; con­sequently the content of each history course in the high school curriculum will include much material that, either by way of contrast or of analogy, throws light on the pres­ent war. We will note the following. In the Ancient World the feebleness of Hellenism, which prevented a union with other countries to throw off the Roman yoke, is paral­lel to the lethargy of some of the modern nations. But in the Roman Empire itself, there was evident a high intelli­gence, a practical efficiency, self-sacrifice, willingness for team work, suffering during Hannibal's invasion, which surely characterize France, England, Italy, and the United States today. Hannibal's passage of the Alps, the Roman roads across the Alps suggest the Austrian campaigns in that vicinity. Caesar's conquest of Alsace-Lorraine has a direct bearing on present issues; Varus's defeat across the Rhine explains why Germany was left out of the pale of Roman civilization; Trajan's conquest of Dacia Romanized Roumania. As the student passes from Roman into Medieval and Modern history other salient points appear that relate both the past with the present and explain present difficulties. In Charlemagne's effort to establish Christianity throughout his empire, there is evident a touch of the idealism of today. The Crusades, which illustrate the militarism of feudal­ism, are traced in the same location as the recent operation of the British in the East and in the advance on Palestine. The interest in a route to India, manifested by Columbus's discovery is analogous to the interest in the proposed Berlin­Bagdad railway. Peter the Great's purpose in the construc­tion of St. Petersburg is still a vital issue with the Russian authorities. When we come to Frederick the Great and Bismarck, their methods, ideals, ideas ,of government, defini­tion of autocracy, we are reading a page from the German propaganda of today. The Colonial rivalry, as a dominant cause of the Seven Years' War, is paralleled by the exploita­tion of Asia and Africa in the nineteenth century, which helped, to bring on this war. The Franco-Prussian War of 1870 in its pre-arranged program, in the duplicity of the German authorities, in the atrocities of the German soldiers, has been repeated since 1914. · In the history of England, though the study of her Euro­pean relations is profitable; yet first of all it is the business of the American student to get a Clear understanding of the inter-relations of England and the United States. The civ­ilization and language are alike in England and America; the government of civilized democracy stands on Anglo­Saxon foundations. It is the Saxon rights we trea~ure: representative government, trfaJ by jury, no taxation with­out representation, free speech, free press, "habeas corpus," right of petition, right of protest, right of public assembly. In the American Revolution, a crisis which has aroused so much bitter feeling, the international aspect must not be overlooked. We were fighting for the "rJghts of English­men" in 1776. As a review of the former wars of the United States is made, many contrasts and analogies are evident. Wash­ington's treatment of Genet and Wilson's dismissal of Dum­ba, the unpreparedness of 1812 and 1917, the financing of other wars and this, the raising of troops in other wars and in this, the Confederate cruiser warfare and the submarine campaign. Washington had to face the spies and traitors and the pacifists; he required strength for the rejection of the appeals for peace and for the refusal to entertain the propositions of the British peace commission sent over after Burgoyne's surrender. It was the principles of interna­tional law that brought on the war of 1812, the Indian out­rages instigated by the British being the ultimate cause of the struggle. The importance of American foodstuffs and West Indian sugar was as great at that time as American raw materials and munitions are at the present. In addition to the study of the happenings ·of the day which are suggested by the subject matter of the history course, an increasingly important place must be given to the use of current events and periodicals in the class room. In the Beaumont high school a systematic study of the "Lit­erary Digest" has been undertaiken each week, topics being assigned individual students for preparation. In this field the methods and technique of teaching are necessarily some­what different from those employed in the regular history course, but as far as possible the inter-relation of the events, the cause and effect, continuity are established. However, care must be taken to avoid strained and false connections, and to recognize that there are isolated facts of importance. 'fhe data being incomplete, the student reserves his final judgment until fuller explanations are accessible and until a proper perspective gives a sense of proportion. An effort is made also to discriminate between interesting facts and historical facts as they appear in the magazines, to distin­guish between fact and opinion, between truth and fals~) ­hood. ¥et in spite of the many pitfalls, a discriminating study of world happenings is clearly a patriotic duty, and the student do 1 es acquire a wide outlook and a fundamental grasp of the problems of the world. To develop greater ,interest and enthusiasm and to in­crease the value of the use of periodicals in this school, summary or note book reports are assigned different groups of the class. Thei;e reports include the development of a question through a period of two to four weeks in length. It is the duty of each committee to gather all data and in­formation on a subject and to inform the remainder of the class. With the help of maps, pictures, sketches taken from papers and periodicals, the question is presented. If the subject is Gothic architecture, illustrations are shown of the Gothic churches destroyed today. If it is a report on submarine warfare, it ineludes a pic­ture of a submarine, a brief explanation of the mechanism, a map showing the location of the submarine bases. The maximum and minimum damage at different times is tab­ulated; the aroo. of greatest activities, the economic injucy in the destruction of ships, the methods employed to meet the submarine warfare are discussed. Another topic for consideration may be European geog­raphy and the war. To one group of students is given the political and historical geography; to another, the economic geography; and to another, the physical geography. The location of the coal and iron supply is considered, the oil and wheat fields, the trade routes. The military campaigns are traced, as they are affected by plains, river valleys, and mountains. In the report explaining the life of the soldiers at the front, one expects to find pictures showing the daily routine of the soldiers, his duties and his pleasures. There are sketches and illustrations of the customs and civilization of that particular war area, also notes in explanation of the government. By these personal studies the student not only acquires a knowledge of the country, but he is aroused by the needs of the soldiers and is awakened to his own duty. The course of events determines the topics studied at any particular time and each month the top~cs are inter-changed among the groups. The incidents which forced on the United States a dec1a­ration of war are not lost sight of. There was the con­temptuous reference to treaties as mere scraps of paper. There was the sinking of the Lusitania. There was the offer of California, New Mexico and Texas to Mexico. There was the destruction of the munition plants. There was the sinking of ships without a trace. These are the events that will ever remain as blots on the pages of history. How­ever, the American people are going beyond these causes of war. In 1775 we fought against taxation without representation; in 1776 we fought for independence; in 1861 we fought against secession; in 1862 we fougl}t for the abolition of slavery . . So today, a year after our entrance into the war, the struggle has become a struggle of autoc­racy versus democracy. The foundations of American lib­erty are the American Revolution, the abolition of slavery, representative government. Just as our fathers in 1776 fought for rights and privileges we now enjoy, our soldiers now die in France to preserve for the coming generations a heritage of liberty, humanity, democracy. ' ORA B. RIGGS. WAR HISTORY IN PORT ARTHUR Port Arthur, Texas, April 29, 1918. Dr. Milton R. Gutsch, Managing Editor The Texas His­ tory Teachers' Bulletin, Austin, Texas. ­ Dear Sir: In reply to your communication of April 18, I shall endeavor to give you a general outline of what we are doing in the history department of the Port Arthur schools, by way of teaching the ,"Great War." I shall begin by indicating both the changes that we have al­ready made and those we are ·planning to make in the course of study in order to meet the needs of the time. We have already adopted the plan of giving both ancient and mediaeval history in the first year of our high school course, so as to devote the entire second year to modern history. We shall continue to give English his­tory in the third year. This year, for the first time, we have given the entire fourth year to American history, still keeping the half-year course in civics on our fourth year schedule. We are planning the introduction of a systematic course in civics running through the entire system, from the first grade through to High School. We also have under consideration the addition of courses in industrial history and economics. Assuredly we are studying the "Great War" in our class rooms. For four years now, the history department has made the Literary Digest the basis of its study of cur­rent history in the high school. Ten copies of this maga­zine are supplied by the Board of .Education. In the grammar grades the little pamphlet called Current Events is the basis of the current history work. In the high school one entire period is given over to the current history les­son at least once every two weeks, and sometimes often­er. We do not have a fixed time for current history. There are two reasons for the two foregoing state­ments: First, that the histor_y course may be kept in­tact; and second, that sufficient time may be had to de­velop, without interruption, any particular topic under study. Whenever any article in the Digest bears direct­ly on the topic under study, as frequently happens, that article is used at once. Of course, scarcely a lesson passes without brief discussion of the outstanding ev~nts as they occur. Our fifty-minute periods make this possible. Every opportunity to correlate the present with the past is seized. This has done much to enrich the study of the past, and to make clear the issues and problems of the present world conflict. It seems superfluous here to tell how we do this. We have simply followed the sug­gestions laid down in the bulletins and the Bureau of Education, and in the very illuminating articles that have .appeared from time to time in the several historical magazines. One of our efficient aids to the dissemination of in­formation is our bulletin boards. Each history room is supplied with from eight to ten feet of bulletin board space. These boards are kept filled with war maps, pic­tures, posters, clippings, and other matter pertaining to the war. A large part of this material is brought in by the students. Use is made of map-making as a means of teaching the geographic principles underlying the war. For example, one class will make a series of maps showing the terri­torial changes in the States of Prussia, or Russia, or Po­land down to the present time. The McKinley wall-size maps are used for some of these maps. For supplemental work in the civics classes, the depart­ment is supplied with copies of Lessons in Community and National Life, prepared by the Bureau of Education. These lessons are used in class as they fit into the regu­lar course, or, in the grammar grades, sometimes intr9­duced into tl~e auditorium work. In both the American history class (seniors) and the civics class (juniors and seniors) the last six weeks of this term is being devoted to a detailed study of the war. Harding's Outlines of the Great War is in the hands of each student. The study is carried on largely through the reading of government bulletins and current maga­zine articles, supplemented by recent books on the war. Fortunately, our students have easy access to the Gates' Memorial Library (across the street from the High School building) , which has many of the most pertinent books on the subject, practically all of the government bulle­ttns, and a rich store of magazines and other material. In order that the civics class may have time for this detailed study of the "Great War," that portion of their text dealing with State government was omitted, and at­tention centered on local and national government. It is hardly an exaggeration to say that our students have a keener understanding of geography, government; and economics than they had before the "Great War." It gave them a personal interest in these subjects. Direct inquiries, frequent consultation of the maps, and the pleasure shown when any geographic name made familiar by the present war occurs in the lesson, is evi­dence of this. The study of Hazen's pamphlet on The Government of Germany has enabled them to understand the difference between that government and ours. The campaign for food conservation and the planting of gar­dens, for the sale of ·liberty bonds and thrift stamps has devolved largely upon the history department. The study of government bulletins and advertising matter in connec­tion with these and the consequent class discussions have done much to broaden the average student's knowledge of economic principles. It would be incorrect to say that the sudden thrust­ing of all these new duties and o~ligations on our depart­ment has not made for disorganization. Not knowing ahead what would be expected of us by our governmentt, it was next to imposible to plan systematically. With the yearr's experience as a guide, the Port Arthur High School is taking on permanent organization for the handl­ing of all this government material. The history depart­ment will feel less responsibility for the whole of it, and will consequently be able to do its allotted share of the work more systematically and efficiently. Very truly yours, ANNE HUGHES KEAN, Head of History Department. STUDY OF THE WORLD WAR IN THE SHERMAN SCHOOLS Since the outbreak of the European War in 1914, it has been necessary to revise the history work to a certain extent and since the entrance of the United States,-the demand has been even greater. Our text on Modern History calls attention in the dis­cussion of European history to the tendency toward f edera­tion, the events that seem to promise the future arbitration of all questions-the Interparliamentary Union, the Inter­national Peace Conferences, Proposed Creation of a Whole World Congress that would be competent to deal with all matters of international commerce and many others of simi­lar character. Just about the time the history teacher had become ,accustomed to teach m·odern history with an in­creasing enthusiasm until he reaches the happy climax of International Arbitration, there was flashed from one part of the world to the other the news of the beginning of what was destined to be the real World War. History teachers realized only vaguely at first, what a stupendous task was theirs-not only to teach the history of the more recent past but to readjust the work to meet pres­ent views and to pn~pare in some measure for the many results that will follow this upheaval. We began at once in our schools to try to revise our plan of work in order to bring out as clearly as possible the more recent international alliances and the combinations that have prepared for the war. In the first place the study of the war has increased the a.mount of work required of the students in practically every class in history in both the Junior and Central High Schools. The amount of time given has varied of course in proportion, perhaps, more to the grade and subject taught than to anything else but it is safe to say that fifteen min­utes a day have been given to some phase of the war study. The method also has of a necessity been varied as I will mention in giving especial attention to certain class work. I think the results have been marked in the increasing familiarity with geography, the lack of which has so long been a handicap to the teacher of history; I find pupils speak with knowledge and interest on the leading countries, their relations and their dependence on their geographil'. loca­tion. The Black Sea and its value to Russia means much more to the pupil now than it did during the study of the Russo­Turkish Wars and Alsace-Lorraine has a real location anrl significance never before realized. The wheat fields of the world, are matters of especial interest and the industrial output of each country is studied with reference to its pos­sible influence on the continuance of the war. Every home has been a kind of experiment station of both government and economics and, as never before, we have realized that we are in one sense at least our "brothers' keeper" and by our daily sacrifices in order to buy LjlJerty Bonds, our Red Cross work, and Thrift Stamp purchases we have been made to feel the obligations and responsibili­ties of citizenship. I have never enjoyed teaching American Government so much because I have met such whole-hearted co-operation and voluntary interest in governmental activities. In the study of the war in all of the classes, the stre.ss has been laid on the conditions which necessitated our entrance into the war; it is only fair to our past history and policies to sound the call for every citizen of any age or sex to do his part to hasten the close of the war with accomplished aims. Our senior class and ·several lower classes· have each li>ought a Liberty Bond and all the grades have organized Thrift Clubs for the purpose of systematic saving by the purchase of Thrift Stamps. · · In the real study of the war we began at once to try to interest our pupils, fi'rst, in an intelligent reading of the best current magazines and newspapers, becoming students again ourselves with the object of judicially selecting from the mass of war correspondence that part which seemed worth while. Many classes have used the Literary Digest and Review of Reviews constantly, with occasional reference to other magazines of value. Modern History has received perhaps more attention than any other course; the work has been changed in order to add the present war as a vital part; but instead of placing it as a last chapter of world events :;is it will some day appear, a few minutes each day are devoted to it as an open­ing exercise of the class, with special days set aside occa­sionally, say once a week, for the purpose of summarizing, organizing and reviewing. This has made the course very full and gives added re­sponsibility to the teacher by way of constant attention to reasons for _the participation of the United States in the conflict. Both the junior high school history classes and the mod­ern history class of the ninth grade are using a little weekly paper, "Current Events." Another feature of the war study is the making and care~ ful study of world maps to show extent of territory engaged in the struggle and the changing battle lines. The campaign maps and lines of battles are constantly studied and credit given to pupils who voluntarily make maps large enough to be of valuable assistance to the other members of the class, in mastering certain details of the work. Of course these maps are constantly changing but the class is encouraged t'o watch and make the changes and record progress or the re­verse. In the English History classes which are found in the junior year I stress the British military operations and also notice the alignment of the various countries of Europe making constant comparison with former European stug­gles, especially the Napoleonic Wars. These pupils are old enough to make very interesting reports explaining the part that commerce plays in the political conditions, the compo­sition of the coalition cabinet and the diplomatic policies that have changed even since the war began. We have made a study of the leading characters in the · British government and army, giving especial study to the life and work, past and present, of the English Premier, Lloyd George. Another study which is to be developed largely by means of term themes is the Irish question in its relation to the war. Much of this can only be touched in class discussion but occasionally whole lesson periods are given for individual reports that have been carefully prepared in order to be well presented. The questions that require tracing to show full development and influences are to be handed in for cor­rection and grading in the'form of a term theme. The senior class year in history is equally divided b~tween American History and American Government. In both of these classes the stress is placed upon the part of the United States in the war. The study of our adherence, as for as possible, to the policy as outlined by Washington on foreign relations, our foreign treaties, our wars and our democracy, the Monroe Doctrine with its various changes have been the subject of special reports as well as class discussions. We have found Latane's "America as a World-Power" very in­teresting and instructive as foundation and, of course, use the World Almanac for statistics. Even the statistics are turned into interest in the preparation of tables showing the variations of expenditures before the war and by comparison thus bringing into our minCls in a more defi­nite form the enormous financial changes that are taking place. America's part in the war is being emphasized in the domestic science department by a study of the food con­ditions and substitute preparations, while the clas:-: in com­mercial geography is stressing the influence of the war on both"mr exports and imports as well as trade routes. Other war lessonii in government have been on the study of the war powers of Congress, the Draft Act, the taking over the r~ilroads, shops and factories, the development of the Navy, and the war powers of the President. In American history the present war in its commercial complications has been compared with the vVa:r of 1812 and has furnished soi:ne interesting analogies. l'.IAf.Y CRUTCHFIELD. WAR HISTORY IN BALLINGER In the junior and senior history classes, one recitation each week is devoted to contemporary history exclusively, using as a text a weekly magazine. The articles in this magazine that are assigned to class recitation, almost with­ out exception\ deal with various phases of the war; such as the present German offensive, our ship-building program, food conditions in European countries, and the progress of the Russian revolution. The effect, in general, of the war upon the content of the several·history courses in our curriculum has been to em­ phasize more especially the course in modern history and particularly such events as are closely connected with the present war. Such sub.i.ects as the Franco-Prussian War, the dependent races of Austria-Hungary, and the formation of the Triple Alliance have been discussed in such a manner 1 as to show their relation to the present conflict. The war has increased the student's knowledge of geog­raphy, especially of the geography of Western Europe by (1) study of war maps given in the magazines, (2) by identi­fying places in the war zones with the same places studied, about in t}le text book, (3) by locating nations involved in the war on our map charts and noting their positions in relation to the sea. That the students are inter·ested in the location of places in the war· zone is shown by the fact that the day after the efforts of the allies to block the har­bors of Ostend and Zeebrugge, a student of the ninth grade ·asked for the location of these places on the wall map and entered into a discussion as to their importance as a sub­marine and sea-plane base. In those classes where there is no regular assignment iri' current history the pupils almost daily ask for the location of a certain place. Careful study was given last year during the spring months in the classes in contemporary history to the causes of the entrance of the United States into the war, and as the opportunities arise, these are reviewed in connection with some article the class is studying. Each week emphasis is placed upon the part America has to play in the fur­nishing of troops, the necessity of rapid ship construction, and decided emphasis is given to the necessity of food conservation. Then a more personal application is brought home to the pupil by discussing the buying of Thrift Stamps, the making of a war garden and the privilege of conserving food which is not looked upon as a sacrifice but as a real opportunity to help win the war. The aims of the United States in the war have been fre­quently discussed. Detailed study was given to President Wilson's peace ultimatum. KATHRYN BARNETT. THE WAR AND HIGH SCHOOL HISTORY TEACHING We have a four-year history course in the Corsicana High School and in each course one day each week is given to r·ur­rent events. Since the beginning of the present war in 1914 considerable attention has been given to the various countries as they have entered the war and to their colonial possessions as they, too, have become involved in the con­flict. When the United States was forced into the war each teacher in the history department attempted to make clear to the pupils the position of our country; how, while we . were endeavoring to be absolutely fair to both sides, our citi­zens were murdered on the high seas; how our neutrality had been taken advantage of by citizens of the Central Powers; the acts of the German and Austrian embassies; and, finally, the zone system of Germany which limited our tonnage and dictated to us the routes by which we could go. An effort is made to show that each country should do its part in this war and that its part is determined by its abil­ity -"from him to whom much is given, much is required." As the United States is the richest country in the wo}'.ld and one of the most populous we myst give freely of our food, Ol,lr manufactures, our money and (hardest of all) of our citizens. The causes for which ·we are fighting-the free­dom of the seas, the rights of small nations, the right of self­determination, the right of democracy to exist in the world­demand our utmost; and we must be willing to give to the utmost so that we may not fail. As seems to be the case in most high schools, our pupils have a poor knowledge of locational geography. Since the beginning of the war, and especially since the entrance of the United States, pupils in all grades are interested in knowing the location of each country involved, its popula­tion, resources, form of government, and on which side it is to be found. We are fortunate in having good historical maps and, in addition, we are presented each week by one of our city banks tvith a map showing the move:rpents of the armies or some other point of interest connected with the war. These maps are published by The Kenyon Company, Des Moines, Iowa, and cost $40 per year. They are mounted and kept in the class room in a place easily accessible to the pupils. They are often consulted between recitations and are used by the pupils when they are giving reports to show the loca­tion of a country, a battlefield or anythi~g else which a map can show connected :with their subjects. In some of the history classes the teacher has been using a part of the current event work "Questions and Answers Concerning the ·Present War" issued by W. W. Earnest, Superintendent of Schools, Champaign, Illinois. This gives a good knowledge of the subject in a clear and concise form and is, perhaps, more satisfactory for sophomore and fresh­man work .than magazine-articles requiring more mature mental powers. Considerable use has been and is being made of material sent out by the "Committee on Public Information" appoint­ed by the government: "Conquest and Kultur," "German War Practices," "How the War Came to America," and last, but by no means least, "The Government of Germany," by Charles D. Hazen. The first, containing the words of Ger­man writers and speakers, shows more convincingly the true spirit of German "Kultur" than anything said or written by their opponents; the last mentioned is especially valuable to the teacher when on the subject of the government of Germany. Something like this work is needed to counteract textbook statements which give_the impression that the Ger­man states have won for themselves "free institutions," and that in 1871 "amid the throes of war the free German nation was born." Contrast with this Hazen's statement: "Ger­many in 1914 was less liberal than in 1848"; "The constitu­tions of Germany are paper constitutions. Long before it was the custom to treat solemn international agreements as mere scraps of paper the Imperial and Prussian constitu­tions were ignored * * .**.. by the governing authori­ties." · Pupils are encouraged to read the newspapers carefully in order to obtain the latest news of importance and often, even on days not devoted to current events, they bring to the teacher newspapers, pictures, and cartoons having a bearing on some subject of interest. The Independent is used as a basis for the work in the junior and senior current events work. Special articles are assigned to pupils for in­dividual reports and many acquit tli.emselves well in giving these. They are given 'in the same manner as are oral com­positions in the English classes. Questions of interest and importance in our own country or abroad are not neglected. The more advanced classes have followed the senatorial election in Wisconsin and a boy came in early the morning after the election of Lenroot was conceded with the information that Berger was snowed under and so Wisconsin is loyal after all. Just now we are watching for the final vote on the Overman Bill ; the slow progress of the two proposed amendments to the constitu­tion of the United States; how Holland is going to respond to the demands of Germany ; and whether or not Germany' wilt be able to obtain possession of Spitsbergen with its vast deposits of valuable mi.nerals. The regular history work is not neglected for war histo1·y but the interest in other countries, other peoples, has stim­ulated the pupils to try to obtain a knowledge .of ge0graphy, of races, and governments, dry and uninteresting subje:::ts before this war came into being. And one of the results which will come from the war will be a greater knowledge which will bring a greater sympathy with our allies "over there." LAURA M. MOORE, A. M. THE WAR AND HIGH SCHOOL HISTORY TEACHING IN ORANGE, TEXAS In the Orange High School some attention is being paid to the present conflict in all the classes. In some, informal discussions take place at the beginning of the period. These discussions occupy from five to fifteen minutes, depending on the events of the day and the interest and enthu51iasm of the pupils. In the higher classes the content of the course has been changed to make room for the discussions mentioned above and to provide whole periods for reports on definite assign­ments in the Review of Reviews, which are supplied for the school. We have also studied with profit the various .bul­letins sent out by the United States government. The les­sons in the Revieiv and the bulletins have followed both th definite question and the general discussion method. They are varied to suit th~ needs of the class and the subject. Pupils.are eneouraged to ask any questions they care to on any phase of the subject. Their interest in geography, government, and economics has increased many fold as has their accurate knowledge of the subjects. They know' the location of most of the im­portant states engaged in the conflict and eagerly ask for the location of the shifting battle lines. In the American history class we had a definite lesson on the causes of the war; for this purJ>OSe we studied the Pres­ident's messages as sent ot1t by the government. The part America ought to play is discussed at length in the Review and from this the classes have drawn their information. However, they do not accept the Review's ideas without . I question. In the series of lessons dealing with the causes of America's entrance into the war we took up the sub­ject of the aims of the United States. We have been fort­unate this past week in having with us on the Chautauqua platform, some men sent out by the government to discuss the war and our part in it. The pupils heard these dis­cussions and reported on them in class the following day, always showing great interest in what the speaker had said and what they had previously read on the same topic. ANNIE E. WHITTAKER. THE GALVESTON SCHOOLS AND INSTRUCTION IN WAR HISTORY April 27, 1918. Mr. Milton Gutsch, Austin, Texas. DEAR MR. GUTSCH: I am much interested in your inves­tigation regarding the effect of the world's war upon the subject of history in the high schools, and it is a pleasure tO give you what information I can of the work in the Ball High School. In the first place, at the beginning of the present school year, the trustees of the Galveston Public Schools most gen­erously appropriated money for the purchase of periodicals, "The Literary Digest," "Current Opinion," "Current Events," which are used as texts in the history classes. The board recognized the necessity of teaching the war, as 'One of the means of developing the spirit of patriotism. These magazines have been used several years, but the students have bought them, not the trustees. Besides this, the history department has been given an additional period in the schedule for the subject of current history. , I find the two subjects, history and geography, are more closely correlated in the minds of the students, and that both geography and government, _as well as history, have had a great quickening impulse given them since the war began. There was a time when "Belgium," "Poland," "Rouma­nia," "autocracy," "democracy," may have been meaning­less, but that time has passed. I used your questionnaire in the ,senior class and was fairly satisfied with the answers elicited, especially regard­ing the aitms of the United States in entering the war: there was a wonderful unanimity of opinion about that. This, in a general way, is an answer to your letter. I hope that it will convince you that the students of history in our school are fully alive to the great and terrible question of the day. Sincerely, ANNE B. HILL. BIBLIOGRAPHY FOR THE STUDY OF THE WAR This bibliography was prepared mainly by Prof. T. W. Riker, of the University of Texas, but a large number of other scholars, am011g whom are members of the National Board of Historical Service, have made useful criticisms and suggestions. This bibliography is especially intended for use in con­nection with the collection of questions on the war which will be issued later by the Committee. The books that are starred will be found of special value for other purposes as well. This.list is in no sense complete; it should be con­sidered as a supplement to Professor Dutcher's longer bibli­ography contained in McKinley's Collected Materials for the Stu.dy of the War, and as preliminary to fuller bibliogra­phies which will be issued later by the Committee. It has not been possible in all cases to quote current prices. Ordi­nary textbooks have not been included in this list. ALEXINSKY, GREGOR, Modern Russia. (Translated by B. Miall.) Scribner, N. Y. 1914. $3.75. ALDEN, P., Democratic England. Macmillan, N. Y. 1918. ALTSCHUL, CHARLES, The American Revolution in Our School Textbooks. Doran, N. Y. 1917. $1.00. ANONYMOUS (a Frenchman), The Lie of August 3, 1914. Doran, N. Y. 1918. $1.50. (Also in paper covers, Grosset, N. Y. 1917. $0.75.) *ANONYMOUS (a German), I Accuse! (Translated by Alex­ander Gray.) Doran, N. Y. 1915. $1.50. ARCHER, WILLIAM, Gems ( ?) of German Thought. Double· day, Garden City. 1917. $1.25. (Paper edition also.) BAINVILLE, JACQUES, Italy and the War. (Translated by Bernard Miall.) Doran, N. Y. 1.916. $1.00. BARING, MAURICE, The Russian People. Doran, N. Y. 1916. $3.50. BARKER, ERNEST, Ireland in the Last Fifty Years. Oxford Univ. Press, N. Y. 1918. $0.60. BARKER, J. ELLIS, Modern Germany. Dutton, N. Y. 1915 . . $4.00. BECK, JAMES M., The Evidence in the Case. Putna;m, N. Y. 1915. $1.00. *BEER, G. L., The English-Speaking Peoples. Macmillan, N. Y. 1917. $1.50. *BERNHARD!, F. VON, Germany and the Next War. (Trans-: lated by Allen H. Powles.) Longmans, N. Y. $0.75. (Also in paper covers, $0.25.) *BEVAN, E., The Method in the Madness. Longmans, N. Y. 1917. $1.60. *BOURDON, G., The German Enigma. (Translated.) Dut­ton,' N. Y. 1914. $2.00. BRACQ, J. C., The Provocation of France. Oxford Univ. Press, N. Y. 1916. $1.25. CARNOVALE, L., Why Italy Entered into the Great War. . Italian-American Pub. Co., Chicago, 19'17. CHERADAME, ANDRE, The Pan-German Plot Unmasked. Scribner, N. Y. 1916. $1.25. CHEVRILLON, ANDRE, England and the War. Doubleday, Garden City. 1917. $1.60. *CLAES, JULES, The German Mole: A Study in the Art of Peaceful Penetration. Macmillan, N. Y. 1915. $1.00. COLLIER, PRICE, England and the English, From the Amer­ ican Point of View. Scribner, N. Y. 1911. $1.75. COMMITTEE ON PUBLIC INFORMATION. Washington, D. c. 1917-18. · (The following are furnished free except as noted.) How the War Ca·ne ·r, \·".Jerica. ·General Statement of America's Reasons for En r'ng t'··· War. Appendix contains President Wilson's addrc~ "0 o~ Tanuary 22, April 2 and June 14, 1917. The President's Fl'· · r,, Y ' ddress, with Evidence of Germany's Plans. ·*Ccnquest and Kultn; . Quotatio'ns from German Writers Reveal­ing the PLn;s ''· : l Purposes of Pan-Germany. Gd ·man War Pra: . 3 : P •u t I-Treatment of Civilians. By Dana C. Munro •.nd others. *War Cyclopedia: A Handbook for Ready Reference on the Great War. By F. L. Paxson, E. S. Corwin, and S. B. Hard­ing. ( 15 cents.) New and enlarged edition in preparation. German Treatment of Conquered Territory: Part II of "German War Practices." By Dana C. Munro and others. War Labor and Peace: Some Recent Addresses and Writings. of the President. American Reply to the Pope; Address to the American Federation of Labor; Messages to Congress of December 4, 1917, January 8, and February 11, 1918. *German Plots and Intrigues: Activities of the German System in the United States during the Period of Our Neutrality. By E. E. Sperry and W. M. West. The War Message and the Facts Behind It. The Government of Germany. By Charles D. Hazen. The Great War : From Spectator,to Participant. By A. C. Mc­ Laughlin. American Interest in Popular Government Abroad. By E. B. Greene. *The German 'Yar Code. By G. W. Scott and J. W. Garner. American and Allied Ideals. By Stuart P. Sherman. German Militarism and Its German Critics. By Charles Altschul. Why America Fights Ge1many. By John S. P. Tatlock. *The Study of the Great War : A topical outline with extensive quotations and reading references. By Samuel B. Harding. (5 cents.) CURTIN, D. T., The Land of Deepening Shadow. Doran, N. Y. $1.50. *DAVIS, WILLIAMS., et al, The Roots of the War. Century, N. Y. 1918. $1.50. DAWSON, WILLIAM H., The Evo}ution of Modern Germany. Scribner, N. Y. $1.75. ----,German Life i11 Tov1n and Country. Putnam, N. Y. 1901. $2.25. ----, Problems of the Peace. Scribner, N. Y. 1918. $3.00. *·----,What Is Wrong With Germany? Longmans, N. Y. 1915. $1.00. · . DEWEY, JOHN, German Philosophy and Politics. Holt, N. Y~ 1915. $1.25. DILLON, E. J. The Eclipse of Russia. Doran, N. Y. 1918. $4.00. DUCHESNE, A. E., Democracy and Empire: The Present Condition and Future Problems of the British Empire. Oxford Univ. Press, N. Y. 1917. $1.00. DUNNING, .WILLIAM A., The British Empire and the United States. Scribner, N. Y. 1914. $2.00. EGERTON, HUGH E., The Origin and Growth of the English Colonies and Their System of Government. Oxford Univ. Press, N. Y. 1918. $2.25. FAIRGRIEVE, JAMES, Geography and World Power. Dutton, N. Y. 1917. $1.50. FERRERO, G. Europe's Fateful Hour. Dodd, N. Y. 1918. -$2.00. GARLANDA, FEDERICO, The New Italy. Putnam, N. Y. 1911. $1.50. *GAUSS, CHRISTIAN, Why We Went Into the War. Scribner, 1918. $1.25. GAYDA, V., Modern Austria: Its Racial and Social Problems. Dodd, N. Y. 1915. $3.50. GEORGE, WILLIAM L., France in the Twentieth Century. Lane, N. Y. 1908. $1.75. GERARD, J. W., Face to Face with Kaiserism._ Doran, N. Y. 1918. $2.00. , My Four Years in Germany. Doran, N. Y. 1917. $2.00. GIORDANI, P., The German Colonial Empire, Its Beginning and Ending. G. Bell & Sons, London. 1916. 2s. 6d. GOOCH, G. P., and MASTERMAN, J. H. B., A Century of British Foreign Policy. G. Allen & Unwin, London. 1917. 2s. 6d. *GRAY, H. L., War Time Control of Industries. Macmillan, N. Y. 1918. $1.75. GUERARD, A. L., French Civilization in the Nineteenth Cen-­tury. Century, N. Y. 1914. $3.00. GULICK, S. L., The American-Japanese Problems. Scrib­ner, N. Y. 1914. $1.75. GUYOT, YVES, The Causes and Consequences of the War. (Translated by F. Appleby Holt.) Brentano, N. Y. 1916., $3.00. HARRISON, FREDERIC, The German Peril. T. Fisher Unwin, London. 1915. 5s. HAZEN, C. D., Alsace-Lorraine Under German Rule. Holt, N. Y. 1917. $1.30. HOBSON, J. A., Imperialism. Pott, N. Y. 1902. $2.75. · HORNBECK, STANLEY K., Contemporary Politics in the Far East. Appleton, N. Y. 1916: $3.00. HOWARD, B. E., The German Empire. Macmillan, N. Y. 1906. $2.00. HUNTER, SIR W. W., A Brief History of the Indian Peoples (24th edition). Oxford Univ. Press, N. Y. 1907. $1.15. . JERROLD, LAURENCE, France, Her People and Her Spirit. Bobbs, Merrill, Indianapolis. 1916. $3.00. *JOHNSON, DOUGLAS w., Topography and Strategy in the War. Holt, N. Y. $1.75. JUDSON, HARRY PRATT, The Threat of German World-Poli­tics. Univ. of Chicago Press, Chicago. 1918. 5 cents. KAHN, OTTO H., Right Above Race. Century, N. Y. 1918. 75 cents. KEITH, A. B., Imperial Unity and the Dominions. Oxford Univ. Press, N. Y. 1915. $5.00. KELLOGG, VERNON, Headquarters Nights. Atlantic Monthly Press. 1915. LAFFAN, R. G. D., The Guardians of the Gate. Oxford Univ. Press, N. Y. 1918; $2.25. LARSON, LAURENCE M.,-Responsibility for the War. Uni­ versity of Illinois, Urbana, Ill. (Price 25 cents.) LAVELLi c. F., 2D, and PAYNE, c. E., Imperial England. Macmillan, N. Y. 1918. $2.00. LEWIN, P. E., The German Road to the East. Doran, N. Y. 1917. $2.50. ----, The Germans and Africa: Their Aims on the Dark Continent. Stokes, N. Y. 1915. $3.60. *LICHNOWSKY, PRINCE KARL, My London Mission, 1912-14. Translated by Munroe Smith, in International Concilia­tion. (Subscription, 25 cents a year.) No. 127. N. Y. 1918. LICHTENBERGER, HENRI. Germany and Its Evolution in Modern Times. (Translated.) Holt, N. Y. 1913. $2.50. LOWELL, A. L., Governments and Parties in Continental Europe. Harvard Univ. Press, Cambridge. 2 vols. $5.00. *MARRIOTT, J. A. R., The Eastern Question. Oxford Univ. Press, N. Y. 1917. $5.50. * , and ROBERTSON, C. G., The Evolution of Prussia. Oxford Univ. Press, N. Y. 1915. $1.75. MILLARD, T. F. F., Our Eastern Question. Century, N. Y. 1916. $3.00. MUEHLON, W., The Vandal of Europe i Revelations of an ex-Director of the Krupps. (Trans. by W. L. McPher­son.) Putnam, N. Y. 1918. $1.50. *----,Memorandum on the Origin of the War. To be published by International Conciliation, N. Y. MUIR, RAMSAY, The expansion of Europe. Houghton, Bos­ton. 1917. $2.09. ----, Nationalism and Internationalism. Houghton, Boston. 1917. $1.25. *>------, National Self-Government: Its Growth and Principles. Holt, N. Y. 1918. $3.00. *(MYERS, DENYS P.), The Background of the War: History and Texts. World Peace Foundation, Boston. (25 cents a year.) *NEW YORK TIMES, Current History: The European War. 8 vols. Times Publishing Co., N. Y. OGG, FREDERICK AUSTIN, The Economic Development of Modern Europe. Macmillan, N. Y. 1917. $2.50. *----, The Governments of Europe. Macmillan, N. Y. 1913. $3.00. ORVIS, J. S., A Brief History of Poland. Houghton, Boston. 1916. $1.50. THE OXFORD FACULTY OF MODERN HISTORY, Why We Are at War. Oxford Univ. Press. 1914. $1.00. PAXSON, FREDERICK L., The New Nation (third volume in Riverside History of the United States.) Houghton, Boston. 1915. $1.25. PEARS, SIR EDWIN, Turkey and Its People. Doran, N. Y. 1912. $3.50. READE, ARTHUR, Finland and the Finns. Dodd, N. Y. 1915. $2.00. *ROBERTSON, C. G., and BARTHOLOMEW, J. G., A Historical Atlas of Modern Europe from 1789 to 1914. Oxford Univ. Pres~, N. Y. 1915. $1.50. ROBINSON, E. E., and WEST, v. J., The Foreign Policy of Woodrow Wilson, 1913-1917. Macmillan, N. Y. 1917. $1.75. *ROGERS, LINDSAY, America's Case Against Germany. Dut­ton, N. Y. 1917. $1.50. *SAROLEA, C., The Anglo-German Problem. Putnam, N. Y. (2d edition.) 1915. $1.25. SCHMITT, BERNADOTTE E., England and Germany, 1740-1914 Princeton Univ. Press, Princeton. 1916. $2.00. *SCOTT, JAMES B., A Survey of International Relations Between the United States and 'Germany, August 1, 1914, to April 6, 1917. Oxford Univ. Press, N. Y. SETON-WATSON, R. w. (SCOTUS, VIATOR, pseud.), German, Slav, and Magyar. Williams & Norgate, London. 1916. 2s. 6d. ----, The Rise of Nationality in the Balkans. Con­stable, London. 1916. 10s. 6d. *----, et al., The War and Democracy. Macmillan, N. Y. 1915. 80 cents. *SEY,MOUR, CHAS., The Diplomatic Background of the War, 1870-1914. Yale Univ. Press, New Haven. 1916. $2.00. SIMONDS, FRANK H., History of the World War. Double­day, Garden City. 1917. 2 vols. (Also Review of Reviews Company.) *SLATER, GILBERT, The Making of Modern England. Mac­millan, N. Y. 1915. SMITH, THOMAS F. A., The Soul of Germany. Doran, N. Y. 1915. $1.25. (Also in paper cover. Grosset, 'N. Y. 1918. 75 cents.) SOUSA, COUNT CHARLES DE, and MACFALL, MAJOR HALDANE, Germany in Defeat. Dutton, N. Y. 3 vols. $7.50. *STODDARD, L., and FRANK, G., Stakes of the War. Century, N. Y. 1918. $2.50. TARDIEU, ANDRE P. G. A., France and the Alliances. Mac­millan, N. Y. 1908. (Out of print.) THAYER, WILLIAM ROSCOE, Collapse . of the Superman. Houghton. 1918. 60 cents. WETTERLE, EMILE, Behind the Scenes in the Reichstag. (Translated by Frederic Lees.) Doran, N. Y. 1918. $2.00. WILSON, WOODROW. The following are fairly complete col­lections of his speeches : In O}lr First Year of War. Harper, N. Y. 1918. $1.00. President Wilson's Great Speeches and Other History-Making Documents. Stanton & VanVliet Co., Chicago. 1918. President Wilson's State Papers and Addresses. Doran, N. Y. 1918. $2.00. *Americanization: Speeches of Woodrow Wilson. (Oliver Mar­ble Cole.) Baldwin Syndicate, Chicago. 15 cents. The following are briefer collections, some including other materials (see also Committee on Public Information) : War Ad