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The article focuses on textbooks and teaching of history in the U.S. The author states that millions are spend every year in educational publishing to familiarize the U.S. students with their national heritage, to teach them American history and to mold their civic character. More students are taking more courses in American history and related fields than ever before. The American Celebration is booming, but ignorance seems to increase and character to deteriorate in direct ratio to expenditure. The current generation is the victim of textbooks that do not teach and of teachers who have been taught nothing but how to teach. The disproportionate emphasis is upon contemporary history, dictated by publishers in response to educators who are ignorant of history and to students, who are indifferent to it, is misleading.

This article focuses on the change in the historiography in Germany. There is a change in historical research, in teaching history and in historic political commentary. Not for 100 years have German historians been so objective, so devoted to the quest for unqualified truth, as they are in 1960's. This is particularly apparent to someone like the author himself who studied in Germany during the late twenties and early thirties. The vast majority of his teachers still belonged to the national-liberal school.

The article focuses on developments in the field of literature and its publishing, as of August 17, 1865. Author Evert A. Duyckinck has now in preparation a new edition of the book "The Cyclopædia of American Literature." The work has been for some time out of print and in considerable demand, as copies have lately realized at auction an advance on the publishing price. C. Scribner & Co. will issue the new edition in the course of the fall. With the great revival that is in progress of the study of American history in all its departments, the French seem suddenly to have woke up to a sense of the important part they once played in the discovery and development of the continent of North America.

The article focuses on the socio-political issues of the U.S. It draws the attention of readers towards the rapid advance in the price of wheat and the persistent decline in the price of silver, which has arrested public attention in the U.S. more than any other fact in the course of the present political campaign. The main argument of Popocrats on this issue has been that the gold standard has depressed the price of wheat and everything else. It states that the past ten or fifteen years have seen a remarkable awakening of interest in the academic study of American history. Formerly the subject was one to which colleges paid not much attention, but with the development of universities and the increase of facilities for advanced work, courses of instructional in American history have come to occupy a place of special prominence in the historical curriculum.

Presents several letters to the editor. Fall in the value of silver; Discussion about the matter of history teaching in schools; Influence of the new explosive on the production of gold.

This article focuses on the book "The Hero in History: A Study in Limitation and Possibility," by Sidney Hook. Though it is short, this latest work of Sidney Hook is easily the richest and fullest of his historico-philosophical studies. Hook begins by describing and refuting the two traditional hypotheses which state respectively that great men alone shape the history of nations and contrariwise, that abstract or general forces, spiritual or material, determine history, using men simply as figureheads, carried on the flowing tide like surf riders to their inescapable destination.

One would naturally expect a keen appreciation of historical studies on the part of Southerners in the U.S. Nowhere in the Union is there such tenacious reverence for the past and its traditions. Yet there is no section of the U.S. in which both local and national history is so little studied and so imperfectly understood. There are Southern writers and strictly Southern text-books, but the writers are in the main special pleaders, and the text-books are dependent on books written at the North. Education is directed from above, since the teachers in general take into the lower schools the ideas prevalent at the higher schools.

The article focuses on the book "The English Village; A Literary Study, 1750-1850," by Julia Patton. In a study notable for its breadth, accuracy, novelty, general interest, and literary charm, Dr. Julia Patton has presented a history of village literature during the eighteenth and early nineteenth centuries which connects itself on the literary side with the pastoral, the bucolic, the essay, and the novel; with eighteenth-century sentimentalism, the romantic movement, and realism; and on the economic and social side with "the growth of a democratic spirit in an aristocratic age; with two great movements, the industrial revolution and the less familiar but almost more fundamental agrarian revolution.

Presents letters to the editor referencing articles and topics discussed in the previous issues of this periodical. History education in the U.S. schools; Criticism of the German press; Fight for freedom of press.

The U.S. has become increasingly aware of China. Sadly, however, this new awareness has not grown out of a fascination and concern for a nation which has chosen to modernize in a way unfamiliar to others. U.S. interest in China, long smothered by the sense of betrayal at the "loss of China" to the Communists, by McCarthyism and by the Korean War, has been revived out of fear of that country and the threat which it is said to pose to our own national security. People study China, not because it is instructive and interesting as they might study Western Europe or their own history but because it is an enemy. It has been assumed that China, by nature of being Communist, cannot be other than our enemy. It has been in terms of our urgent need to understand an implacable foe that China has been presented to high school students learning about Asia for the first time.

Presents several letters to the editor. Comments on the situation of history in secondary schools; Information of the collegiate instruction at night; Publication of the book of poems "Pilgrimage of the Soul of Man," edited by Hans Kostner.

The article focuses on two books by Samuel R. Gardiner, "English History for Students: Being the Introduction to the Study of English History," and "English History for Young Folks. B.C. 55-A.D. 1880." These two books may very well be considered together, as they proceed from the same pen, and appear to belong to one plan. The history "for young folks" must not be understood to be a child's book. It is written in a sober, rather dry style, with very little grace of narrative, but with a masterly power of condensation, and a clear understanding of just what it is, in the history of England, that young people most need to know.

The article focuses on the book "Studies in the History of Political Philosophy," by C.E. Vaughan. This is, granted its standpoint and method, a most valuable and suggestive work. Professor Vaughan takes the outstanding political thinkers since Thomas Hobbes and analyzes with infinite patience and exactness the systems they represent. The analysis is so made that there is combined with it criticism of a high order; and there will be few readers who do not rise from the study of these volumes with greater knowledge and more richly stored minds.

This article presents information about the book "How to Study and Teach History. With Particular Reference to the History of the United States," by B.A. Hinsdale. The subject of the book is difficult and delicate, for to many the teaching of history, beyond other teaching, comes by nature, while to ask a man to write about it often proves an invitation to suicide in the quagmires of philosophy. Hinsdale begins with an examination of the nature of history, and interweaves the theories of writing and teaching it. On the nature of history Hinsdale has confined himself somewhat closely to quotations from other writers.

Honesty and common sense were not conspicuous last week in the U.S. Congressional discussion of the supposedly lamentable state of history teaching in the U.S. schools. The author is willing to start the procession to the mourners' bench. Like 98 per cent of the freshmen quizzed for the ever-vigilant editors of the newspaper "The New York Times," the author did not know the minimum price per acre of federal public lands sold at auction before the passage of the Homestead Act. The author suspects there may even be a Congressman here and there who would break into a cold sweat if asked, as the freshmen were, Which was the first United States census in which railway mileage could have been reported?"

Presents several letters to the editor on issues related to the United States politics and government. Claims of William and Mary College of being the first to encourage the study of history; Origin of the elliptical form of mathematical expressions to avoid ambiguity in reading decimal numbers; Comment on the similarity of names in the two publications.

Presents a letter to the editor about the study of general history of education in Southern institutions.

The article focuses on the study of art in Columbia University. It is probably the first time in the history of American education that the study or art has had full recognition from a university. A college may have general informatory courses to stimulate an interest in the fine arts, as it has similar courses in science and literature, but this again is something quite different from a university department of art. As the object of all university instruction is research, and as its methods are historical or experimental, it must be assumed that Columbia University wishes to produce primarily, not artists, but competent historians and critics of the arts.

Presents letters to the editor. Stance of the people in California to the war with the Philippines; Criticism of the report of the Committee of Seven on the study of history in schools in the U.S.

Presents several letters to the editor. Remarks of a graduate on the Board of Overseers at Harvard University in Massachusetts; Criticism on the music performance of Golden Cock in New York; Comment on the article "The Teaching of History and International Friendship."

There has been too much easy-going cosmopolitanism in American education, and the country is asked "to work out a new type of instruction in nationalism." Paranoiac Germany, stands as a horrible warning against over-nationalization, but it is important to take counsel of France. Whether or not education should be more nationalistic than at present depends largely, on the world situation after the war. It is of the nature of education to build for the future rather than to meet present emergencies.

"Inside the German Empire," by Herbert Bayard Swope, is announced for publication by the Century Company. "Human Welfare Work in Chicago" will be published shortly by A. C. McClurg & Co. A translation of a four-act drama of the Russian Revolution by Sergius Stepmak will be published shortly by the Stratford Company of Boston. Smith College has begun the issue of a series of studies in history, which are to be published quarterly and to contain brief essays in the field of history and government prepared by faculty, alumni, students, or friends.

When the late Professor Charles Gross of Harvard University, published in 1900 his "Sources and Literature of English History from the Earliest Times to About 1485," students and teachers of English history acclaimed his work with grateful appreciation and with earnest hopefulness that an equally good scholar would some time perform the same service for the modern history of Great Britain. The superiority of Gross bibliography to similar guides to the study of Continental history has always lain in the inclusion of descriptions of secondary works, supplementary to critical estimates of the sources; his bibliography was far more than a mere list of titles.

The author already noticed at some length the important studies undertaken by sociologist Albert Mathiez in the history of the French Revolution, particularly in all that concerns Robespierre and religious legislation: "Rome et le Clergé Francais sous Ia Constituante," is the most important general work yet published by Mathiez. In the "Annales Révolntionnaire," for 1910 and January 1911, Mathiez has published other papers of considerable interest. "The Annales Révolutionnaires," published by the society of Etudes Robespierre's, includes in this year's subscription fascicles of Robespierre's works which the society is publishing.

Presents letters to the editor. Comment on quality of teaching of English history; Discussion on author William Wordsworth's description of Venice; Importance of study and teaching of English history.

This article presents information on the book "A History of England in the Eighteenth Century," by William Edward Hartpole Lecky. It states that Irish parts of the book are the best done. The book is much less a narrative, telling a connected story and covering the whole of a large field, than a series of studies dealing problems in the political and social history of the century. Some of comments interposed in the book are such as one scarcely expects from the writer who has seen the facts so clearly and set them forth with such unswerving fidelity.

This article focuses on the book "An Introduction to the Study of the Middle Ages (375-814)," by Ephraim Emerton. The book is distinctively a guide to students, not a final and complete account of its subject, although as a history, it has high merit and a certain completeness within its limits. The introduction is entitled "Suggestions to Teachers" and is followed by a list of books of a general character. Each chapter, moreover, begins with a well selected list of books, containing, wherever necessary, a judicious appreciation at the works cited, whether as authorities or as modern works.

Presents letters to the editor on the teaching of history. Teaching of history in secondary schools; Failure of the "epochmaking" system of teaching history; Dissatisfaction of teachers with the extended limits of the history.

Presents letters to the editor related to articles that were published in the previous issues of this journal. Reference to John Evelyn's "Diary and Correspondence," by H.B. Wheatley; Efforts taken by Columbia and Yale University for teaching History.

This article presents information on the book "English History for the Use of Public Schools," by J. Franck Bright. This book, reportedly, is a systematic writing of history of Great Britain, including Mediaeval Monarchy from the departure of the Romans to Richard III, that is, for the period between 449-1485. That is why this book is supposed helpful for school curricula. In reviewing the latter about a year ago, almost the only feature to which it was objected was its discarding familiar forms and divisions. This gave great freshness and continuity to the work; it brought out the development of English society and institutions as it had never been brought out before; but persons at all familiar with the old landmarks experienced some difficulty in finding their place and way in the new arrangement. The book observes the usual arrangement and divisions. Neither is this so unscientific a method as it may seem.

The article presents information about the book "Queen Mary. A Drama," by Alfred Tennyson. It is plain that Tennyson has chosen his subject not merely because of its fitness for dramatic presentation, but because he felt that the lessons to be drawn from the reign of Great Britain's Queen Mary, needed to be pressed home upon the England of today. The subordination of English interests to the behests of Rome, the temper of the Roman Church, the quality of character fostered and developed by its teaching, the logical consequence of this teaching in the destruction of liberties and in fostering intolerance and persecution, were shown in Mary's brief reign of five years as in no other period of English history.

This article presents a list of books published in the first week of December 1885. Some of the listed books are: Topical Studies in American History, by J.G. Allen; Dramatic and Later Poems, by Matthew Arnold; Gatley's World's Progress, by C.E. Beale; Tiles From Dame Marjorie's Chimney-Corner; Civil Government in Theory and Practice, by W.I. Chase; Heroes of American Discovery, by N. D'Anvers; and The Contemporary Evolution of Religious Thought in England, America, and India, by D. Alviella and G. Count.

The article presents a list of several books. Names of these books include "On History and the Study of History," by William P. Atkinson, "A Fair Device," by C.W. Baiestier, "A Double Life, or Starr Cross. An Hypnotic Romance," by Herbert E. Chase, "The English and Scottish Popular Ballads," by F.J. Child, "The New Christiad," by Jasper B. Cowdin, "The State in Its Relation to Education," by H. Craik, "The Principles and Practice of Common-School Education," by J. Currie, and "Song and Story. Later Poems," by E. Fawcett.

The article focuses on the book "A Short History of Art," by Julia B. De Forest. The work purports to be a brief outline of the general history of the arts in all ages and countries. Brief outlines of great subjects may be very useful, no doubt, if they are made by thoroughly competent persons, who not only know their subjects perfectly, but possess also the faculty of seizing significant points, and of presenting them in true and vivid order. Such outlines enable a beginner to lay hold of a subject as he otherwise could not, and give him an interest in following it up by more particular and more extended study.

The New York Times, in conjunction with the Committee on American History, recently arranged a blind date with Clio for 7,000 undergraduates. Socially the occasion proved a colossal flop, for it seemed to show that the younger generation of Americans had a very slight acquaintance with the muse and no desire to improve it. The trouble, according to Hugh Russell Fraser, chairman of the Committee on American History, is that they have been taught the wrong approach. The results of the Times survey, which is the basis of Fraser's wholesale attack on history teaching in American schools, would, if taken at their face value, suggest that something is very wrong indeed. But as an attempt to assay the quality of particular methods of history instruction the tests lacked scientific precision.

The article presents a brief introduction of authors, who have contributed this issue. Richard L. Neuberger, coauthor of "An Army of the Aged," an analysis of the political and social implications of the Townsend movement, is on the staff of the Portland Oregonian. Herbert Solow has been a news correspondent in Europe and the Near East. Gaetano Salvemini, formerly professor of modern history at the University of Florence, is now teaching at Harvard. He is the author of "The Fascist Dictatorship in Italy."

The article discusses books and authors. "England in the Seven Years' War: A Study in Combined Strategy," by author Julian S. Corbett, a reprint of a standard work, first published in 1907, presents a stirring picture of what may be termed the middle phase (1756-1763) of the struggle between Great Britain and France for maritime and colonial supremacy which lasted, with longer or shorter interruptions, for a century and a quarter. As one studies the details of the process by which the fatal error of the French policy of those times in seeking simultaneously to dominate the continent of Europe while striving to uphold a mastery on the seas was utilized by the British fleet, co-operating with the Prussian army to weaken the Gallic dominion, the thought of the mutability of international alliances as recorded in history cannot fail to rise in the reader's mind.

The article throws light on the life and works of Viscount Haldane, a Scottish philosopher. Haldane was one of those men of many talents who have enriched the history of England. He was a lawyer by profession, a philosopher by preference, a statesman by instinct. His first published work was a life of Adam Smith; later he translated Schopenhauer; but he was best known in philosophic circles as an Hegelian metaphysician. Such was the man who was called to take charge of the War Office in 1905. Almost his first act as Great Britain's War Minister- strange enough in view of subsequent history- was to go to Berlin, where, as a guest, he settled down to study at its headquarters the organization of the Prussian army.

The article focuses on the book "Anderson's Historical Series. A History of Rome," by R. F. Leighton. Leighton's "History of Rome" is much more than a school text-book; it is an attempt to present in a compendious and consecutive form the results of the latest scholarship in the field of Roman history and antiquities. It is, therefore, designed for college classes rather than for schools; it deserves also to be strongly recommended to all teachers of ancient history as an almost indispensable part of their apparatus; for nowhere else in the English language can be found much of the matter contained in this volume.