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engaging in foreign trade. It has appointed a committee on Commercial Education for Foreign Trade, composed of both business men and educators. The opinion of officials of some one thousand corporations and firms is being ob. tained upon questions respecting the efficiency of language instruction in the high school, the efficiency of commercial instruction in the high school, and the efficiency for commercial work of graduates of colleges.

The English Historical Association published in June, 1915, its fourth annual bulletin of historical literature, in which works published in England during the preceding year are listed under eight different periods of history, beginning with ancient history and closing with the nineteenth century and after. The lists on the several periods are made by the following historical scholars: M. O. B. Caspari, Miss Alice Gardner, Prof. F. N. Powicke, Miss R. R. Reid, Prof. A. F. Pollard, Prof. C. H. Firth, Mr. C. G. S. Veitch and Prof. F. J. C. Hearnshaw.

Mr. William John Cooper, who during the past five years has been largely instrumental in reconstructing the work of history in the Berkeley High School, has accepted a position as head of the high school and supervisor of elementary schools in Oakland, Cal.


The annual spring meeting of the New England History Teachers' Association was held at Worcester, Mass., on Friday and Saturday, April 30, May 1. The session of Friday evening was held in the Assembly Hall of the High School of Commerce. A most interesting address was given by President Ira N. Hollis, of Worcester Polytechnic Institute, who spoke on the "North Sea in Naval Warfare." President Hollis spoke informally, drawing largely from his knowledge of affairs as former chief engineer of the United States Navy.

The session of Saturday morning was held in the Physics Laboratory room of the Classical High School. The subject was the " Study and Teaching of Recent American History." The discussion was opened with papers by Mr. R. Eston Phyfe, of the Hartford Public High School, who spoke on "Recent American History from the Viewpoint of the Secondary School. Professor Charles R. Lingley, of Dartmouth College, followed with a paper on the "Use of Autobiographical Material." The discussion was continued by Prof. Frederick J. Turner, of Harvard University, and Prof. John Spencer Bassett, of Smith College, and others. Luncheon was served at the Hotel Bancroft, with the largest attendance at any luncheon outside of Boston. Prof. George H. Haynes, of Worcester Polytechnic Institute, was the guest of the Association. The president of the Association for 1915 is Prof. Sidney B. Fay, of Smith College.

Additional numbers of the Civic Education series of bulletins issued by the Bureau of Education at Washington "Civic Education in Secondary Schools," includes No. 6 on the special topic being "Survey of Vocations and Economics," No. 7 on history, and No. 8 on standards for judging civic education. These bulletins may be had on application to the Bureau of Education, Washington, D. C.

The Normal School at Kirksville, Mo., publishes a series of bulletins, many of which are interesting to teachers of history and government. Number 3 in the history and government series contains the following articles: "An Indian Mound Expedition," by Prof. Andrew Otterson; "Some Neglected Phases of Ancient History," by Prof. Joseph L. Kingsbury; "Description of a Course in the

Teaching of History," by Prof. E. M. Violette; "Description of a Course in the Teaching of History," by Prof. Eugene Fair, and an article on the "Missouri History in the Schools," by Professor Violette.

The whole bulletin is of interest to history teachers.

The District Conference on History Teaching, which was held at Gary, Ind., on February 26, 27, 1915, under the auspices of the Extension Division of the Indiana University, has received a permament record through the printing of the papers there presented in the Indiana University Bulletin, Vol. 13, No. 10. The pamphlet is distributed, free of charge, in the State of Indiana. For outside circulation it can be obtained for the price of 25 cents. The papers are divided into two groups: First, those dealing with the practical teaching problems in history; second, those dealing with the standards in history and civics for secondary schools. Two of the papers have already been published in THE HISTORY TEACHER'S MAGA ZINE, and others with the consent of the Extension Division will appear in the near future. Prof. Oscar H. Williams deserves much of the credit for carrying through one of the most interesting and important conferences on history teaching which has ever been called together.


ERS, NASHVILLE, TENN., JULY 20, 1915. The Second Conference for History Teachers in the George Peabody College for Teachers was held July 20, 1915, under the direction of Dr. St. George L. Sioussat, of Vanderbilt University; Dr. W. L. Fleming, of Louisiana State University; Dr. R. P. Brooks, of the University of Georgia; Dr. F. M. Fling, of the University of Nebraska; Dr. E. C. Brooks, of Trinity College, and Dr. C. A. McMurry, Dr. W. F. Russell and Mr. Thomas Alexander, of Peabody College. Dr. Sioussat presided. Mr. R. E. Womack was chosen to act as secretary. The chairman called attention to the second history exhibit of the Peabody Summer Quarter, displayed in the room in which the conference was held. This consisted of maps, charts, pictures, text-books, source books, and other materials auxiliary to the teaching of history. After the announcements concerning the exhibit were made, Mr. Thomas Alexander delivered a short address on the teaching of history in the elementary schools of Germany. He sketched the history of historical instruction in these schools, spoke of the purpose of historical instruction from the standpoint of German teachers, told how the oral method of instruction predominated, and closed by reading a lesson which was reported stenographically.

Dr. Fling next spoke on "What History is and Why it Should be Taught." He defined history as "the science of the unique evolution of man in his activities as a social being." He declared that men have tried to make of history a natural science, which it is not. Since this is true, history cannot be taught from types. The teacher must treat it as a whole, so that our present stage of development may be appreciated. Condensation will, therefore, be necessary, and so each must work out his philosophy of history, must have a set of values. Social institutions, he declared, are only a means toward the development of a spiritual individual. In history are dealing with purposeful activity, striving after the biggest value in life. It is a struggle to put a spiritual content into life." The work of the history writer and teacher is an absolute necessity. We must know just what part of our world problem remains unsolved, so that each generation may

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The last address during the conference was made by Prof. E. C. Brooks, of Trinity College, on the subject, 'History in the Elementary Schools in the United States." He emphasized the use of biography, of stories, of typestudies, suited to the age and development of the pupil rather than a condensed text-book. Since children have little sense of time, there is no place for chronological study in the elementary grades. What the pupil needs is plenty of concrete illustrations which will give him an insight into man's activity in society. Later, when a textbook is put into his hands, the interesting material learned earlier falls into its proper place.

After the program was rendered, Dr. McMurry led in a very interesting discussion on the mooted question of typestudies.

The exhibit was left open for the remainder of the week. Among the teachers present were Thomas Alexander, Agnes Amis, F. M. Fling, Rosa Wyatt, Thomas Dyke, Iona Gilliam, R. P. Brooks, E. Villio, Dora Register, Lula J. Crecelius, Hattie B. Moseley, Nellie V. Mullen, T. Robert TORT Owens, Robert N. Chenault, Mabel Jones, Sue M. Powers, Carrie B. Smith, Elizabeth Nixson, D. M. Russell, Mrs. C. A. McMurry, Mr. C. A. McMurry, E. C. Brooks, R. E. Womack, A. W. Birdwell, Margaret S. Mosby, Margaret M. Heard, Willie Jones, R. Cora Armistead, Q. M. Smith, R. E. Bruner, Pattie Sue Arnold, G. C. Watkins, J. R. DeMoss, Bartie Moore, Charles E. Little, Alfred I. Roehm.

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EDITED BY PROFESSOR WAYLAND J. CHASE, UNIVERSITY OF WISCONSIN. DEALEY, JAMES QUAYLE. The Growth of American State Constitutions from 1776 to the End of 1914. Boston: Ginn & Co., 1915. Pp. 308. $1.40.

In the field of American constitutional law and history it has been the wont to fix the attention rather exclusively upon the federal and national aspects of our public law. This attitude has left one great side and portion of our constitutional growth untold. It has been a serious mistake to neglect to appreciate the importance of the constitutions of forty-eight States. A study of the activities of the Federal system, of course, holds the advantage of both national and dramatic interest, while the history of a single State has but a local and prosaic caste. But a comparative study of the origins and growth of the organic laws of nearly half a hundred commonwealths possesses a broad and vital interest and importance not surpassed by the Federal system. The States together perform the largest part of governmental activities, their fundamental laws concern more vitally the interests of the citizen, and reflect more closely the attitude of the people toward the social and economic problems of the day than the national constitution, so that it is high time these State laws should be given their due place. Professor Dealey's volume is opportune, and itself is an indication of the growing attention given to State constitutions and government in the colleges and in the public mind.

The volume has three parts. The first is historical, tracing the development of the constitutions from the

short and simple documents of Revolutionary days to the modern types of complexity and verbosity. In this stretch of one hundred and forty years, five periods are marked off: the Revolutionary era of first experiences, the period of moderate growth, 1801-1830, the rapid democratizing movement of the middle period, the heated era of reconstruction, and the recent age of radical experimentation. Part two analyzes the provisions of the present-day laws. It covers the written constitution, the processes of amendment and revision, the bills of rights and religious provisions, the three traditional departments of government and the electorate as the fourth, representation, constitutional regulations of important interests and a separate chapter on the peculiarities of the New England constitutions. The last part includes one chapter in summary of the main tendencies and marked lines of development of past growth, and two suggestive of improvements and prospects.

Each part has appended a well selected bibliography, and there is also a good general bibliography and a list of special references for the two chapters on reconstruction. The book is well written in a clear and sober style and well arranged. It has a value not only as a text-book, but as a manual for law-makers and citizens.

University of Wisconsin.


MATTINGLY, HAROLD. Outlines of Ancient History. From the Earliest Times to the Fall of the Roman Empire in the West, A. D. 476. Cambridge: University Press, 1914. Pp. 466. 10s. 6d.

In his preface the author of this book states that it is one of a series of three Outline Histories projected by the Syndics of the Cambridge University Press. This preliminary statement may help the reader at times to sympathize with the author in feeling that he is working to accomplish an assigned task, rather than spontaneously writing that in which he is most deeply interested and must perforce give the world. As a workman, the author shows tireless energy and conscientiousness. Indeed, one feels that he is at times over-nice in the matter of details. This is particularly true in his treatment of military, political and dynastic developments. As a case in point, on may read the opening chapter on the little-known "Beginnings of History," or the chapter which attempts to follow out the minutiae of changes ensuing upon the death of Alexander, or again, that other dull and unprofitable period in Roman History following the time of the Antonines when petty Roman Emperor did but succeed petty Roman Emperor to the accompaniment of insignificant war and murder. In such chapters as these the fell determination of the writer to omit nothing causes the book to assume the character of Homer's Catalogue of Ships "-that classic but unreadable model of the enumerative style. On the other hand, when the author begins to delineate a character or a period in which he is vitally interested, he becomes masterly. His treatment of Alexander and his career of Socrates and what he means in the history of human thought of Julius Cæsar, whom he explains as "brilliant but unorthodox; " of Augustus, whom he underestimates as a man of “exceptional talent without being troubled by inconvenient genius," all make the reader wish for more extended treatment by this convincing pen. In many of the briefer descriptions of men, too, while he yields to the limitations imposed by the boundaries of his task, he makes a single word or phrase do yeoman duty in the setting forth of character. His thinking is always surefooted, and even in the most intricate maze of dynastic change one feels confident that

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the guide will come out all right. The only thing is that the path seems hardly worth the treading.

In the matter of emphasis, Mr. Mattingly yields to the temptation of the older conceptions of history. He sees too much importance in war and the rumors of war, and too little in the artistic, spiritual and literary elements of a nation's life. That is surely not a fair division of attention even in an outline history which dismisses the literature of the Augustan Age with a hurried mention of Virgil and forgets even Horace, yet follows every move of Oròdes or Phraates IV in far-away Parthia.

As to the exact niche which the book is destined to fill, it is hard to reach a conclusion. It is well equipped with pictures, maps and coin plates, but contains no bibliography and makes no acknowledgment of sources other than the general one in the preface. It is too comprehensive for a text, and yet makes no claim to the dimensions of a great reference work. It must serve, therefore, as a shelf volume for ready reference of the narrative type.


The Wisconsin High School of The University of Wisconsin.

ADAMS, JOHN QUINCY. Writings of. Edited by W. C. Ford. Vol. V, 1814-1816. New York: Macmillan Co., 1915. Pp. xxvii, 546. $3.50.

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Adams" writings of this period are almost wholly diplomatic in character. His interests had narrowed down, and it was obviously true of him, as he said it was of every American who "resided so long as five or six years in Europe," that he needed to "go home to be new tempered (p. 331). On the other hand, he had plainly matured. His grasp of international law and of human affairs had grown firmer; his characterizations of men were sounder and less labored, and his heavy and obvious attempts at humor were giving way to the flashes of irony that distinguished his later years. He remains, however, an exceptionally poor guesser.

The center of interest in the first half of the volume is the negotiation at Ghent. The important documents are the letters to his wife, his dispatches to the Secretary of State, and his first drafts of notes to the British Commissioners, which were subsequently amended by the Commission as a whole. His other letters were very discreet, because of the chance that they might be opened. There is no single contribution of great moment, but the whole mass increases the vividness of our picture of that critical and fascinating period, already illustrated on so many sides. Particularly the importance of the publication by the American government of the first dispatches, is strongly emphasized. On the personal side it is evident that Adams was kinder than his tongue, and like many New Englanders, thought more highly of his colleagues than he allowed them to suppose.

The second half of the volume is concerned with the negotiations at London after the peace, and is more important than the first half, because less other material exists. Adams' discussions are exceptionally brilliant, and his tendencies to maintain without compromise every inch of the American position and to distrust the British government, so apparent later, seem to become fixed at this time. At the very end South America begins to loom on the horizon.

Aside from diplomacy, there are brief but interesting comparisons of Sweden, Holland (pp. 51-52), and Paris (p. 277) at different periods, and an animated discussion of Unitarian doctrine (pp. 431-436, 458-460). His description of the Hundred Days illustrates the quiet character of

Napoleon's triumph, but still more the self-absorption of the writer. He notices a social slight quite as one might in the piping times of peace.

The standard of editing continues to be a credit to American scholarship. The notes, somewhat more extensive than in the previous volumes, contain chiefly supplementary material from other published sources or from manuscripts in the Adams collection. On page 269 "town" should be " own." CARL RUSSELL FISH.

University of Wisconsin.

STOUT, JOHN ELBERT. The High School: Its Function, Organization and Administration. New York: D. C. Heath & Co., 1914. Pp. viii, 322. $1.50.

This book is addressed to high school administrators by a college professor of education, who has had long experience as teacher and principal, and in every chapter of his book he shows intimate knowledge of the American high school-its faults and needs.

If the high school is to meet the growing demands made upon it, the author believes and advocates a redefining of aims and a reorganization, and his book is an attempt to state the principles that should guide in the process of reorganization. The material is grouped in twenty-two chapters divided into two parts. Part I deals with the function of the high school. Here are stressed hitherto neglected functions of the high school-physical needs, employment of leisure time, work interests, social adjustments, and especially readjustments necessary to meet the needs of girls.

Part II is devoted to questions of organization and administration. The high school curriculum is examined from the standpoint of its historical development, and the influences responsible for the present status are pointed out. Considerable space is given to the subject matter taught in the high school from the point of view of or. ganization for teaching purposes. Every department receives attention, but the social studies, science and English are treated most fully because of the author's conviction that these should contribute the chief means of secondary education.

A brief summary of some of the views expressed may be worth while. The play instinct of adolescents is not adequately provided for or properly directed in the modern high school. Science material should be reorganized. Botany, chemistry and physics are valuable terms only when they designate types of subjects having practical value for use in the high school. Reform in English work is needed in order to fit it more nearly to the capacities of students and to make it serve the interests of the community. The college entrance requirements in English are regarded as narrowing. The wall thus built up around literature should be torn down, and a place given to cur. rent literature of the right kind and a wider range generally secured. It is contended that too much time is now employed on over-emphasis upon a critical study of the restricted body of material used. As to composition, written work has been given relatively too much attention. In every-day life it has less value than oral.

As to mathematics the author is decidedly pessimistic. Too much attention is given to algebra. The whole field needs reorganization and the traditional divisions of arithmetic, algebra and geometry removed, resulting in a combination wherein geometry is to receive relatively more attention and algebra less. The total result to be a shortening of the time devoted to the study of mathematics.

Throughout the book the faults and shortcomings of the present-day high school are clearly pointed out. One

wishes that the author had found space for a fuller distecussion of ways and means to remove the defects. Perhaps in a later book he will do so, and thereby place us in even greater debt to him.

The author has convictions and knows how to express them clearly, interestingly and convincingly. The book is Swell made up, with type of good size. There is an appendix giving typical high school courses, representing what larger schools are offering in the way of educational opportunity to the young people of their respective communities. A. C. SHONG.






West Division High School, Milwaukee, Wis.

MACAULAY, T. B. The History of England, from the Accession of James II. With illustrations. Edited by C. H. Firth. Volume VI. London: Macmillan & Co., 1915. Pp. xv, 481. $3.25.

By the appearance of the sixth volume of this beautiful series, the reviewer has spent his supply of laudatory adjectives, and can best say what doubtless is all that needs to be said that this which completes the set maintains to the full the abundance and excellence of illustration which its predecessors possess. It has, moreover, an in the additional value in that it supplies the index for all the volumes. This, consisting of 100 pages, has been especially prepared for this edition, and both corrects the errors of the original index and supplies its omissions. Its fullness is in keeping with the copiousness of the series, whose wealth is thus made easily accessible to student and reader. Both editor and publishers by the achievement of this well conceived scheme of illustration of Macaulay's great work have laid the reading public under much obligation to them. WAYLAND J. CHASE.

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MORRIS, JOHN E. Bannockburn. New York: Putnams, 1914. Pp. 116. $1.50.


This attractive little book, prepared by the author of the "Welsh Wars of Edward I," is in the nature of a centenary monograph. It is presented in such a pleasing dress, with its panoramic view and other illustrations, that one does not at first realize the scholarly character of the work. It is only after reading its careful discussions, and especially the thoughtful chapter upon "The Historians of Bannockburn," that we perceive its true worth as a contribution to the literature of the subject. The chapters upon "A Typical Edwardian Army" and Tactics Before Bannockburn," as well as the closing chapter, are of distinct value to all teachers who would like to know how the English came to develop the ability to defeat the French so thoroughly at Crécy and Poitiers. As to the battle itself, the author adopts the view that it was fought mainly on the plain between the Bannock and the Forth, and supports this thesis in a very convincing Although admitting Barbour's limitation as а historian he does not hesitate to accord him due honor: One may, indeed, find fault with Barbour because he has made people think too much of the unimportant things, the digging of the pots, the deaths of Bohun and Argentine, the charge of the camp-followers, which things the thoughtless love to read, and think to be of more importance than the tactics. Yet he has shown us the real cause of the victory, namely, the steadiness of the pikemen, their ability to advance in good order, and the clever handling of the whole army of foot and light horse by a

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great tactician."

Leland Stanford, Junior, University.


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The July number of the "Dublin Review " Canon Barry's interesting sketch of "the city of Constantine," in which he attempts to give the historical causes of its present position; Bernard Holland's readable sketch of Disraeli; A. H. Pollin's "The Submarine Campaign," an answer to his own earlier article on the submarine myth; Hilaire Belloc's "The Effect of Waterloo," which aims to divest this interesting battle of much of the myth and legend surrounding it; and an able defense of the neutrality of the Holy See by the Bishop of Northampton.

In the August "Forum," Luis Cabrera, Minister of Finance in Caranza's Cabinet, better known as Blas Urrea, under which pseudonym he has written forceful articles on the Mexican situation, has a clear and analytical account of the religious question in Mexico. He takes the situation of the church back to the reform laws of 1860, which stripped it of its temporal power, and traces from this period the growth of the present attitude of the Catholic clergy towards the government. Too much attention has been paid. he argues, to the abuses and excesses of the church, which he holds to be only the consequences of the conditions in which the church placed itself by taking an active part in the struggle against the new constitutionalism.


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"The British Review" for July contains Prof. J. Gabrys' lecture on the Polish question, delivered before the Paris Sociological Society. This not unbiased account of the 'magnanimous act of justice to unhappy Poland, a fitting act of reparation on the part of noble Russia," deals with the attitude of the parties in Poland towards the manifesto of Grand Duke Nicolas, and its reception by Russian Poland. Professor Gabrys states that on the whole the loyalty of the people to Russia is most evident. The manifesto was satisfactory to the parties of the Right and Center, but not to the Left. The latter demand the absolute independence of Poland. Much attention is paid in this lecture to the historical background of the present situation.

The flood of periodical war literature shows no sign of decrease. It is absolutely impossible even to notice all that has been written on this subject, as many magazines are wholly devoted to articles on various aspects of the conflict. Some of the best general accounts in the recent issues are: F. H. Simond's, "The War's Prospects After One Year's Fighting,” in the August “Review of Reviews," which emphasizes the marked achievement of Germany on land and her no less marked defeat on the seas, as well as her remarkable mobilization, not only of her troops, but of every detail of her national life and industry; C. F. Spears' statistical estimate of the cost of the war during this first year, in the same periodical; the essay by Prince Eugene Troubetzky, formerly professor of law in the University of Moscow, on the underlying unity of the present discord, which is in the "Hibbert Journal" for July, and which is a defense of all warfare, as an elevator of soulsindividual as well as national-and as a source of renewed keenness of perception and clearness of insight which more than counteract the evil coming from such struggle; "A Year of War, a Military Review," in the "Outlook" for August 4th, one of the best short summaries; Charles Vale's "United States and the War" in the August "Forum; "James D. Whelpley's most interesting sketch of "The Pacific Coast and the War," in which he emphasizes the general vagueness of feeling among the German element in the west and their universal desire for peace; the most sympathetic sketch of General von Hindenberg in the August "Atlantic" by W. C. Dreher, Berlin representative of the Associated Press, and well known as a writer on various German topics; the sketches in the August "Review of Reviews; " Freeman's Enver Pasha, of interest to those who are following the Turkish situation; and Milton's able defense of Mr. Bryan's resignation; the silhouette" of Grand Duke Nicolas, in the "Correspondant "9 of June 25; the sketch of the Lusitania disaster in the "Deutsche Revue" for June, which defends the action of Germany on the ground that if the munitions on board the vessel had not been destroyed, it would have meant the loss of a greater number of Germans; and Hendrick Wilhelm von Loon's "No. 45,637 Missing" in the August

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Century," a remarkably sympathetic sketch of the opening days of the war, and possibly better history than fiction.

The History Teacher's Magazine

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


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

PROF. FRED. M. FLING, University of Nebraska.

MISS ANNA B. THOMPSON, Thayer Academy, South Braintree, Mass.

PROF. GEORGE C. SELLERY, University of Wisconsin.
PROF. ST. GEORGE L. SIOUSSAT, Vanderbilt University.
DR. JAMES SULLIVAN, Boys' High School, Brooklyn, N. Y.
ALBERT E. McKINLEY, Ph.D., Managing Editor

SUBSCRIPTION PRICE, two dollars a year; single copies, twenty cents each. REDUCED RATE of one dollar a year is granted to members of the American Historical Association, and to members of local and regional associations of history teachers. Such subscriptions must be sent direct to the publishers or through the secretaries of associations (but not through subscription agencies).

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

24, TO JULY 31, 1915.

American History.

Abel, Annie H. The slave holding Indians, as secessionists, participants in the Civil War, and under Reconstruction. In 3 vols. Cleveland, O.: A. H. Clark Co. Set, $12.50, net.

Anderson, D. R., editor. The letters of Col. W. Woodford, Col. Robert Howe, and Gen. Charles Lee to Edmund Pendleton, president of the Virginia Convention. Richmond, Va.: Richmond Coll. 163 pp. $1.00. Becker, Carl L. Beginnings of the American people. Boston: Houghton Mifflin Co. 279 pp. $1.75, net. Briggs, John E. History of social legislation in Iowa. Iowa City, Ia.: State Hist. Soc. 444 pp. $2.00. Buettner, Johann C. Narrative of Johann Carl Buettner in the American Revolution. N. Y.: C. F. Heartman. $2.50.

Chadwick, French E. The American Navy. Garden City, N. Y.: Doubleday, Page. 284 pp. (4 pp. bibl.). 60 cents, net.

Dawbarn, Charles. Makers of New France. N. Y.: Pott. 246 pp. $2.50, net.

Dodd, Wm. E. Expansion and conflict. Boston: Houghton Mifflin. 329 pp. $1.75, net.

DuBois, William E. B. The negro. N. Y.: Holt. 252 pp. (71⁄2 pp. bibl.). 50 cents, net.

Early, Jubal A. The heritage of the South. A history of the introduction of slavery. Lynchburg, Va.: BrownMorrison Co. 119 pp. $1.50.

Eastman, Charles A. The Indian to-day. Garden City. N. Y.: Doubleday Page. 185 pp. (3 pp. bibl.). 60 cents, net.

Essary, J. F. Maryland in national politics. Balto.: J. Murphy Co. 303 pp. $1.50, net.

Evans, Charles. American bibliography: a chronological list of all books, etc., printed in America, 1639-1820. Vol. 8, 1790-1792. Chicago [the author, 1413 Pratt Avenue]. 432 pp. $15.00, net.

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