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The following extracts are quoted from the course of study:

The three years' course in the intermediate school cannot hope to attain all the ends of history instruction, yet there are certain very definite things that a pupil ought to get from history during this period.

First. A fair understanding of the development of the civilization in which he lives, a realization of the cost of our present civil liberty, and of the fact that our forefathers were making our history before the new world was discovered.

Second. A minimum of the facts of United States history, i.e., sufficient to enable him to read articles, speeches, books, etc., that are constantly coming to the attention with some degree of appreciation and understanding.

Third. A considerable knowledge of the history, government, and problems of his immediate environment; and a desire to meet them in a broad-minded way, and cheerfully contribute what he can to the solution of difficult problems. With these ends in view, the following courses offered:



The facts will be in large part from the history of England, "The Mother Country," but it will be necessary to revert to the Roman Empire, its influence on the barbarian invaders, conditions of the people, the feudal nobility, the church, the serfs, the Crusaders, commercial awakening, and the cutting off of the Eastern trade routes and the exploration that followed. The colonial period of American history will be treated as a part of the struggle for civil liberty (religious and political) going on in the Old World.

SCOPE.-The work will cover about thirteen centuries. Emphasis is on the place element. Dates which serve as landmarks will be learned, but the age of the pupil makes necessary minimum attention to time element, and little can be done with causal relations. Much attention is given to map work, the use of gazetteer, atlas, and wall map. A notebook is kept by pupil and careful correction made of the English (emphasis on use of quotation marks and development of ideals on use made of other's work).

Low Seventh Semester: Europe from the fourth century to about 1453.

High Seventh Semester: Europe from 1453 to 1763 and the colonization of the New World. (Emphasis on England and the English colonies.)

EIGHTH YEAR-AMERICAN HISTORY AND CITIZENSHIP. Only facts that seem most essential for the future citizen in the discharge of his civic duties should be taught.

SCOPE. From 1763 to present time. Much emphasis on place element and much more attention to time element than in seventh year work. Use span of the pupils' memory as a unit of measuring time.

Low Eighth-The United States, 1763 to about 1870. (End of Reconstruction-Political.)



1. Industrial development.

2. Economic nature of our problems-need of new party alignment.

3. Development of a clean civic spirit-a social hygiene to keep in healthy condition the "body politic "—the spirit rather than the form or machinery of our government. NINTH YEAR-HISTORY AND PROBLEMS OF THE PACIFIC COAST.

As the pupil now has a basis on which to consider our pressing problems, has two years' training in the study of history in an elementary way, has learned the use of those books which are essential tools of history study, and has considerable degree of maturity, he can be given some work in the causal relations of history. The first emphasis, how

ever, is still on the place element. In absence of a textbook, the notebook and outside reading become very important.

Discovery and Exploration.

1. Spanish review conditions in Europe (see seventh work). Follow line of Spanish colonization (much as was done with the English in eighth year), proceeding from known world in 1490 with a series of maps to show revealing of South America, what is now Central America, and the Pacific Coast of North America.

2. Spanish occupation, especially of California. The mission system.

3. The exploration and settlement of the Pacific Northwest, with emphasis on the American pioneer.

4. Summary of history of Spanish in the New World, the secession of the Spanish colonies and the attitude of the United States (Monroe Doctrine).

5. Meeting of Spanish and Anglo-Saxon civilizations— Mexican War. California, a State in the American Union. HIGH NINTH SEMESTER CALIFORNIA, HER GOVERNMENT AND OTHER PROBLEMS.

1. California as a State. Recent history and her gov. ernment. (State Constitution and California Blue Book.) 2. Local government. The county and city. (Detailed study of the city charter.)

3. The function of municipal government. Streets, public works, municipal ownership, etc.

4. Our relations with Latin America. The Panama Canal. Commercial relations with these countries.

5. Our relations with the Orient. Problems of trade and immigration. Our policy toward China. (The Hay Doctrine.)

The course is given from a syllabus prepared by the History Department.

The geography of a region under discussion is taught in connection with the history.


The following are extracts from the Course of Study: The course in history in the high school is designed primarily for those students who will not go to college, and for prospective college students who expect to major in lines other than history. All prospective engineering students who can take a subject in addition to those prerequisite to their college work should add history, as they will have little or no opportunity to get history in college. HISTORY OF WESTERN EUROPE.-(Two years' course; 2 credits.)

By terms, the work is divided as follows:

Low 10 HISTORY.-Western Europe, Ancient Period (to c. 800 A. D.).

This course is planned to give a general idea of the early Eastern countries and their contributions to the civilization of the West; that portion of Grecian history which is significant in the development of her art, literature and science; the history of Rome from 200 B. C. to the fall of the Empire; the rise and development of the Frankish kingdom through the reign of Charlemagne; and the results of the Anglo-Saxon occupation of England.

HIGH 10 HISTORY.-Western Europe, Medieval Period (to c. 1500 A. D.).

This course emphasizes especially the following:

1. Period 814 to 1100. The unsettled condition of Europe following the dissolution of Charlemagne's empire; the rise and development of feudalism; the activity of the Northmen; the rise of native dynasties; the restoration of the empire; the medieval church, its position and influence, and its relation to the empire.

2. The period of general awakening from 1100 to 1500. Commercial development resulting from the Crusades; the gradual political awakening with the growth of the cities, and the intellectual awakening reaching its climax in the Italian Renaissance. Modern

Low 11 HISTORY.-Western Europe, Early Period.

This course considers the history of Western Europe from the Renaissance through the downfall of Napoleon Bonaparte, and concerns itself with the struggle for religious and political freedom.

1. The religious wars.

2. The development of royal power in the more important States.

3. A rising consciousness of the rights of the people and the political upheaval centering about the French Revolution and the work of Napoleon.

HIGH 11 HISTORY.-Western Europe, Nineteenth Century. The rise of democracy is the general theme of this course. Considerable attention will be given to:

1. Territorial expansion and the building of modern empires.

2. Commercial expansion; the great inventions and industrial development of the century.

3. Political and social conditions at the opening of the twentieth century, with a survey of present conditions in Europe, and the effort to replace war by arbitration.


It is required for graduation from the high school. The subject matter is adapted primarily to meet the needs of the citizen and voter, but the methods of teaching employed are primarily to train students for work in the university. Low 12 HISTORY.-The United States through the Civil War.

HIGH 12 HISTORY.-Government in the United States. Forman's "Advanced Civics " represents the text-book work which constitutes about one-half of this course; the rest of the work being presented by means of constitutions, charters, other documents, and lectures. The recent history of the United States is worked in to illustrate the political development.

THEME. A theme of about 3,000 words on some topic of present-day interest is required of each pupil. The preparation is under the immediate supervision of the teacher, and involves a knowledge of the use of the index of the public library, Pool's Index, and the selection of what is essential from a mass of information on the subject.

NOTE TAKING. As about 30 per cent. of the course is lecture and recitation, it is expected that the student learn to take notes.

TESTS. There are frequent written tests on both notes and text. The work as a whole is examined and reported upon in six blocks.

Colleges are requested to train leaders and assist in the Americanization movement. The plan of this campaign is to take a step toward national preparedness by encouraging foreigners within the limits of the United States to learn English and identify themselves more closely with the things of American communities. College graduates are requested in order to help in presenting to the new citizens American ideals of politics, finance, and social service. College students are needed at once for this work. Further information can be obtained from the National American Committee, 20 West Thirty-fourth Street, New York City.

"The Northern Confederacy According to the Members of the Essex Gunto, 1796-1814" is the title of a doctrinal thesis presented by Charles R. Brown to the faculty of Princeton University. The thesis is based upon printed works, including the Pickering Manuscripts, files of New England magazines, and contemporary pamphlets.



MACE, WILLIAM H. Method in History. New York: Rand, McNally & Co., 1914. Pp. 311. $1.00.

This work, first published nearly twenty years ago, now appears in a new edition. Those teachers to whom it is not familiar will find in it an excellent discussion of pur poses and methods in teaching history. Little attention is given to devices, or methods in the narrower sense. Rather, fundamental principles are stated from the standpoint of psychology. Emphasis is placed upon "content;' attention is called to "continuity" and 66 differentiation in the relations existing among facts. The supreme effort of historical study should be directed towards "interpretation."

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The organization of history is illustrated with reference to the periods of American history, and nearly one-half of the book is given to summaries of these periods, as seen through the author's interpretative medium.



The new edition makes changes chiefly in the last quarter of the book, treating of elementary phases of history teaching. Here, instead of sense phase," the term "observation work sometimes appears; for representative history we find " picture-making." There is a new account of the teacher as story-teller. Some fifteen pages are occupied by a series of "word pictures" taken from Mace's School History.

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The final pages contain a discussion of history in high schools, in which the reports of various committees are analyzed. The author inclines strongly towards the adoption of the recommendations made by the committee of the New England Association upon social studies.

State Normal School, La Crosse, Wis.


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This volume consists of eleven topical chapters. It treats of causes of war running back to 1785, and of the execution of the treaty of Ghent down to 1912. It is amply documented, and use has been made of new material, particularly of the papers of Jonathan Russell. It does not, however, appear that Mr. Russell was more important as a news gatherer than as a diplomat, and the new material adds little to the knowledge of the specialist. The topical treatment destroys the coherence of chronology, and the author reduces the personal element to a negligible minimum. Clay is mentioned first on his appointment as commissioner, and without reference to his past in bringing on the war. The color of personal relationships at Ghent, which played such an important part in the negotiations, is baldly rendered. The popular atmosphere which was probably the determining factor in bringing the United States into the war, is ignored, and in its place is a discussion of the authorship of the House report recommend. ing war. The atmosphere of London at the time of the negotiations is almost as scantily given. The clash of national interests in the West is nowhere explained. The chapter on "The Indian Question and the Canadian Boundary opens as if the question of an Indian buffer state was a new proposition in 1814. The provision of the Jay treaty with regard to the fur trade is not mentioned,



and consequently Clay's stand with regard to the navigation of the Mississippi is left as usual as an instance of inexplicable obstinacy.

LAND 10 It is obvious that this is not a treatment of diplomacy, but a study in the discussion and development of international law. It seems strange that this being the main T. burden of the book, the opportunity is neglected of treatSing the very interesting question of the effect of war on the duration of treaties, which occupied so much of the Tenty per attention of the two governments between 1815 and 1818. The book does not present important new facts or ideas, it does not tell the whole story, and it is not concise. It is a safe compendium of the conventional topics suggested by the War of 1812, and such a review has a special value at this time, owing to some basic similarities in the international problems of the United States then and now. University of Wisconsin. CARL RUSSELL FISH.

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WEST, WILLIS MASON. The Modern World. Boston: Allyn & Bacon, 1915. Pp. xvii, 747. $1.50.

The author informs us that this book was planned as a revision of his Modern History, "but it has grown into a distinct work, and it has seemed best to give it a name of its own." His claims for consideration rest on three points-first, the prominence given to English history; second, the emphasis placed upon the social and industrial development, and third, the full treatment of the last century.


the next 245 reach the

The first eighty pages "summarize human progress down to Charlemagne's day; Reformation; the following 100 take us to the French Revolution, which is covered in some eighty pages. This leaves one-third of the book for the century following the downfall of Napoleon. The present reviewer has little criticism on the allotments of space. It will be seen that the author has followed the prevalent tendency to emphasize the achievements of the last century.

Since many high schools find it difficult to offer a separate course in English history, Professor West's rather generous treatment of the history of England will be appreciated by many teachers. The three chapters on the English industrial revolution add to the value of the treatise. Regardless of the author's statement that this book is a distinct work," it bears a close resemblance to its predecessor. This resemblance is found not only in content, but also in the mechanical and pedagogical features of the work. The "Modern World" contains the same generous use of bold-faced type, italics and agate type which characterize all of Professor West's books. The reviewer is aware of the pedagogical value of such devices, but believes that their too frequent use gives a choppy" appearance, and is a hindrance rather than a help. The text contains 192 illustrations presenting a great variety of material. Opinions will vary as to the wisdom of using so much space for pictures of several men of each of several generations. There are 53 maps, 38 of which are colored and are well executed. The book is singularly free from errors and has a good index, where the more difficult words are marked diacritically.


Space forbids a discussion of the relative merits of the chapters, but in passing, the reviewer desires to point out that the difficult period from 1789 to 1815 is well done, and with the capacity and needs of the second or third year high school student in view. D. C. SCHILLING.

Monmouth College.

BECKER, CARL L. Beginnings of the American People. Boston: The Houghton Mifflin Co., 1915. Pp. xii, 279. $1.75.

JOHNSON, ALLEN. Union and Democracy. Boston: The Houghton Mifflin Co., 1915. Pp. x, 346. $1.75. Volumes I and II, Riverside History of the United States, 4 vols. W. E. Dodd, editor.

These little volumes form the first half of a co-operative history of the United States. Continuity and unity of treatment, little apt to prevail in a work by several hands, have in this case been attained by a good editorship or by good fortune. Expert knowledge in a limited field tends to produce history stamped with thoroughness and authority, and the authors of this series are qualified for their allotted tasks. The volumes are well written; in fact, the excellence of literary quality is one of the commendable features of the series. In particular, Professor Becker's book is a fine piece of writing. The abundance and variety of good maps and charts also constitute one of the strong points of the work. In this respect Professor Becker, with five maps, falls far behind Professor Johnson, with thirty, eight of which are of double-page size. It is unfortunate that some of them inserted in the body of the text are so small as to impair their usefulness.

The first volume represents the newer tendencies in the treatment of the colonial era. Once writers commonly viewed the colonies as isolated communities, and emphasized the minutia of local development. Now the style is to interweave the various forces, local, imperial and European, to explain the evolution of the colonies, thus giving unity, balance and breadth of vision to the history of early America. Professor Becker has comprehended the colonies as parts of a great European movement of expansion, as members of a wide empire and as separate communities with a life and growth peculiarly American. It should be kept in mind, however, that Professor Becker is interested primarily in the interpretation of the origins and early development of the American people, and that external forces and factors are subordinated to this one end.

The period covered by Professor Johnson, from 1783 to 1829, has been so intensively studied and presented from every angle that there was not the opportunity to assume new points of view as in the case of the colonial period. But the author gives a fresh touch to a familiar period, and weaves together with good judgment and a nice sense of proportion the forces making for stronger union against particularism and sectionalism, the movement of expansion westward with its democratizing influences on society and politics, and the persistent connection of the New World with the Old, bringing with it the perplexing problems of war and diplomacy.

In the matter of apportionment of space, the series follows the usual practice of devoting to the national period, a century and a third in length, thrice as many pages as allotted to the colonial era of more than two centuries in length. It is not contended that space should be apportioned according to the number of years covered; for that would leave out of the reckoning the important element of social values. It is understood that the colonies are not to be treated for their own sake in what is intended to be primarily a history of the United States. The task of writing a history of the colonies for their own sake still remains to be done. Professor Becker's volume does not fill this great need. But even as a period when the foundations of American nationality were laid, even as an introduction to the history of the national era, the colonies deserve more attention than is their lot.

These volumes offer the best broad account of our history for the general public of readers. Detached volumes on short periods conform to class needs where the courses


in history have assumed a specialized character. For the latter purpose, however, the separate volumes may be considered by some as too brief in their treatment of the particular period. W. T. ROOT.

University of Wisconsin.

GRIFFIN, GRACE GARDNER. Writings on American History, 1913. New Haven: Yale University Press, 1915. Pp. xvii, 193. $2.00, net. The thanks of all scholars of American history are due to those co-operating in making possible the publication of this annual bibliography-to Miss Griffin, to the contributors toward the guarantee fund, to Dr. J. F. Jameson, and to the authorities of the Yale University Press. The present volume lists 3,013 books and important magazine articles upon American history published in the year 1913, as compared with 3,392 listed in the volume for 1912. The list for 1913 is shorter than that for any year since 1908. Whether this is due to a reduced output of works on American history, or to a slight variation in indexing, is not apparent. Only two topics, "United States from 17891829 "" and "British America," show any decided increase over 1912. Indeed, it is interesting to note that the relative proportion of works under each heading varies but slightly between the two years. Works on social, economic, religious and educational history show a heavy decrease, while biography gains a slight advance.

STOWELL, ELLERY C. The Diplomacy of the War of 1914. The Beginnings of the War. Boston: Houghton, Mifflin Company. Pp. xvii, 728. $5.00, net.

This book presents the causes of the great European war as brought out in the official accounts of negotiations pub. lished by the various belligerent governments, supplemented by references to statements by prominent officials and journalists. The documents themselves are readily available, and so technical that it takes an experienced diplomatist a long time "to get at the gist of the material." Hence, this work by such a thorough scholar as Professor Stowell has already received a warm welcome. First, the author gives a brief resumé of the salient facts of European diplomatic history in the past forty-five years or more so far as they obviously bear on recent events. This fills only thirtyseven pages, and is followed by a detailed analysis of the official documents (covering 478 pages) so as to make a connected account of events. In chapter eleven he gathers together the various threads and draws conclusions. At the beginning of Part III, Professor Stowell gives twentytwo questions with answers, and nine questions without answers. In these he condenses his conclusions in a mas terly manner. These are followed by an excellent series of documents, illustrating the political aims of the powers, the alliances, Anglo-German relations, the Austro-Servian dispute, Belgian neutrality, and the methods of carrying on the war. These are from such various sources as official statements, speeches, treaties, newspaper reports of negotiations, and extracts from illuminating books and magazine articles. The appendix contains an excellent detailed chronological summary, a list of citations from the various official documents, and a good index.

The work has been done carefully by a specialist in international law, but one is likely at once to ask, Is he a propagandist for Germany or the Allies? The reviewer finds the book very impartial. Professor Stowell assigns the blame wherever he believes it due, and gives full arguments and evidence to back his opinions. In view of the American tendency to favor the Allies, he takes especial pains to make clear Germany's position. Nevertheless, he

concludes that, while Germany and Austria are by no means wholly to blame, they must bear a heavier responsi bility for the outbreak of war in August, 1914, than any other one or two states. Professor Stowell intends to fol low the diplomacy of the war in succeeding volumes. The quality of this first volume is so high and it is so oppor tune that it should have wide circulation. For high school pupils it is very detailed, but it may well be used for special reports and investigation by the more mature. It will be found an extremely valuable reference book for colleges and universities. CLARENCE PERKINS.

BRYANT, E. E. A Short History of Rome. Cambridge: University Press, 1914. Pp. 262. 5s.

This is designed as a text-book "primarily for the use of middle and upper forms in the public schools" of Eng land, and carries the subject through the reign of Augustus. Its main emphasis is on Rome's political development, the everyday life of the Roman being but indirectly depicted Some serviceable maps and battle plans, and a dozen or more illustrations are provided.

TOMLINSON, EVERETT E. Places Young Americans Want to Know. New York: D. Appleton & Co., 1915. Pp. 282. $1.50.

This is more geographical than historical, for of its twenty-seven chapters, ten only treat of places intimately associated with our nation's history. Plymouth, Washington and Mt. Vernon, St. Augustine, Jamestown, Philadelphia, Concord and Lexington, Bunker Hill, Trenton and Princeton, Harvard, West Point and Annapolis are described with reference to both present importance and past significance. Then the young traveler is taken to the Yellowstone, Yosemite and other regions of similar scenic importance. Forty or more pictures, many of them excellent, supplement the

In The Virginia Magazine of History and Biography" for October, 1915, is the third installment of "The Vir ginia Frontier in History, 1778," by David I. Bushnell, Jr, on the enemies and defenders of the frontier to the treaty of July 23, 1778, the first treaty of the United States with an Indian nation, the purpose of which was to gain peace for the Virginia frontier, then extending to the Mississippi

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The purpose of Miss Bertha H. Putnam's Maximum Wage Laws for Priests After the Black Death, 1348-1381," in the "American Historical Review" for October, is to in vestigate within the separate dioceses as units, the actual workings of the administrative machinery of the Church as applied to the economic crisis of 1348-81. She deals with secular legislation, ecclesiastical measures and the conflict of jurisdiction between secular courts and courts Christian.


One of the most stirring of war diaries is Ellen N. L in Motte's Under Shell Fire at Dunkirk," which appears the November "Atlantic."

The New York Bureau of Municipal Research publishes a monthly periodical containing the results of the studies of the Bureau. Recent important numbers are "The Constitution and Government of the State of New York," is sued in May, 1915; "Budget Systems," issued in June, 1915; "State Administrations," issued in July, 1915.

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Reports from

The Historical Field


Arguments in favor of a National Protective Tariff Policy can be obtained, free of charge, from the American Protective Tariff League, 339 Broadway, New York City.

The influence of the war upon the course of study and its modification of the content of the subject matter in the elementary schools of France is discussed in Révue Pédagogique," for June, 1915.

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The United States Bureau of Education and the National Americanization Committee have issued a colored poster inviting new citizens to learn the English language, attend night school, take out citizens' papers, and thereby improve their opportunities for advancement. The poster is printed in seven languages.

The American School Peace League will conduct during the present school year a prize contest opened to pupils of all countries for two sets of prizes known as the Seabury Prizes. For seniors in normal schools, the topic assigned for this year is "The Opportunity and Duty of the Schools (in the International Peace Movement; " for seniors in secondary schools the topic is "The Influence of the United States in Advancing the Cause of International Peace." In each group there are three prizes of, respectively, seventyfive, fifty and twenty-five dollars. Further information Concerning the contest can be obtained from Miss Fannie Fern Andrews, secretary, 405 Marlborough Street, Boston, Mass.


The Iowa Society of Social Science Teachers met on November 4 and 5, and the program, as announced in the November number of the MAGAZINE, was carried out with certain modifications. The following officers were elected: President, L. B. Schmidt, of Iowa State College, Ames; vicepresident, Miss Ruth Fall, of Cedar Falls; secretary and treasurer, Miss Mary Kasson, of East High School, Des Moines; chairman of Executive Committee, A. B. Clark, Drake University, Des Moines.


Bulletins for the guidance of teachers of history have been issued by a number of educational institutions, particularly in the Middle West. The most important are those issued by the University of Texas and by the State Normal School at Kirksville, Mo. To these we are glad to welcome a new contribution which appears in the University of Minnesota Current Problems Publications, No. 7, and is entitled, "Bulletin for Teachers of History." The editor is Prof. A. C. Krey, of the University. The pamphlet contains advice concerning the preparation of the history teacher; materials for the conduct of history class work, including text-books, maps and works of reference; and devices for the teaching of history, such as the outline, the Source method, outline maps, illustrative material, historical fiction and notebooks. Much practical information is given under each one of these headings. The pamphlet closes with some suggestions for the improvement of history teaching in Minnesota. The author states that within the next few years the history teachers of the country must satisfactorily answer the following questions:

1. The relation of the various social sciences in the high school curriculum.

2. The relation of American history and government.

3. Shall modern history (since 1500 or 1648) receive a semester or a year?

4. Where shall English history be taught? In what year? Alone, or in connection with continental history?

5. If modern history is allotted a year, what shall be done with ancient and medieval history? Shall they be telescoped into a one-year course or allowed a year and a half as at present?

6. What kind of history shall be taught in connection with vocational subjects?


The History Teachers' Section of the Virginia State Teachers' Association met at Richmond, Va., on Thursday, November 25. The following program was carried out: I. Requirements for the Certification of High School Teachers of History in Virginia and Other States; (1) Report by committee: Miss Zaidie Smith, chairman, Portsmouth, Va.; Miss Sallie G. Robertson, Petersburg, Va., and Miss Katherine Wicker, Norfolk, Va.; (2) General discussion. II. Is Too Much Emphasis Being Placed on Ancient and Medieval History in Virginia High Schools, to the Neglect of Modern History? (1) Report by committee: Mrs. E. M. Baker, chairman, Norfolk, Va.; Miss Fronde Kennedy, Farmville, Va., and Miss Martha Davis, Harrisonburg, Va.; (2) General discussion. III. The Publication of a Virginia History Syllabus for Use in Secondary Schools and Colleges; (1) Report by committee: Prof. D. R. Anderson, chairman, Richmond, Va.; (2) General discussion. IV. Some Notable Contributions to Historical Literature Published Recently by Virginians, Mr. E. G. Swem, Virginia State Library. The president of the section is Prof. John W. Wayland, of Harrisonburg, Va., and the secretary is Miss Katherine Wicker, of Norfolk, Va.

25 TO OCTOBER 30, 1915.

American History.

Bledsoe, Albert T. The war between the states. Lynch-
burg, Va.: J. P. Bell Co. 242 pp. 65 cents.
Bridgman, Edward P., and Parsons, Lake F. With John
Brown in Kansas; the battle of Ossawatomie. Madi-
son, Wis.: J. N. Davidson. 36 pp. 50 cents.
Cockrum, William M. History of the underground railroad.
Oakland City, Ind.: J. W. Cockrum Print.
328 pp.

Dyer, Walter A. Early American craftsmen. N. Y.: Century Co. 387 pp. $2.40, net.

Eldredge, Zoeth S., editor. History of California. In 5 vols. N. Y.: Century Hist. Co., 54 Dey St. 2740 pp. $30.00.

Engelhardt, Charles A. The missions and missionaries of California. Vol. 4, Upper California; pt. 3, general history. San Francisco: J. H. Barry Co. 817 pp. (3 pp. bibl.). $3.00, net.

Fish, Carl Russell. American diplomacy. N. Y.: Holt. 541 pp. $2.75, net.

Muzzey, David S. Readings in American History. Boston: Ginn. 594 pp. $1.50.

Nicholson, Joseph S. The neutrality of the United States in relation to the British and the German empires. N. Y.: Macmillan. 92 pp. 20 cents, net. Official correspondence between the United States and Germany [etc.]. N. Y.: Am. Assn. for Internat. Conciliation. 59 pp. Gratis.

664 PP.

Parker, Edward E. History of Brookline [New Hampshire]. Brookline, N. H.: Hist. Committee. $3.00.

Peck, Chauncey E. The history of Wilbraham, Mass. Wilbraham, Mass.: The Town. 469 pp. $2.00.

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