far as the element of interest is concerned-and it is an element of tremendous importance-any phase of history is as interesting to a class as the teacher is able to make it. Some teachers can arouse more interest in the struggle between the Egyptians and the Hittites than others can arouse in the French Revolution or the American Civil War. Interest in historic events does not depend so much upon their location in point of time as upon how they are used to make great national or international crises, with their accompanying human emotions, sympathies, and passions, live again.

There can be no doubt that the history of the eighteenth and nineteenth centuries, in that they immediately precede and lead up directly to the present, possesses a certain kind of importance that no former period has. But I firmly believe that the pupil who takes the two years' course with the year 814 as the dividing point will at the end of the course more deeply comprehend the modern period than the pupil who devotes his entire second year to the last two centuries after having skimmed lightly over the whole preceding stretch of centuries. The reason is that the one will come to a study of the eighteenth and nineteenth centuries with a fair understanding of the history of the preceding centuries, together with the mental power that comes from acquiring that understanding; while the other will come to the modern period with vague notions concerning earlier times and the unscholarly attitude which inevitably accompanies the acquisition of vague notions.

I am unwilling to admit that modern history is at every point more valuable to us than ancient or medieval history. Knowledge of the past may be said to be valuable in proportion as it helps us rightly to understand the present-although this of course is not the sole element of value. Ancient and medieval history abounds in lessons that greatly illuminate the problems of the present and of the recent past. The problem of political union or separation, as settled in different ways by the Greeks and by the Romans, with such far-reaching results, helps us to understand that same problem as applied to our own country. The controversy in Athens over the question of building a strong navy, the way it was decided, and the outcome, would doubtless be of value to us in our present controversy over the same question. Rome's Monroe Doctrine over Sicily and later over the balance of the Mediterranean world, and its final results, might give us some hint as to the importance of our own Monroe Doctrine. If the American people had had the patience to learn what ancient and medieval history has to teach respecting slavery and its final disappearance, our great Civil War might have been avoided. Our colonial system is in large measure based upon that of Rome. Rome has much to teach us, too, respecting the struggle between the classes that enjoy special privileges and those that do not. I do not question that modern history has much light to throw upon present-day problems-and that is its unique advantage-but the advice that comes to us from ancient and medieval times has one marked

advantage over what comes to us from the last two centuries; it is final. It comes with a period, not with a question mark, at the end of it; for sufficient time has elapsed to register the final results of policies, rivalries, social forces, and other elements that made up the life of those early times.

To my mind one of the most serious objections to carrying the first year's work beyond the year 814 is the fact that such a plan necessarily slights the history of Rome. The Roman Empire is the central point in the history of the world; for the attainments, the advances toward civilization, of all previous peoples, are appropriated by Rome and passed on to succeeding generations. From Rome as a starting-point, therefore, the history of the modern world begins, so that to the student of history all roads lead to Rome, figuratively, as they once did actually. It follows that any course in European history that does not take time to impress upon the minds of the pupils the tremendous significance of Rome is fundamentally wrong.

The nature of the period immediately following the death of Charlemagne furnishes another objection to including it in the first year's work. Down to the fifth century the civilized world has for many generations lived a settled, comparatively peaceful life. Then come three centuries of confusion and disorder caused by the German and the Mohammedan invasions. In the eighth century the Franks under the Carolingians bring order out of chaos. A class of young people following the progress of events feel that with Charlemagne they have once more reached solid ground, for again there is unity and comparative peace.

Here it seems to me is the logical place

to end the first year's work, for on beyond is another long period of confusion and disorder, unquestionably the most difficult period in the world's history to understand.

And now after all this argument relative to the subject-matter of the first- and second-year courses in history, permit me to state that in my opinion the acquirement of any given subject-matter by the pupil is not the sole end or aim of the course. Whether pupils spend a half-year or an entire year on modern period, or any other period of history, the information which they acquire will speedily be forgotten. So true is this that if we teach history solely for the purpose of making it stick in the memory of the pupil, we all fail. Our real purpose is to give our pupils a deepr sympathy for humanity and a broader vision of life; to give them a surer grasp of present-day social, economic, and political problems; to develop in them the power to search intelligently for the truth relative to delicate and complicated human affairs, and to be able to distinguish between truth and near-truth; and finally to help them acquire such moral strength as will come from contemplating the successes and failures of men in the past-for the causes of these successes and failures drive home with unanswerable logic the truth of that great moral law that whatsoever a man soweth that shall he also reap." If our work is well done, these things will

abide though the facts of history fade from the mind. Thus the proposition that ancient and medieval history be slighted in order to increase the time devoted to modern history on the theory that the facts of the more recent period are, per se, more useful to the student than those of former periods, is not valid; for the facts of any period, no matter how well learned, will soon be forgotten.

The suggestion that the colonial period of American history be taken care of as a part of the preceding course in modern history would doubtless meet with universal approval if modern history could be made a requirement for graduation. I do not believe that this can be done, and therefore I cannot see how the proposition can be entertained.

Finally, for the reasons which I have tried to make clear, I do not believe that any radical change in the history course as outlined by the Committee of Seven is advisable. Individual school systems should be encouraged to try such modifications of the course as seem wise to them. For example, I am strongly in favor of giving a year and a half to American History and Government. Those who feel so inclined may profitably try the experiment of adding the medieval period to the first year's work, or of making any other change that appeals to them. But I feel that a report of a national committee as to a revised course would be of little value until such experiments have led to some conclusions that are fairly definite and rather widely accepted.

To my mind a far more important question than that of revising the course of study in history is the question of how best to use the subject-matter contained in the course. The question of what should be the content of each year's work, I feel has been answered satisfactorily by the Committee of Seven, but it seems to me the problem of aims and methods has not received sufficient attention. I believe, therefore, that the American Historical Association would render a useful service to the teaching of history in secondary schools if they should appoint a committee which, accepting the courses as outlined by the Committee of Seven, should make detailed suggestions as to the aims and purposes of each year's work, and as to the methods to be used to attain those ends. Many teachers still proceed upon the assumption that the only purpose of any given day's work is to see that their pupils absorb the facts recorded on certain pages of the text-book.

Beyond this, what should they do? There is no time to enter into a discussion of this question now, but a definite detailed answer to it by a committee in which all history teachers could have confidence would constitute a report of first importance.

Prof. J. Holland Rose, in his article on The National Idea" ("Contemporary Review" for March) argues that England's government has been too individualized for a crisis like the one it is facing, and for the present, at least, the idea of nationalism, dormant during the "piping days of peace and of unreal security," must be emphasized.

Periodical Literature

EDITED BY GERTRUDE BRAMLETTE RICHARDS, PH.D.

One of the most sweeping denunciations of the present administration is Elihu Root's Our National Policy" in the "National Review" for April.

The "Revista d'Italia" for February, 1916, publishes "Il Proclama di Guerra all' Austria, in 1733" which is an excellent account of the preliminaries to the unification of Italy.

Events in Germany during the first half of the nineteenth century are summarized in Prof. Paul Sickel's "Friedrich Hebbel as Politician and Patriot" ("Preussische Jahrbücher," February, 1916). In the article the background is of more importance to the average reader than is the subject himself.

The leading article in the current issue of "The Unpopular Review" is a defense of the administration plan for army increase by means of a Continental Army of Volunteers. Although the scheme proposed has been withdrawn, the article is still well worth the reading.

"What Will Happen to Poland," by T. J. Brennan, S.T.L. ("The Catholic World," May, 1916), is a brief but interesting sketch of conditions in Poland since the last

The Début of Emperor William by One Who Watched It" ("Blackwood's Magazine," April, 1916) is an interesting, rather gossipy, account of the Kaiser in the late '80's.

James Westfall Thompson's "The German Church and the Conversion of the Baltic Slavs" ("American Journal of Theology," April, 1916) is a careful treatment of religious conditions in the north of Europe in the eleventh century. The undeveloped monarchical institutions of the Baltic Slavs, their social structure, their political institutions all come in for their share of notice.

"The Political Theories of Calvinists Before the Puritan Exodus to America," by Herbert D. Foster ("American Historical Review" April, 1916), shows that Calvin himself advocated representative government "by common consent," and that his followers, after his death, "developed his theories, incorporated them into public law and proved them practicable."

"War as an Institution," by Bertrand Russell, grandson of Lord John Russell, and professor of mathematics at Cambridge, England ("Atlantic," May, 1916), is a defense of what he calls one of the most permanent institutions of most free communities" which will, perhaps, appeal more to the philosopher than to the historian.

"Great

Ex-President William Howard Taft writes on Britain's Bread Upon the Waters" in "The National Geographic Magazine " for March. The article is well illustrated, and is, moreover, a careful study of England's colonial policy.

Willard Huntington Wright's "The Conscience of Germany ("Forum," May, 1916) is a justification of the ideals and activities of that country during the present war, as well as a rebuke to Americans who are unable to understand the German mind and outlook.

The sketch of "Catherine Gladstone," by her daughter ("Cornhill Magazine," April, 1916), is of interest to all who admire her husband, the great premier, giving as it does, glimpses of another side of his personality than that most generally emphasized by his biographers.

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In The Teachings of the Napoleonic War" ("Fortnightly Review," April), “Politicus" presents a careful analysis of the issues at stake in the early years of the nineteenth century, and traces their effect on posterity.

Gregory Mason's articles on Mexico, "Our Army of Education in Mexico" and "From the Inside Looking Out" ("Outlook," April 26 and May 10) are pleas for fair play in our attitude, mental and material, towards this harried country, as well as an insistence upon American citizens, now resident in Mexico, being accorded protection by our government.

"England's Secret Diplomacy," by H. M. Hyndman ("North American Review" for May), is a consideration of some of the historical operations of the foreign office since 1854.

The articles on the "Reorganization of the Empire" in the current number of "The Nineteenth Century" “The Australian View," by the Hon. B. R. Wise, and The Coming of the Empire Cabinet," by Sidney Low, are most suggestive. The former advocates the union of the Empire "by the consent of the free peoples who compose the Empire," which consent is ascertained by an elective convention; and the second treats in more or less detail the attitude of the colonies toward the mother country during the

war.

Reports from

The Historical Field

NOTES.

"An Introduction to the Study of Pictures," by Prof. Robert E. Burke, of Indiana University, appears in the April, 1916, number of "Education" (Boston).

Prof. Frank H. Stephens, of the University of Missouri, has published in the Bulletin of the University (Volume 17, Number 5) a study of the Monroe Doctrine, tracing its origin and development, and particularly emphasizing recent interpretations of the Doctrine by Secretary Hay, President Roosevelt, President Taft, and President Wilson.

A sketch of the Department of History of the State of South Dakota, written by Doan Robinson, secretary and superintendent of the Department, appears in The Pahasapa Quarterly ' " for April, 1916. The quarterly is published by the South Dakota School of Mines, Rapid City, S. D.

The History Teachers' Club of the High Schools of Philadelphia met on Saturday, April 8, in the new building of the Germantown High School. The address of the day was delivered by Prof. Robert N. McElroy, of Princeton University, upon the subject, "The History Teachers and the War." The address led to considerable discussion, which was participated in by Mr. Homer Smith, Miss Jessie C. Evans, Miss Louise H. Haeseler, and others.

A pamphlet has recently been issued by the United States Bureau of Education upon the subject, "Professional Course for Service Among Immigrants." This course was prepared by the "Committee for Immigrants in America (20 West Thirty-fourth Street, New York City). The course outlined a study of the field of immigration, the distribution of immigrants, immigration legislation, employment of immigrants, standards of living, education and

naturalization. It also tells of methods of work for aiding immigrants, and gives an outline of a series of lectures upon the subject.

The New York "Times (April 29, 1916), in an editorial upon the use of the European war for teaching purposes, says: "The college or the school where discussion of the war is banned is a school or college conducted on utterly fallacious principles, is not giving decent or proper training to its students, and would better be shut up and abolished."

The April number of the "Catholic Historical Review" contains a study of " The Lost Province of Quivira," by the Rev. Michael Shine, in which an attempt is made to locate the Province of Quivira which was visited by Coronado in 1541. The location is placed in East Central Nebraska. Rev. Victor O'Daniel contributes a paper upon "Concanen's Election to the See of New York in 1808-1810." "The Attitude of Spain During the American Revolution " is treated by Dr. Charles H. McCarthy.

"The New Pan-Americanism" is the title of the most recent number (Volume 6, Number 1) of the pamphlets published by the World Peace Foundation. The pamphlet contains a review of the relations between the United States and the other American countries since March 12, 1913. It gives all the materials in relation to the A. B. C. Mediation respecting Mexico; papers bearing upon the PanAmerican Union's attitude toward neutrality and PanAmerican treaties for the advancement of peace.

Prof. Edgar Dawson, of Hunter College, New York City, has an interesting paper in “ The Annals of the American Academy of Political and Social Science" for March, 1916, "The Invisible Government and Administrative entitled, Efficiency," in which he shows by a series of charts the present relationship of the electorate of New York State to the officers of the State, and also by similar charts the manner in which the officers of the State could be rearranged by appointment and choice so as to bring about greater efficiency.

The History and Government Bulletin of the Normal School at Kirksville, Mo., has reached its fourth issue. This number, dated January, 1916, contains five articles of much importance for the history teacher: "A High School Unit in Economics," by Superintendent S. E. Seaton, Macomb, Mo.; "Model of an Egyptian House," by J. L. Kingsbury; "Useful Metals in the Ancient World," by J. L. Kingsbury, giving references to the sources of supply of the principal metals and means for transporting them; "The Problem Method of Teaching History in the High School," by B. T. Johnson, and "The Historical MuseumHow to Collect and Use One," by Prof. E. M. Violette.

"Education for Social Work" is the title of a recent bulletin issued by the United States Bureau of Education, and prepared by Miss Edith Abbott, of Hull House, Chicago. Miss Abbott shows that there are now five professional training schools for social workers in the United States. These are situated in Philadelphia, New York, Chicago, Boston and St. Louis. The progress of this work has been aided by appropriations made by the trustees of the Sage Foundation which have resulted in the appointment of additional members of the faculty, the granting of scholarships or fellowships and a constant improvement in the quality of the work of the student body. The New York Schools of Philanthropy during the year 1909-10 received by bequest a fund which will ultimately amount to over a million dollars.

PATRIOTIC EDUCATION.

The relation of the school to the nation, particularly through the classes in civics, is discussed in No. 23 of "Teaching," published by the State Normal School at Emporia, Kan. (March 1, 1916). The papers presented in this number urge the rejection of the modern tendency of individualism in our schools, and substituting for it a more national spirit, which will really train pupils in the understanding of current rational problems. Specific illustrations and type lessons for the conduct of classes in civics are given. The tendency of all is to create a greater respect for law, a more intelligent action upon local and national topics and the creation of every-day patriotism.

NORTHWESTERN ASSOCIATION.

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The Northwestern Association of History, Government and Economic Teachers held its spring meeting in Spokane, Wash., on the 19th and 20th of April. The first session was a joint meeting with the Washington State Historical Society. The Hon. George Turner, of Spokane, presided, and the program was as follows: Some Source Material for Northwestern History," Mr. T. C. Elliott, Walla Walla; "Old Spokane House and the Fur Traders," Mr. N. W. Durham, Spokane; "Flotsam and Jetsam on the Sands of Time," Rev. J. Neilson Barry, Spokane; "Work of the State Historical Society," Secretary W. P. Bonney, Tacoma.

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The meeting on the 20th was presided over by President C. S. Kinston, president of the Association, and the following program was given: The Open Door Policy," Prof. F. A. Golder, State College of Washington; "The Use of the War News in Schools," Prof. J. H. Underwood, University of Montana; Round Table, "How to Bring the Claims of History Instruction Before the Educational Authorities," led by Prof. Leroy F. Jackson, State College of Washington.

At the business session that followed the program, Prof. Jackson was appointed to head a committee of his choosing to formulate the aims of history teaching and bring them to the attention of educators and the public. The following officers were elected: President, Miss Adella Parker, Seattle; vice-president, Prof. H. L. Talkington, Lewiston, Idaho; secretary-treasurer, Prof. Leroy F. Jackson, State College of Washington.

TENNESSEE ASSOCIATION.

The annual meeting of the Tennessee History Teachers' Association was held at Nashville on April 20. The meeting was purely a formal one for the election of officers and transaction of business. After these matters were attended to, the meeting adjourned until Friday, April 28, when the association met in conference with the History Teachers' Section of the Mississippi Valley Historical Association at the George Peabody College for Teachers. The officers for the ensuing year are: President, Dr. W. F. Russell, of the George Peabody College, Nashville; first vicepresident, Mr. J. F. Zimmerman, of the West Tennessee State Normal School, Memphis; second vice-president, Mrs. C. W. Mitchell, of Columbia High School, Columbia; secretary-treasurer, Mr. Max Souby, of the Middle Tennessee State Normal School, Murfreesboro; additional members of the Executive Committee, Dr. St. George L. Sioussat, Vanderbilt University, Nashville; Miss Della Dortch, the Hume-Fogg High School, Nashville, and Prof. C. P. Patterson, West Tennessee State Normal School, Memphis.

UNIVERSITY OF PENNSYLVANIA CONFERENCES.

Two conferences on history and social studies were held at the University of Pennsylvania in connection with Schoolmen's Week, April 12 to 15, 1916. The first conference, presided over by Prof. John B. McMaster, discussed some recent tendencies in teaching history. Prof. Edgar Dawson, of Hunter College, New York City, spoke from the topic, "The Fuller Definition of the History Requirement and Unity of the Course," and Prof. A. E. McKinley The Doctrine of Interest and the Problem Method in History Teaching." The discussion was participated in by Mr. Smith Burnham, State Normal School, West Ches ter; Mr. Byron Hunsberger, Norristown High School; Mr. Harold A. Hallowell, Wilmington (Del.) High School; Mr. Homer Smith, West Philadelphia High School, and Mr. W. D. Renninger, Central High School, Philadelphia.

The second conference discussed the place of social studies in the fourth year of the high school. Prof. Frank D. Watson, of Haverford College, explained the nature and extent of such a course. Prof. James T. Young, of the University of Pennsylvania, discussed the problem method in the teaching of social sciences, and Prof. Clyde L. King advised that college entrance credit should be given for such a course.

The most recent report (Number 13) of the Association of History Teachers of the Middle States and Maryland gives an account of the proceedings of meetings held in 1915, in Baltimore and Philadelphia. The papers printed include several upon the topic, Recent Changes in the Teaching of History in the Middle States and Maryland;" another series of papers is upon the general topic, "The Differentiation of History in the High School from History in the Elementary Schools, and of History in the College from History in the High School, Illustrated by References to the Causes of the American Revolution; " and still a third series discusses "The Content of the Course in European History in the Secondary Schools." In many ways the report is one of the most valuable ever issued by the Association. The membership list shows 327 members. Copies of the report can be obtained from the secretary, Prof. Edgar Dawson, Hunter College, New York City. (Price, 50 cents.)

The twenty-eighth Educational Conference of Academies and High Schools in relations with the University of Chicago was held on Friday and Saturday, April 14 to 15. One section of the conference was devoted to the discussion of the subject of history and civics, at which the following program was presented: Materials for Community Civics: How to Get Them and How to Use Them," by Byron S. Legg, High School, Mishawaka, Ind.; discussion led by Ethelwyn Charles, Marshall High School; Civic Education in Secondary Schools," by Arthur W. Dunn, Special Civic Agent, Bureau of Education, Washington, D. C.; "The Relation of High School to College Instruction in Civics," by Frederick D. Bramhall, University of Chicago; "The Interpretation of Modern Times as the Basis of the Selection of Topics in Ancient History," by E. J. Price, Jr., High School, Elgin, Ill.; discussion led by Lillian W. Thompson, Englewood High School; "The Need of Greater Emphasis on Modern European History," by Mattie B. Lacy, Oak Park and River Forest High School; discussion led by William A. Pease, Crane Technical High School; "Methods and Materials for Teaching Current History," by Alice E. Wadsworth, High School, Evanston, Ill.; discussion led by Joseph F. Morse, Hyde Park High School.

MISSISSIPPI VALLEY HISTORY TEACHERS.

On Friday, April 28th, a joint session of the Teachers' Section of the Mississippi Valley Historical Association and the History Teachers' Association of Tennessee was held at the George Peabody College for Teachers; Mr. A. C. Thomas, State Superintendent of Education of Nebraska, presiding. Dr. Beverly W. Bond, Jr., of Purdue University, read a paper upon "American History and Civics in the Rural Schools," urging that the purpose of instruction in these subjects should be to promote the welfare of the rural community and to keep the country boys and girls at home. Mr. J. L. Kingsbury, of the State Normal School of Kirksville, favored a further definition of American history along the lines suggested by the committee of the American Historical Association. Prof. Max Souby, of the State Normal School, Murfreesboro, gave an address upon Main Topics in American History for Emphasis in the Regular Class Room Work and Reasons for Their Selection (this paper will be printed in the MAGAZINE in the near future). Prof. E. M. Violette, of the State Normal School of Kirksville, read a report upon "The Place of the Normal School in the Training of High School Teachers."

MISSISSIPPI VALLEY HISTORICAL ASSOCIATION.

The ninth annual session of the Mississippi Valley Historical Association was held at Nashville, Tenn., April 27 to 29. Joint meetings were held with the Tennessee Historical Society, the Ohio Valley Historical Association, and the Tennessee History Teachers' Association. Dr. Dunbar Rowland, president of the Mississippi Historical Association, presided, and in the absence of Dr. Clarence S. Paine, who was ill, Dr. Beverley W. Bond, Jr., served as temporary secretary. The sessions included meetings at the Tennessee Historical Society, at Vanderbilt University, and at the George Peabody College for Teachers, in addition to those at the headquarters in the Hotel Hermitage.

A number of interesting and valuable papers were read, most of them relating to the history of the Mississippi Valley. Of especial interest was the presidential address by Dr. Dunbar Rowland on the “"Place of the Mississippi Valley in American History." The papers presented covered a wide range of topics in connection with the history of the Valley. In time they extended from the early French explorations of the northwest down to the present situation in Mexico. In territory they covered almost all sections of the Valley from Alabama and Texas on the south to Minnesota on the north. In subject matter they ranged from religion as a factor in the early history of the Mississippi Valley to the function of military history, and among the personalities treated there were papers upon Jefferson Davis, Henry Clay and the Verendryes. A unique conference was held on Thursday, April 27, on the subject of State Centennial Celebrations, in which there participated representatives from the States of Indiana, Mississippi, Illinois, Alabama, Missouri and Nebraska. At this conference Mr. J. W. Oliver, of the Indiana State Library, Indianapolis, read a paper upon "The Position of the Historian in the Observance of Statehood Centennials."

The social features of the meeting were notable and were typical of the hospitality for which Nashville is famous. Among them was a most delightful and instructive automobile trip to The Hermitage, the former home of Andrew Jackson.

Altogether the meeting was in every respect a most successful one. The attendance was large and representative of the Mississippi Valley, and the papers and reports preserved a uniformly high excellence. The following officers were elected:

For the Mississippi Valley Historical Association-President, Frederic L. Paxson; secretary-treasurer, Clarence S. Paine.

Members of the Executive Committee-For one year, St. George L. Sioussat; for two years, Edgar R. Harlan, Eugene M. Violette; for three years, C. W. Alvord, Archer B. Hulbert.

For the History Teachers' Section-Members of the committee, A. C. Thomas, Max Souby; chairman, A. C. Thomas; secretary, Howard C. Hill.

Dr. M. S. Quaife resigned as editor of the Proceedings, and this publication was placed in the hands of the editors of the "Review." To fill vacancies in the Board of Editors of the "Review," Professors Sioussat, Burpee, Buck and Cox were appointed.

was

MIDDLE STATES ASSOCIATION.

The fourteenth annual meeting of the Association of History Teachers of the Middle States and Maryland was held at Columbia University and Teachers' College, New York City, April 28 and 29, 1916. The program was a novel one and very interesting. The general topic of the first session "What Profit Results from the Study of History." The replies to this came from a number of different sources. Prof. John H. Logan, of Rutgers College, gave the results of a questionnaire which he had sent out to a number of recent graduates who had taken work in history in some of the colleges of the district. The replies were overwhelmingly in favor of the college history course. Many of the graduates wrote that they now regretted they did not take more work in history.

The subject was continued from the standpoint of the specialist in transportation by Mr. Richard Warren Barrett, of the Lehigh Valley Railroad. Mr. Barrett said that the historical attitude of mind was one that was universally adopted by railroad lawyers and counsel in the preparation of cases for the courts and for the Interstate Commerce Commission. Further, he showed that all railway employees, from fireman to president, were continually making judgments and interpretations of the vast amount of legislation to which the railroads have been subjected. In recent years such interpretation almost invariably was based upon precedent-in other words, upon the historical point of view.

For the journalist, Mr. R. L. Davis, of the New York 'Evening Post," held that there were two kinds of his. tory. One, "Present History," which is the business of the journalist, and "Past History," which is the material of the historian. Mr. Davis believed that the journalist would benefit by a knowledge of past history and that his treatment of present events would be illuminated by such knowledge.

On the evening of April 28 an informal dinner and social evening was arranged at the Faculty Club of Columbia University. Dr. Albert E. McKinley read a paper upon "The War and European Schools."

On Saturday morning the topic for discussion was "A Fuller Recognition of Latin-America in History Teaching.” The subject was excellently treated by Prof. William R. Shepherd, of Columbia University, who pointed out the ignorance of Latin-America upon the part of the ordinary American citizen. He urged a study of Spanish and Portuguese and the adoption of the study of Latin-American history. In the discussion which followed, Mr. A. S.