TUELL, HARRIET EMILY. Study of nations; an experiment in social education. (Riverside educational monographs) *80c Houghton 909
20–5596
This is a plea that we substitute for our old “dry as dust” method of teaching history “an elementary study of nationality.” In a high school course such as this book proposes, “each nation is carefully considered by itself, that pupils may gain a definite impression of its individual characteristics. First it is viewed as it appears today; then its development is briefly traced. After this historic background has been sketched in, an attempt is made to evaluate the peculiar gifts of the country and its people to the sum of modern civilization.” (Preface) This is a pioneer book, for the use of teachers, and, as such, the main part of it is devoted to helpfully suggestive material, outlines, and comments upon the following nations: France, England, Germany, Russia, Italy, Austro-Hungary, Turkey and the Balkan states, China, Japan, and the Philippine Islands (“a nation in the making”). The book includes a complete bibliographical list, and a connected outline of all the chapters. The chapters on China and Japan were contributed by Dr K. S. Latourette. Dr Tuell is the head of the department of history, Somerville high school, Massachusetts.
Booklist 16:239 Ap ’20
“Books of this sort are undoubtedly useful to teachers who have access to well-equipped libraries and are themselves trained to get the materials out of these libraries, but the movement which Miss Tuell represents will hardly be successful until someone has prepared in detail and in a form that can be presented to children the materials that she has gone over in outline. The book is in this sense a first step in the direction of actual school use of this sort of material.”
+ − El School J 20:547 Mr ’20 380w School R 28:312 Ap ’20 380w
TUOHY, FERDINAND.[[2]] Secret corps. *$2 Seltzer 940.485
(Eng ed 20–11008)
“Captain Tuohy deals with all the methods of espionage and counter-espionage practised during the war, enlivening his exposition here and there with anecdotes. He explains incidentally the value of seemingly harmless military details to an alert enemy and thus justifies the censorship. He declares that our own system proved highly efficient and that our French allies had, after February, 1916, to implore the assistance of our secret service in Germany as all their own agents had been captured. The British system was based on the principle that each agent should know and be known to his chief alone.”—Spec