advised to take: "I am a citizen of Rockford. I will do nothing to desecrate her soil, pollute her air, or degrade her children-my brothers and sisters. I will try to make her beautiful and her citizens healthy and happy, so that she may be a desired home for myself now, and for her children in days to come."

The pamphlet includes a short sketch of the history of Rockford, its advantages, the basis and nature of government, and the organization of the city government. Other chapters deal with the organization of a town and of the county of Winnebago.

Prof. Carl Lamprecht died in Leipsic on May 10. Prof. Lamprecht is known to historians throughout the world as the leader of the movement toward "Kulturgeschichte," who was exceedingly enthusiastic in the support of his theory of national development, and succeeded in building up about himself a school of young historians. For an estimate of his theory and work, see the HISTORY TEACHER'S MAGAZINE, Vol. IV, page 215.

"The American Political Science Review - for August contains a varied list of papers. Among the more important are the following: "Education for the Bar in the United States," by S. E. Baldwin; "The Bicameral System in State Legislation," by James D. Barnett; "The Presidential Preference Primary," by Francis W. Dickey; "Scientific Management of the Public Business," by Morris L. Cooke; "City Manager Plan in Ohio," by L. D. Upson; "Some Reflections on the City Manager Plan of Government," by Herman G. James; "Court Organization for a Metropolitan District," by Herbert Harley, and “Repeal of the Judiciary Act of 1801," by William S. Carpenter.

There is the usual well assorted series of notes, reviews and bibliographical material.

Mr. Bromley Smith, of Bucknell University, has issued in pamphlet form a lecture under the cryptogamic title, "Plunket the Pennanite." It gives some account of the Connecticut-Pennsylvania controversy along the Susque

hanna.

That the subject of local history is engaging the attention of educators in the Philippines will be learned with interest by history teachers of the United States. The following quotation from "Philippine Education for August, 1915, shows what is being done in this direction:

A contest for the best history of a province in the Philippines has been opened in the history department of the college of liberal arts. The history must be complete, and must contain data on the economics, sociology and anthropology of the province concerned, and should also have some riddles, songs and stories. All papers must be handed in by March 1; the first six will be chosen by the faculty of the history department; and the final choice will be made by the president of the University of Manila, who is the donor of the prize. It consists of Retana's "Aparato Bibliografico de la Historia General de Filipinas." The prize will be awarded on commencement day.

What is desired is to obtain complete histories of the different provinces so that in time a comprehensive history of the islands can be written. At the last teachers' assembly in Manila, the history department made an appeal to the teachers regarding the furnishing of historical data, for it is only possible to write a good history of the islands through co-operation, and not through any particular individual effort. It is hoped that the teachers will answer to this appeal.

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The Minneapolis State Archives, their Character, Condition and Historical Value," by Herbert A. Keller, is the leading article in No. 2 of the “Minneapolis History Bulletin.”

The fourth number of "Vergangenheit und Gegenwart" for 1915 contains articles upon the relation of national forces to historic events, on the development of the civil and military councils in Prussia, and extended bibliogra phical notes, including a lengthy bibliography of German books upon the present war (pages 242 to 260). There is also an annotated list of works upon recent European history since 1789.

Number 2 of the "Catholic Historical Review" contains articles upon "The Church of Cuba," "A Forgotten American Hymnodist," "Early Times in the Diocese of Hartford, Conn.," and "The Apostle of the Abnakis (1657-1724).”

NINETEENTH INTERNATIONAL CONGRESS OF AMERICANISTS.

of

Secretary A. Hrdlicka announces that in consequence the war in Europe, the Washington meeting of the Congress, which was originally scheduled for October 5, 1915, was, with the general approval of the membership, indefinitely postponed. Since then it has become evident that the war may last for a long period, and that when it does end, the conditions, economic and otherwise, may be such that a successful meeting cannot be held for many years. Circumstances, however, have now so shaped them. selves as to make possible a well attended session of the Congress during the coming winter, notwithstanding the enforced absence of most of the European delegates. Dur ing Convocation Week of this year, a number of important scientific bodies, whose interests wholly or in part are closely related to those of the Americanists, and whose membership is in a large measure the same, will meet in Washington. As this seemed to present an excellent op portunity for a meeting of the Americanists, the Organiz ing Committee took preliminary steps which assure inti mate co-operation between the Congress and other learned bodies, and submitted the proposal to hold the postponed session in co-operation or jointly with these organizations, to the vote of the members. The result of this vote was overwhelmingly in favor of the proposal. In consequence, the Organizing Committee feels authorized to announce that the session will be held in Washington, December 27 to 31, of this year; and that it will be held jointly or in co-operation with the Anthropological Section of the PanAmerican Scientific Congress, the American Anthropological Association, the American Historical Association, the American Folklore Society, and the Archeological Institute of America. The program previously published will in the main be adhered to, excepting the field excursions; and the members are urged to communicate with the secretary in relation to the papers they intend to present.

"Now," said the principal to one of the pupils at the close of the lesson in which he had touched on the horrors of war, do you object to war, my boy?" 'Yes, sir, I do," was the fervent answer. "Now tell us why."

'Because," said the youth," wars make history, an' I jest hate history."-Ladies' Home Journal.

JOHNSON, HENRY. Teaching of History in Elementary and Secondary Schools. New York: The Macmillan Co., 1915. Pp. xxix + 497. $1.25.

sources

This presents both a summary of what has been thought and done in the teaching of history during the last three hundred years, and a discussion of the underlying principles and their application to present problems. His Chapter I-What History Is-explains the nature of and the historian's use of them, and reviews various cononceptions of history that have been held since the time of Herodotus, concluding with an exposition of current views of this subject. Chapter II—The Problem of Grading History-treats of the difficulty of adjusting this school study to the various stages of instruction, and presents the various theories that have grown up respecting the proper order of progression in the subject from the simple to the less simple. To him this "problem of adapting history to the school-room is essentially a problem in presentation " rather than one of subject content. "Facts presented concretely are elementary; facts presented abstractly are advanced."

ing d

Critically weighing the various values which from time to time have been claimed for instruction in history he declares in Chapter III-The Question of Aims and Valuesthat the most fundamental and the most comprehensive aim that can be formulated for historical instruction is to make the general social and political world intelligible to the boy and girl as natural science does the material world. It is good to see that he explicitly declares that a study of more than modern history is necessary to the achievement of this aim, asserting that we cannot escape, if we really hope to make American society intelligible, the necessity of presenting the principal transformations of humanity."

In Chapters IV and V he considers the place of history in the school curriculum abroad and at home. A very broad acquaintance with the literature of this field and a thorough knowledge of past and present practice are revealed, and the reader is given a fuller and richer treatment of this phase of the subject than has heretofore ap. peared in English. He points out past practices and their defects, and indicates present tendencies, but refrains from presenting his plan of ideal program, doubtless preferring to await the final reports of national committees now or soon to be at work on the task of determining it. These first five chapters show illuminatingly how deep-rooted in time is the recognition of history as an educational instrument, and proof again is afforded in the course of his admirable account of the struggle during the last three centuries with the problems of grading, presenting and teaching history in the schools that there is nothing new under the sun in the realm of educational theory and endeavor. Chapters VI to XIII, inclusive, deal with the large phases of method which their titles suggest―The Biographical Approach to History, The Study of Social Groups, Making the Past Real, The Use of Models and Pictures, The Use of Maps, The Use of Text-books, with a preceding chapter on Text-books in History, and The Selection and Management of Collateral Reading. These chapters are replete with concrete suggestions, full of promise of serviceable

ness.

Training in historical method is both possible and necessary in elementary and secondary school, he asserts, and

Chapter XIV is devoted to an exposition of clearly practical ways of giving this. Chapter XV deals with correlation of history with other subjects, and the concluding chapter treats of the history examination. In the methods commonly used for testing proficiency in this subject he finds much to criticize, though he presents the pleas of defenders of them. Contending that these examinations should include in much larger degree than they generally do tests of processes of study, he offers a sample examination, and declares: "It is, indeed, doubtful if more than a fourth, or perhaps a third, of the examination should be devoted to tests of ability to remember. The remainder of the paper could then be devoted to tests of ability to do; to interpret a map or. picture; to analyze a paragraph or page of history; to find materials on a given topic; to solve by use of given materials a simple problem in criticism; to recognize in given facts differing degrees of probability; to judge from a given description some historical character; to discover in given conditions, past and present, resemblances, differences, relations, tendencies; to organize a given collection of facts; to select from the work of a term or a year, facts of special importance and to explain why they are important." This relatively low estimate on the power to remember history as a product of teaching history seems to the reviewer mistaken. At any rate, it is more than likely that for very many teacher readers of this book this emphasis on the value of the processes will obscure for them the essential truth that for their pupils to attempt to work in and with the materials of history without a secure mastery of the facts of history within their grasp is to try to make bricks without straw. The output of such effort is sure to be more of that deprecated product of our history class-room-vagueness and confusion. We would rather his readers would take thoroughly to heart his dictum on page 406: The duty of those who profess to teach history is to teach history," which in light of his declaration of aim would mean the securing by the pupil of an understanding and firm possession of the facts of history. Is not the chief glory of history as a school study the supreme worth of its facts, possessing, as they do, unique power to liberate and extend the understanding of boys and girls? And does not our best hope of relief from injustice in the history examinations lie in the endeavor of the national committees to both reach an agreement as to what the facts are that are essential, and reduce their number to such an extent that secure mastery of them by our pupils is realizable?

A more than usually full table of contents introduces the book, and five appendixes with index close it. The first three of these are valuable bibliographies, of history teaching, of guides to historical literature, and of illustrative material. Appendix IV presents selected references grouped for use in connection with the chapters of this book, and Appendix V is a group of sets of questions arranged in the order of the chapters to which they apply. Professor Johnson's earlier work, The Problem of Adapting History to Children in the Elementary School," now out of print, prepared his public to expect a definite contribution to the literature of the teaching of history when his volume in the Teachers' Professional Library should appear, and this expectation has now been fully realized. More than any other American writer he has acquainted himself with the long history of the teaching

1

of history, and his breadth of learning in this field gives unique value to his book. Moreover, he knows thoroughly present-day conditions in many school rooms—the teacher with whom the assigning of the lesson is but a fiction, the pupils who have never been taught how to study history or who "have trained the teacher to do most of the reciting," and the many other forms in which the difficulties of the task of teaching history declare themselves. Yet he evinces abundant faith in the ability of boys and girls to cope with history, the lessons in which he declares should be taken as seriously and studied as intelligently before coming to class as lessons in Latin or in mathematics. Because of his broad scholarship, his professional insight and his clear and untechnical presentation of his material, his work will be of great value to all history teachers, from the elementary school through the university, and clearly takes front rank in this field of professional literature. WAYLAND J. CHASE.

BOOK REVIEWS

EDITED BY PROFESSOR WAYLAND J. CHASE, UNIVERSITY OF WISCONSIN

ROBINSON, JAMES HARVEY, AND BREASTED, JAMES HENRY. Outlines of European History, Part I. Boston: Ginn & Co., 1914. Pp. xii, 730. $1.50.

The repute of these authors in the fields of authorship and scholarship is a guarantee of excellence in their product. Yet because this book and its companion, “Outlines of European History, Part II," which came first from the press, are the authors' answer to a question not yet otherwise authoritatively decided, they are deserving of especial scrutiny. This important question is, What shall be the content of a two years' high school course in European history? Involved in this are the problems of determining relative values of periods of history, as of recent history in comparison with ancient, and of distribution of emphasis and apportionment of space. These are questions so significant that the National Education Association has had them under consideration for several years, and the American Historical Association has arranged for a nation-wide committee to meet in the coming December to consider them. The author's answer is that special the past hundred and fifty or emphasis should be laid on two hundred years which concern us most immediately," and to this section of history Part II is devoted; so Part I is made to extend from prehistoric times to 1715. Probably the consensus of opinion will be shown to be that for many schools a two years' course of European history must supplant the three years' course recommended by the Committee of Seven, and in such a plan, of course, omissions must be made of material heretofore judged to be important. Yet very many are not ready to agree to the superlative importance of the immediate past as interpretative of the present when that emphasis inevitably precludes acquaintance with other important bygone times. That the authors themselves are reluctant to part with much of this remoter past is shown both by the size of Part I, whose 730 pages are in addition to the numerous colored pictures and maps, and by the large number of topics included in it. Experience with first and second year high school classes in history compels the conclusion that here there is too much material to be covered in one year with elementary pupils. Moreover, though the preface asserts that the purpose of the authors is to de

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part from the practice of older books which "tended to give too much attention to the remote past," this aggregate of pages is thus made up: ancient history to 814 has 380 pages; 814 to 1500 has 181 pages; 1500 to 1715 has 134 DBY pages; appendix, etc., have 34 pages. Furthermore, the space devoted to ancient history is thus apportioned: to the earliest periods running down to about 750 B.C. the pages given number 135; to Greek history from that time on 105 pages; to Roman history through the period of barbarian invasions 93 pages; thence to Charlemagne 47 pages. This giving of the greatest emphasis to the Oricntal period has produced an exceedingly fresh and attractive presentation of the life of those times. Yet it may th be seriously questioned whether this, too, has not tended to give too much attention to the remote past,” when one looks in vain in this book for the slightest account of Sparta's peculiar social institutions. In the section of the book devoted to medieval history very few topics heretofore considered important have been omitted, but the treatment of many of them has been reduced to a minimum. This is evidenced by the fact that though almost the same subjects have had mention in this book which receive treatment in the corresponding period in Robinson's History of Western Europe," they receive here eighty pages less space than they had there.

Among the clearly excellent features of this volume are emphasis on conditions and institutions more than on events, the distribution of the material into sections that constitute discussible topics rather than fragments of chronology," and the wealth of corroborating and vivify. ing illustrations with very illuminating interpretations attached. WAYLAND J. CHASE

WALSH, CORREA MOYLAN. The Political Science of John Adams. New York: G. P. Putnam's Sons. Pp. xxiv, 374. $2.25.

The future biographer of the second President of the United States will find the most tedious part of his work well done in this volume. Perhaps Adams' ideas of government, apart from his political life, have not been sufficiently emphasized. While we naturally think the political ideas of Madison or Hamilton who figured more largely in the framing of the Constitution of more importance than those of Adams, still the latter was a refined theorizer, and his ideas are a fair illustration of the political science of that time.

There is given not only a complete resume of Adams' ideas, but there is reconstructed from his writings the system of government as he would have had it. The work is not narrow in scope, but shows a rather wide acquaintance on the part of the author with the political writers of that and of earlier times, and in many instances there is pointed out the possible sources of Adams' ideas. The views of Adams are often criticised, and later developments in the history of our government are cited to show fallacies and contradictions into which he occasionally fell.

The footnote citations are numerous and full in detail. A bibliographical summary of Adams' writings in chronological order and a list of other closely related works would have rendered the book more serviceable to students. Sometimes the criticism of some particular idea of Adams is unduly extended. But the style of the writer is simple, and the volume makes attractive reading. While this monograph may not be extensively read by students of history, it will be found serviceable as a reference work in political science. H. M. HENRY.

Emory and Henry College, Virginia.

7; -; ;

"The Catholic World" for September, 1915, contains an article by Charles Baussan, in which, under the title of "Catholic Renaissance in France," he discusses the probability of a coming unity of Church and State-the result of the spiritual awakening which is coming because of the great war.

The sixth of Mr. Bradford's "Union Portraits-William H. Seward "-appears in the September "Atlantic," and affords an interesting contrast to his fifth portrait"Stanton." Seward, says Mr. Bradford, was a politician by nature and by instinct, with an extraordinary faculty for developing and directing political movements, and was, on the whole, a many-sided, many-colored, many-featured and most fascinating spirit."

"The New England Historical and Genealogical Register" for July, 1915, contains a letter written by John Hart, dated October 4, 1780, which gives an account of the death of André. Hart was an army surgeon during the Revolution, and was one of the medical inspectors appointed to supervise the execution of André.

The "Civilita Cattolica" for August, 1915, contains the stirring prayer of Pope Benedict XV, addressed to the warring nations.

In "The Popular Science Monthly" for September is a most fascinating and suggestive article by Prof. Lynn Thorndyke, of Western Reserve, on "Natural Science in the Middle Ages,” in which he argues that there was more natural science in that period than its historians have recognized.

"The Earliest Bouweries in Brooklyn and Their Owners" is the subject of a bit of interesting research by Joel N. Eno, which is published in the "New York Genealogical and Biographical Record," to which is appended a sketch of the city of Brooklyn.

In the "Revista d'Italia" for July appears a most interesting article by Fortunato Rizzi on the intellect and morals of the fifteenth century, in which he attributes the corruption of that century, as well as its brilliancy, to Platonism.

In the current number of "World's Work," James R. Merriam discusses "How Foreign Nations Finance the War" in a peculiarly interesting and exhaustive article

under this title.

cusses social conditions in Russia to-day, especially of the peasant class, under the title of "The Russia of To-day." He argues that Russia is the dominant danger to western Europe to-day, because of its unrelenting despotism in governmental affairs.

"The Sewanee Review" for July, 1915, presents an interesting study of Sir William Monson by Prof. W. C. Abbot, of Yale-a seaman, courtier and author of the sixteenth century. Though not well known, he was an interesting figure, and in his temptations and achievements, a true child of his age a strange compound of greatness and littleness, brave, crafty, voluble, worldly-wise and simply ambitious, greedy of wealth and power, proud, loyal, prejudiced, stubborn, subservient, a true Elizabethan Englishman.

The Abbe Alphonse Lugan's article on "Austria, the Victim of German Militarism," is the leading article in the "Nuestro Tiempo" for July, 1915. According to him, Germany betrayed Austria and thus forced her into the war in opposition to the naturally peaceful population.

In "The Canadian Magazine" for September, Frank Yeigh gives an interesting account of the trial of Anderson, the fugitive slave who was arrested in Canada on a charge of having murdered a planter called Digges in Missouri some years before, while attempting to escape. The trial created international interest. The United States watched the development with closest interest, and the Imperial Government was brought into the strife.

66

"The Contemporary Review" for August, 1915, contains the lecture of the Princess Bariatnisky, the head of the Polish relief work, on Poland's Ordeal and Poland's Hope." This lecture was delivered by the Princess in London when she was touring the British Isles to secure financial aid for the fund for the relief of her suffering people. In it she expresses the firm belief that Poland will be free when the war is over, and urges England to assist her in this. Not only Poland, but enlightened Russia, desires this, and the latter government is earnestly striving to secure the freedom of Poland. Germany is denounced as being the most implacable foe of Poland, and the greatest obstacle in the way of Poland's ever securing a separate government, while the victory of Russia would mean the crushing of German militarism in Poland, the cooperation of Russia in a democratic Polish policy for all Poland, and the elimination of German colonists from Russian Poland.

66

In "The North American Review" for September, Editor Harvey in The Tragedy of Mexico," denounces the present administration's responsibility for the situation there. Like many men who have not received formal college training, Mr. Harvey is disposed to question the value of President Wilson's academic training. 'The crux of

his blundering is in the misconception of his own functions. Impressed by his unprecedentedly quick elevation from college professor to the most exalted political position on earth, convinced of the popularity of the hazy theories whose fascinating articles charmed the people, flushed by success in subordinating a co-ordinate branch of the government to his will, he unconsciously but inevitably assumed the attitude of one divinely appointed to conserve humanity in new and striking ways, and forgot for the moment that he was quite a fallible and far from omnipotent being who in reality had only been elected President of the United States charged with the performance of certain official tasks specially defined by fundamental law."

BOOKS ON HISTORY AND GOVERNMENT PUBLISHED

IN THE UNITED STATES FROM JULY

31, TO AUGUST 28, 1915.

LISTED BY CHARLES A. COULOMB, PH.D.

American History.

Clayton, Powell. The aftermath of the Civil War in Arkansas. N. Y.: Neale Pub. Co. 375 pp. $2.00, net. Draper Coll. of Mss. The Preston and Virginia Papers. Madison, Wis.: State Hist. Soc. 357 pp. $1.50. George James Z. The political history of slavery in the United States. N. Y.: Neale Pub. Co. 342 pp. $3.00.

net. Gildersleeve, Basil L. The creed of the old South, 18651915. Balto.: Johns Hopkins Press. 128 pp. $1.00. Harper, Lillie D. V., editor. Colonial men and times,

the journal of Col. Daniel Trabue [etc.]. Phila.: Innes & Sons. 624 pp. $10.00. MacNaul, Willard C. The Jefferson-Lemen compact, 17811818. Chicago: Univ. of Chicago. 58 pp. 25 cents. Marshall, Thomas M. A history of the Western boundary

of the Louisiana purchase, 1819-1841. Berkeley, Cal.: Univ. of Cal. 266 pp. (10 pp. bibl.). $1.75. Martin, J. L. Just a Missourian: the story of a Missouri pioneer. Crowell, Texas: News Pub. Co. 167 pp. $1.00.

Orfield, Matthias N. Federal land grants to the states, with special reference to Minnesota. Minneapolis: Univ. of Minn. 275 pp. $1.00.

Robinson, E. V. Early economic conditions and the development of agriculture in Minnesota. Minneapolis: Univ. of Minn. 356 pp. $1.50.

Ancient History.

New York Metropolitan Museum. Greek, Etruscan and Roman Bronzes. N. Y.: The Museum. 491 pp. (7 pp. bibl.). $5.00.

English History.

Lipson, E. The economic history of England. Vol. I, The Middle Ages. N. Y.: Macmillan. 552 pp. $2.50, net. Sedgefield, Walter J. The place names of Cumberland and Westmoreland. N. Y.: Longmans. 208 pp. (51⁄2 pp. bibl.). $3.25, net.

Winbolt, M. A., compiler. American independence and the French Revolution, 1760-1801. (English history source books.) N. Y.: Macmillan. 120 pp. 35 cents, net.

European History.

Alexinsky, Gregor. Russia and the great war. N. Y.: Scribner. 357 pp. $3.00, net.

Guilland, Antoine. Modern Germany and her historians [new translation]. N. Y.: R. M. McBride & Co. 360 pp. $2.25, net.

Hare, Christopher. Life and letters in the Italian Renaissance. N. Y.: Scribner. 309 pp. $3.00, net.

Hill, Ninian. Poland and the Polish question. N. Y.: Stokes. 340 pp. $3.00, net.

Perris, George H. The campaign of 1914 in France and Belgium. N. Y.: Holt. 395 pp. $1.50, net.

von Mach, Edmund R. O. Germany's point of view. Chicago: McClurg. 443 pp. $1.50, net.

West, Willis M. The modern world, from Charlemagne to the present time. Boston: Allyn & Bacon. 747 pp. (6 pp. bibl.). $1.50.

Miscellaneous.

Giles, Herbert A. Confucianism and its rivals. N. Y.: Scribner. 271 pp. $2.25, net.

Johnson, Henry. Teaching of history in elementary and secondary schools. N. Y.: Macmillan. 496 pp. $1.40, net.

Norton, Franklin P. Six dramas of American romance and history. N. Y.: Schulte Press. 239 pp. $2.00, net.

Government and Politics.

Borchard, Edwin M. The diplomatic protection of citizens abroad. N. Y.: Banks Law Pub. Co. 988 pp. (11 pp. bibl.). $8.00. MacCorkle, William A. The Monroe Doctrine in its relation to Haiti. N. Y.: Neale Pub. Co. 104 pp. $1.00, net.

U. S. Dept. of State. Diplomatic correspondence with belligerent governments relating to neutral rights and commerce. Wash., D. C.: Gov. Pr. Off. 88 pp. Wilson, Woodrow. Address at Convention Hall, Philadelphia, May 10, 1915. Wash., D. C.: Gov. Pr. Off. 5 pp. Biography.

Paul, Herbert W. 40 cents, net. Young, Norwood. Napoleon in exile at St. Helena, 18151821. In 2 vols. Phila.: Winston. 347, 368 pp. $7.00, net.

Queen Anne. N. Y.: Dutton. 253 pp.

Lang, John. A life of Nelson. N. Y.: Stokes. 295 pp. $1.50, net.