Meany, Edmond S. History of the State of Washington. The table of contents and index will guide to the various topics and footnotes will point the way to original sources.
Schafer, Joseph. A History of the Pacific Northwest. This is another work which will help the student working on such a syllabus as the above by applying the index to each of the topics.
HISTORY TEACHERS' SECTION
The History Teachers' Magazine for April, May and June contain several articles of general interest to all history teachers. The Teaching of Greek History series continues through all three numbers. In the April Number Professor Sill of Cornell writes on the Two Periods of Greek Expansion; in the May number Professor Fling of Nebraska has an article on the Use of Sources in Teaching Greek History; and in the June number Professor Botsford of Columbia writes on The Choice and Use of Books Relating to the History of Greece.
In each number also is the excellent announcement of the Recent Historical Literature.
The leading article in the May number is by Professor Hull of Swarthmore College on the International Interpretation of United States History. He makes a plea for a wider view of American history, wider even than that which has recently rebelled from the traditions of the New England interpretation. The great number of immigrants into this country, and the great acceptance of culture and civilization from the different European countries leads him to make a plea for an interpretation from the point of view of all of these countries. The substance of his article may be seen in the following paragraph: "The great founders of our Republic besought their fellow-countrymen to think continentally; to realize that their individual and their local welfare was wrapped up in the creation and preservation of the national Union. Today we teachers must appeal to our fellow-countrymen of our own and the growing generation to think internationally; to realize that our national history, in its origin and in every step of its growth, is the world's most striking object-lesson in the virtue of internationalism; to realize that as a cosmopolitan nation our history and the very substance of our being bind us to the duty of making our ideals of American Internationalism prevail in the Family of Nations."
In the same number also is a survey of The Teaching of History in Maine, which does for that State what the same kind of a survey by Professor Sprage did for Washington—and which was published in the History Teachers' Magazine some time ago.
The most interesting article in the June number is an article by Professor Marshall of the Alameda (Cal.) High School on Present Tendencies in High School History Teaching. After discussing the question of pedagogy and the child-study for the high school he goes on to say regarding the tendencies of teaching that "the increased emphasis upon economic and social history is sound, for it broadens the view of the child, increases his understanding of the human kind, and gives him the substance for the forming of judgments. But when it comes to the shifting of emphasis, the pendulum begins to swing the other way. In ancient history I would push back the borders to the earliest dawn of civilization, broadening rather than contracting its limits. Greek history should not be curtailed to give more time to the Roman Empire. The Hellenic contribution to mankind is as vital as that of the Roman." For the European and English history he would also be conscious of the long past on which they rest, stating that all questions of the day thread their way far into the past. For American history he would push the colonial periods into their respective European settings and see them also as part of that great movement of Europe as a whole for colonial expansion. His view of the teaching of local history is interesting—and he is speaking for California conditions. Local contracts rather than broadens the vision of the child; too often the pupils can see no further than the boundary of his state, forgetting the general movement of which his state is only an incident. He also points out the scarcity of suitable and worthy texts on local history; and closes with the belief that "There are two places in the wide field of education where California history has its place; namely, in the grammar school, where a technical knowledge of the subject is unnecessary, and in the post-graduate work of the university, where the subject is a fruitful field for investigations."