Full download ebooks at https://ebookmeta.

com

Outstanding Early Childhood Practice in ICT 2nd

Edition Hui Yun Sung John Siraj Blatchford
Natalia Kucirkova

For dowload this book click link below

https://ebookmeta.com/product/outstanding-early-childhood-
practice-in-ict-2nd-edition-hui-yun-sung-john-siraj-
blatchford-natalia-kucirkova/

OR CLICK BUTTON

DOWLOAD NOW
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

The Routledge International Handbook of Learning with

Technology in Early Childhood 1st Edition Natalia
Kucirkova (Editor)

https://ebookmeta.com/product/the-routledge-international-
handbook-of-learning-with-technology-in-early-childhood-1st-
edition-natalia-kucirkova-editor/

The Routledge International Handbook of Early Literacy

Education A Contemporary Guide to Literacy Teaching and
Interventions in a Global Context 1st Edition Natalia
Kucirkova (Editor)
https://ebookmeta.com/product/the-routledge-international-
handbook-of-early-literacy-education-a-contemporary-guide-to-
literacy-teaching-and-interventions-in-a-global-context-1st-
edition-natalia-kucirkova-editor/

Curriculum in Early Childhood Education Re examined

Reclaimed Renewed 2nd Edition Jennifer J. Mueller

https://ebookmeta.com/product/curriculum-in-early-childhood-
education-re-examined-reclaimed-renewed-2nd-edition-jennifer-j-
mueller/

Introducing Research in Early Childhood 1st Edition

Polly Bolshaw

https://ebookmeta.com/product/introducing-research-in-early-
childhood-1st-edition-polly-bolshaw/
Understanding Research in Early Childhood Education:
Quantitative and Qualitative Methods 2nd Edition
Jennifer J. Mueller

https://ebookmeta.com/product/understanding-research-in-early-
childhood-education-quantitative-and-qualitative-methods-2nd-
edition-jennifer-j-mueller/

Decolonizing Place in Early Childhood Education 1st

Edition Fikile Nxumalo

https://ebookmeta.com/product/decolonizing-place-in-early-
childhood-education-1st-edition-fikile-nxumalo/

How to Be an Outstanding Early Years Practitioner 1st

Edition Louise Burnham

https://ebookmeta.com/product/how-to-be-an-outstanding-early-
years-practitioner-1st-edition-louise-burnham/

Otherness and Identity in the Gospel of John 1st

Edition Sung Uk Lim

https://ebookmeta.com/product/otherness-and-identity-in-the-
gospel-of-john-1st-edition-sung-uk-lim/

Research Methods in Early Childhood An Introductory

Guide Third Edition Penny Mukherji

https://ebookmeta.com/product/research-methods-in-early-
childhood-an-introductory-guide-third-edition-penny-mukherji/
Your Guide to
Outstanding EarlyChildhood
Practice in ICT

Hui-Yun Sung, John Siraj-Blatchford and

Natalia Kucirkova
Published by Practical Pre-School Books, A Division of MA Education
Ltd, St Jude’s Church, Dulwich Road, Herne Hill, London, SE24 0PB.
Tel: 020 7738 5454 www.practicalpreschoolbooks.com
Associate Publisher: Angela Morano Shaw
Edited by: Rebecca Carey
Design: Alison Coombes fonthillcreative 01722 717043
© MA Education Ltd 2016
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted by any means, electronic,
mechanical, photocopied or otherwise, without the prior permission
of the publisher.
2020 digital version by
Andrews UK Limited
www.andrewsuk.com
Introduction

Raising expectations and achievement

This book was written in response to the new Information
Communications and Technology (ICT) computing curriculum in the
UK and in response to concerns about educational
underachievement and especially, the underachievement of
disadvantaged children.
According to the Organisation for Economic Co-operation and
Development (OECD, 2014)1, the gap between rich and poor is now
at its highest level in 30 years in most OECD countries. At a global
level, this gap has been amplified by the emergence of digital tools
(Steyaert, 2002)2, forming the so-called digital divides.
The negative effects of inequality may be considered the result of an
underinvestment in education by people from disadvantaged social
backgrounds (OECD, 2014)1, or the result of the maximisation of
educational investment opportunities by middle class parents (Ball et
al., 19963; Ball, 20034). Heckman (2006)5, a Nobel Prize-winner in
economics, has shown that investments in early childhood
programmes are justified by the returns provided to society as a
whole. These issues are complicated, and at a global level,
confounded by issues and concerns related to globalisation. In this
book, these issues will be addressed directly on page 29. For now, it
is enough to note that the importance of investments in the
foundation stage of early childhood education has been widely
highlighted in research, and has become a significant feature of
public policy.
Institutions and governments around the world have an interest in
addressing underachievement problems and helping bridge the
social and digital divides between rural and urban disparities.
International Aid agencies and charities have increasingly provided
digital and non-digital technologies (e.g. books, toys, tablets, laptops
and desktops) to rural communities and schools in middle and low
income countries in order to bridge the rural-urban gaps. But in
most global contexts, we have found that rural and disadvantaged
children do not lack the technology so much as the adult support,
effective pedagogies and motivations for learning. Indeed, the
central issue regarding ‘digital divides’ does not reside in the divides
between the ‘have ‘and the ‘have nots’ in terms of digital tools, but
rather in terms of ‘digital literacies’.
With the rapid evolution of ICT, increasingly young children own,
access and use new technologies (e.g. handheld devices) on a daily
basis. But while many parents value the importance of children’s ICT
skills for learning and future career, it is worth noting that not all
content and information accessed through ICT is of educational
value. The curricula and pedagogies that are relevant to ICT are
crucial. Applied in the context of effective curriculum and pedagogy,
ICT in early childhood should be recognised as providing a means to
an end. It should be used as a tool to support and enrich children’s
learning.
Research has shown that mothers’ qualification levels and family
socio-economic status are strongly linked to children’s learning
outcomes. Conversely, research has also shown that it is what
parents, teachers and other early childhood educators actively do
that really matters. In particular, the Effective Provision of Pre-School
Education (EPPE) project has revealed the importance of the home
learning environment and parental involvement in activities for early
childhood development and learning (Sylva et al., 2004)6. It has
shown that many disadvantaged parents and pre-schools supporting
disadvantaged communities provide effective support for children to
achieve in education.
Substantial research is also now available providing evidence for the
benefits of children using computers with adults’ support and
guidance. Working in a genuine partnership with disadvantaged
parents and children, and equipping them with the necessary ICT
knowledge and skills will empower them for education. The results
could arguably be applied to children’s use of handheld devices as
well.
However, simply providing access to ICT is an ineffective way of
addressing the gaps in skills and knowledge that exist in ICT usage.
Therefore, the intention of this book is to offer guidance on how to
effectively use ICT with young children. This book will be of value to
people who work with young children, including parents, pre-school
teachers, and library service providers.
The document mentioned overleaf (see Figure 1) demonstrates
national standards for one of the 17 early years foundation stage
profile early learning goals, and shows the level of learning and
development expected at the end of the EYFS for technology. The
main aim in achieving the goal is summarised as follows “Children
recognise that a range of technology is used in places such as
homes and schools. They select and use technology for particular
purposes.” The document outlines that these skills include
understanding the technology-related vocabulary (e.g. re-wind, fast
forward), as well as knowing how to navigate a PC (e.g. scrolling
down and selecting an image) and recognising the different
functions of different devices (e.g. that a microwave can heat up
things and a Bee-Bot® can be used to make up a maths game).

Figure 1
In September 2014, the UK introduced a coding curriculum which
outlines that key Stage 1 pupils – that is 5-to-7 year olds – should
be able to “understand what algorithms are, how they are
implemented as programs on digital devices, and that programs
execute by following precise and unambiguous instructions; create
and debug simple programs and use logical reasoning to predict
the behaviour of simple programs”. Department for Education
(2013). National Curriculum in England: Computing programmes
of study (available at:
https://www.gov.uk/government/publications/national-curriculum-
in-england-computing-programmes-of-study/national-curriculum-
in-england-computing-programmes-of-study).
Several organisations provide guidance on how to best implement
these new requirements into existing teaching practice. For
example, the UK Forum for Computing Education
(http://ukforce.org.uk/) is an expert body, independent of
government and awarding organisations, and their website is a
comprehensive source of publications and other relevant resources
for educators.
Clearly, different schools go about meeting these objectives in
different ways. Most schools aim to embed these new objectives in
all subject areas, as part and parcel of their everyday teaching
practice rather than a separate subject or one-off activity. The
levels of computing proficiency vary among individual children,
however the new curriculum emphasises that all children can
benefit from learning how to code, and encourages teachers to
perceive it as a new way of thinking which can increase children’s
skillset.
An important guidance document on how to evaluate technology
provision is the Early Learning Goal no15 focused on Technology
(freely available from here:
https://www.gov.uk/government/uploads/system/uploads/attachm
ent_data/file/360542/ELG15___Technology.pdf).

References
1. The Organisation for Economic Co-operation and Development
(OECD) (2014). Focus on inequality and growth – December
2014 (available at: www.oecd.org/social/inequality-and-
poverty.htm).
2. Steyaert, J. (2002). Inequality and the digital divide: Myths and
realities. In S. Hick, & J. McNutt (Eds.), Advocacy, Activism and
the Internet (pp. 199–211). Chicago: Lyceum Press.
3. Ball, S., Bowe, R., & Gewirtz, S. (1996). School choice, social
class and distinction: The realization of social advantage in
education. Journal of Education Policy, 11(1), 89–112.
4. Ball, S. (2003). Class Strategies and the Education Market: The
Middle Classes and Social Advantage. London: Routledge
Falmer.
5. Heckman, J.J. (2006). Skill formation and the economics of
investing in disadvantaged children. Science, 312(5782), 1900–
1902.
6. Sylva, K., Melhuish, E.C., Sammons, P., Siraj, I., & Taggart, B.
(2004). The Effective Provision of Pre-School Education (EPPE)
Project: Technical Paper 12 – The Final Report: Effective Pre-
School Education. London: DfES/Institute of Education,
University of London.
Literacy in early learning
One way of looking at differences among children and their early
learning is in terms of vocabulary, that is, how many words a child
has learnt in a given period. Research has shown that an average
one-year-old uses about five words (Snow et al., 1998)1. But there
are one-year-olds who do not speak, and other one-year-olds who
have as many as thirty words in their vocabulary. This is an
educational ‘gap’ that typically increases as children get older, so
that at age two most children use about 150 words, but some only
have ten and others have as many as 450 words. At age six we
know that an average child in the USA or Europe knows as many as
14,000 words, but at this stage the vocabulary gap between children
is enormous and extremely difficult to compensate for.
The most significant research explaining the causes of this gap dates
from 1995, when a study by Hart and Risley (1995)2 found that
professional parents spoke 72% more words to their children than
working class parents. The children of professional parents also
heard more than three times the number of words than children
whose parents were receiving welfare benefits. They calculated that
by the age of four, a typical child from a family receiving welfare
benefits heard 32 million fewer words than a pre-school classmate
from a professional family.
More recently, the Sutton Trust in the UK commissioned a series of
vocabulary tests that were carried out by 12,500 British children at
the age of five (Waldfogel & Washbrook, 2010)3. The study found
that children from the poorest fifth of families were nearly a year
behind children from middle income families in their results. They
found that only 45% of the 20% poorest children ever had a
bedtime story or have visited a library.4
The good news is that research has shown that high quality pre-
school education can support children in catching up and
succeeding, despite these early disadvantages. Following 400 hours
of naturalistic observations of staff, and 254 systematic focal target
child observations in pre-schools, the UK EPPE research projects
(1997–2003, 2003–2012) found that the most effective pre-school
settings provided both teacher-initiated group activities and freely
chosen yet potentially instructive, play activities (Siraj-Blatchford et
al., 2002)5. The research also identified “Sustained Shared Thinking”
(SST) as a key feature of effective practice. This was defined as:
An episode in which two or more individuals “work together” in an
intellectual way to solve a problem, clarify a concept, evaluate
activities, extend a narrative etc. Both parties must contribute to
the thinking and it must develop and extend (Siraj-Blatchford et
al., 2002, p.8)5.
Subsequent research by Siraj-Blatchford (2007)6 has extended the
relevance of SST to show how effective adult-child ‘shared activities’
become progressively more sophisticated as the child develops their
capability from the pre-verbal exchange of ‘significant gestures’, to
‘improvised play’, ‘improvised collaboration’ and ‘more disciplined
collaborations’:
The development of these early (birth to age 6) ‘Sustained Shared
Thinking’ activities (they all have this in common) are considered
by many, and particularly by Russian neo-Vygotskian writers, to
show a progression in learning activities7 that are characterised by
a transition from those focused upon “emotional communication
with caregivers” (Lisina, 1986)8, then to “object-centred joint
activity” (Elkonin, 1989)9 where the child begins object
substitutions, and then on to Socio-dramatic play (Leontiev,
1964)10, and finally activities that reflect the child’s desire to learn
more formally and embrace learning (or schooling) (van Oers
1999)11 as the dominant learning activity (Siraj-Blatchford, 2007,
p.16)6.
Gender equality in ICT
Globally, the reading opportunities provided through the growth in
the use of mobile phones are of real significance for those
marginalised groups in certain areas of the world, particularly for
women and girls, and others who historically have not had access to
paper books: “…research indicates that hundreds of thousands of
people in countries like Nigeria, Ethiopia and Pakistan are reading
full-length books on mobile phones, including phones with small,
monochrome screens” (UNESCO, 2014)12. UNESCO also found that
parents are increasingly using mobile devices to read to children to
support their literacy acquisition and other forms of learning.
Around the world, women and girls appear to be as motivated as
men to apply ICTs, and yet their access to the often relatively well-
paid employment opportunities available in the ICT industries is
quite limited. These problems are global, and the situation in the UK
is only marginally worse than average for all the European Union
(U15) nations, even though women’s representation in the UK IT
sector has declined in the past 10 years. In 2013 less than 16% of
the 1,129,000 IT specialists in the UK were women. This lack of
representation starts in secondary schools. While the girls opting for
IT-related courses did consistently better than the boys, they only
made up 44% of those enrolled in all related General Certificate of
Secondary Education (GCSE) courses, and only 6.5% of those taking
Computing A-level were girls. In higher education, girls accounted
for just 18% of qualifiers from all Computer studies/IT related
courses. In the Computing and IT industry as a whole, women are
equally well qualified as men but they are underrepresented, and
earn 16% less (e-skills UK, 2014)13.
In the past, the problem of the underrepresentation of women and
girls in ICT has often been presented in terms of ‘how can we
provide a more accessible and motivating approach to ICT for girls’.
In the UK, research carried out by the Office for Communication
(OFCOM, 2013)14 found that between the ages of 5 and 7, less than
half the number of girls played computer or video games than boys,
although they were twice as likely to use the Internet or to go
online. This gap continues and widens into the teenage years. It
seems that generally speaking, when it comes to IT use, boys like
computer games, whereas girls like to use IT to communicate. Siraj-
Blatchford and Whitebread (2003)15 refer to research carried out to
identify so called ‘pink software’ games that would appeal more to
girls. Laurel (1990)16 found that girls enjoyed:
…video game adventures where the leading characters are
everyday people that they can relate to and where the major goal
is to explore, with degrees of success and outcome. They also like
games of discovery with strong ‘realistic’ story lines where success
comes through collaboration and the development of friendships.
However, some of the research suggests that even those girls who
do play computer games tend to grow out of them, even if boys
don’t tend to (OFCOM, 2013)14. Computer games are also a very
small sector within the overall IT industry, and the association of
their early use with children’s developing interest in the underlying
technology has never been demonstrated.
Historically, the cultural expectations for (and of) girls in engineering
and technology have undoubtedly been limited in most countries.
However, in recent years, in response to demands from the industry
for more skilled professionals, governments around the world have
been making some efforts to encourage more women to enter the
field through their educational policies, the setting up of awards and
the provision of research funding.
Although cultural influences are deeply entrenched, it should be
recognised that the fact that while many girls tend to be given dolls,
and boys construction kits, the problem is more related to the
comparative value given to these toys, and the commonly misleading
assumptions being made about their relevance to computing and IT.
Epstein (1995)17 also refers to a study showing boys in early
childhood explicitly using their gender to dominate construction
activities. Boys’ expectations are as relevant as those of girls in this
respect. The teacher in Epstein’s case study found it necessary to
introduce ‘girls only time’ for the construction play to ensure equality
of access. It is thus equally important to look carefully for any
gender bias in access to ICT equipment in the classroom (Brooker &
Siraj-Blatchford, 2002)18.
Efforts have been made in many countries to remove gender
stereotyped materials from schools and pre-schools, but many still
remain. One example can be taken from a 1980s early reader for
children in Taiwan. The text in Mandarin read: “Father gets up early
to read newspapers” and “Mother gets up early to clean up [the
house]”. While in Taiwan and the UK, it was, until quite recent times,
relatively common that mothers did all of the housework, many
parents today do set a better example by sharing some of the house
work. Women in many homes provide positive role models in
programming domestic equipment such as washing machines,
cooking equipment and entertainment systems, and it is important
to draw these competencies to children’s attention.
One established way of countering historical stereotypes has been
through the promotion of exemplar role models of women scientists
and engineers. While women are seriously underrepresented, there
are a few notable examples that have made it to the top such as
Marissa Mayer, CEO at Yahoo. Jeannette Wing, the Corporate Vice
President of Microsoft Research, could also be used as an
inspirational role model for girls. Her example shows what can be
achieved.
Wing is credited as being the first person to have coined the term
‘Computational Thinking’, and a new curriculum emphasis on
computational thinking, rather than games may be just what is
required to encourage more girls into IT. It is not just in our own
experience that it has been found that girls are at least equally
motivated and engaged in computing and IT as boys when they
have been given the opportunity to develop their skills, in the
context of developing their own practical priorities and computing
and IT applications (Epstein, 199517; Brooker & Siraj-Blatchford,
200218):
This approach would…I suggest, serve to encourage girls to take
up the subject, as girls tend to be more attracted to subjects that
involve skills like collaboration and communication. I hesitate to
engage in any kind of gender stereotyping, but in my experience
what I’ve just said does tend to be true (Freedman, 2012)19.
Another random document with
no related content on Scribd:
 + − Freeman 2:69 S 29 ’20 140w

“The stories are well written; they have a collective ‘moral,’ of

course, but this does not obtrude itself, nor is it narrowly
nationalistic.” B. L.

+ Survey 45:468 D 25 ’20 120w

[2]
LEVISON, ERIC. Hidden eyes. *$1.75 Bobbs
20–16929

“Mysterious bank robberies at Jacksonville, Fla., furnish the plot

of ‘Hidden eyes.’ The most complicated locks and burglar-proof bank
vaults are opened without delay by a most adroit and elusive thief.
Robbery after robbery occurs and the detective force is well-nigh
demoralized. The detective chief, however, has a latent suspicion of a
young chemist named Thornton, who is an expert in steel and safe
locks. Thornton is taken in the very act of a midnight foray. But this
is far from clearing the mystery. That duty is accomplished by a local
doctor who dabbles in psychoanalysis and auto-suggestion.”—
Springf’d Republican

+ Boston Transcript p4 Ja 19 ’21 360w

+ N Y Times p20 D 12 ’20 370w

“The dénouement is quite unexpected and furnishes the biggest

thrill of all.”
 + Springf’d Republican p7a D 26 ’20 120w

[2]
LEVY, S. I. Modern explosives. il $1 (3½c)
Pitman 662.2

The contents of this volume of Pitman’s common commodities and

industries are: Modern explosives and their raw materials; The
chemistry of explosives manufacture; The acids section of an
explosives factory; The manufacture of propellant explosives;
Preparation of the high explosives; Explosives in war and peace;
Chemistry and national welfare. Index and illustrations.

“Although avoiding technical details, the author has given a

reasonable and well-balanced treatment of his subject in the space at
his disposal. One or two slips may be noted. The final chapter, on
‘Chemistry and national welfare,’ although not directly connected
with the subject, is very apposite at the present time.”

+ − Nature 106:340 N 11 ’20 180w

LEWER, H. WILLIAM. China collector; a guide

to the porcelain of the English factories. (Collector’s
ser.) il *$2.50 (4½c) Dodd 738

“This book has been written to enable the enthusiastic collector of

china, even after he has passed through his apprenticeship, and
acquired a certain amount of experience, to form a correct judgment
of that branch of ceramics embraced under the designation of old
English porcelain.” (Foreword) The book has a prefatory note by
Frank Stevens explaining the illustrations of which there are thirty-
two and the marks. The distinctive features of each factory are
treated under the titles of history, paste, glaze, decoration,
production, characteristics, noted artists, chronology, and marks.
The factories discussed are: Bow; Bristol; Caughley; Chelsea;
Chelsea-Derby; Coalport; Derby; Longton Hall; Lowestoft:
Nautgarw; New Hall; Pinxton; Plymouth; Rockingham; Spode;
Swansea; Worcester. There is a chronograph, a bibliography, a
tabular index of factories, an index of names and a general index.

LEWIS, SINCLAIR. Main street. *$2 (1c)

Harcourt
20–18934

In telling the story of Main street, Gopher Prairie, Minnesota, the

author has tried to tell the story of all America. His Main street “is
the continuation of Main streets everywhere.” It is a story of dull
mediocrity, complacent and satisfied with itself. Carol Milford, one
year out of college, marries Dr Will Kennicott and goes with him to
his home town, Gopher Prairie, in the wheat belt. Carol hates Main
street at sight and in the six or eight years of her life that are
chronicled does not hate it less, altho in the end she comes to see it
with larger eyes and to endure it. One after the other she attempts
reform measures, including a little theater venture, but her efforts
meet defeat. She has her fling of defiance, and spends one of the war
years in Washington, but comes back again, still rebellious. “I may
not have fought the good fight,” says Carol, “but I have kept the
faith.”

“One of the few really good American novels of today.”

 + Booklist 17:117 D ’20

“The book is too long, rather tedious. But it has a humanity, a

popular note which will appeal to thousands.” S. M. R.

+ − Bookm 52:372 D ’20 100w

“The total impression one derives is that neither Jane Austen nor
George Eliot depicted the provincial England of the past with more
vividness than that with which Mr Lewis portrays the present-day
American small town.” S. A. Coblentz

+ Bookm 52:357 Ja ’21 800w

“He knows the American small town for what it is, history in that
respect being the supreme achievement in American fiction. But
when he creates a protest against it, an attack upon its vicious
existence, through the symbol of Carol Kennicott he comes nearer to
the function of a treatise than the process of art. Kennicott is
masterly drawn.” W: S. Braithwaite

+ − Boston Transcript p4 D 11 ’20 1700w

“The atmosphere of the sordid smug little burg is well done.”

+ Cleveland p105 D ’20 40w

+ Dial 70:106 Ja ’21 80w
 “At times, Mr Lewis makes one feel that he has treated his people
as mere incidents in an environment, that he has pictured them, not
without malice, like Dickensian gargoyles. But there are scenes in his
book as sensitively felt as some in Mr Sherwood Anderson’s
‘Winesburg, Ohio.’ These exceptional passages of his book are an
earnest of the restraint and mastery which one will have the right to
expect of his later work.” H. J. Seligmann

+ − Freeman 2:237 N 17 ’20 750w

“His dialogue, which he uses very freely, is brilliant. The exactness

of this dialogue is a literary achievement of a very high order. Mr
Lewis has given literary permanence to the speech of his time and
section. But the dialogue in ‘Main street’ is anything but literature in
the sense of Verlaine; it is living talk. ‘Main street’ would add to the
power and distinction of the contemporary literature of any country.”

+ Nation 111:536 N 10 ’20 820w

“‘Main street’ is pioneer work. Some formulae it does help to

perpetuate. Some garishness and crudity it does unpleasantly employ
in its anxiety to be effective and pat. But while the novelistic hen does
not necessarily lay better if surrounded by strong artificial light, the
light in ‘Main street’ is on the whole natural, honest and oh so
amazingly illuminating.” F. H.

+ − New Republic 25:20 D 1 ’20 1500w

“‘Main street’ is a book to possess and treasure. What the critics

have overlooked is just this: that Carol’s idealism was at least as
superficial and worthless as the faults of Main street. Carol is more
than a blind would-be leader of the blind; she is a butterfly aspirant
for the leadership of the apsychosaurus.” Clement Wood

+ − N Y Call p5 Ja 9 ’21 300w

“Dealing with material that is rarely subtle, Mr Lewis can be subtle

enough himself. Besides his gift for character and situation, he has
also a knack at satire and caustic epigram, with so enormous an
acquaintance with the foibles and folklore of the Middle West that he
has literally set a new standard for novels dealing with the section.”
Carl Van Doren

+ N Y Evening Post p3 N 20 ’20 2000w

“A remarkable book. A novel, yes, but so unusual as not to fall

easily into a class. There is practically no plot, yet the book is
absorbing. It is so much like life itself, so extraordinarily real. These
people are actual folk, and there was never better dialogue written
than their revealing talk.”

+ N Y Times p18 N 14 ’20 1600w

“Gopher Prairie is untypical in human sympathy, in generous

instincts, in kindness of heart. Its people are not merely heavy in
mind, ludicrously dead to art and literature and world movements;
they are selfish, grasping, slanderloving, ignoble. Carol herself is a
shallow sort of reformer. This is the strongest criticism to be made
on ‘Main street.’” R. D. Townsend

+ − Outlook 127:31 Ja 5 ’21 400w

 Reviewed by M. A. Hopkins

+ Pub W 98:1889 D 18 ’20 200w

Reviewed by E. L. Pearson

+ Review 3:447 N 10 ’20 690w

“It is full of the realism of fact, colored by rather laborious and

overclever satire. But it has no sustained action, whether as realism
or as satire. It is a bulky collection of scenes, types, caricatures,
humorous episodes, and facetious turns of phrase; a mine of comedy
from which the ore has not been lifted.” H. W. Boynton

− + Review 3:623 D 22 ’20 280w

“Mr Lewis has fashioned one of the year’s most notable volumes of
fiction.”

+ Springf’d Republican p7a D 26 ’20 850w

“He is particularly adept in reproducing the vernacular. Whether

the picture as a whole and his judgments on it are equally true may
be a matter for disagreement. But as a sincere attempt to deal
honestly with middle-western life the novel is noteworthy.”

+ Wis Lib Bul 16:238 D ’20 90w

 LEWISOHN, LUDWIG, ed. Modern book of
criticisms; ed. with an introd. (Modern lib. of the
world’s best books) *85c Boni & Liveright 801
20–11399

“An anthology of passages (of about six pages or less each in

length) from modern authors dealing with the principles of
literature, art, and criticism, divided into four parts according to the
nations represented by the authors drawn upon—for France, Anatole
France, Lemaître, Remy de Gourmont; for Germany, Hebbel,
Dilthey, Volkelt, R. M. Meyer, Hofmannsthal, Mueller-Freienfels,
Alfred Kerr; for England, George Moore, G. B. Shaw, Arthur Symons,
Galsworthy, Arnold Bennett, W. L. George, T. MacDonagh, J. C.
Powys; for America, Huneker, Spingarn, Mencken, Lewisohn, F.
Hackett, Van Wyck Brooks, and Randolph Bourne.”—The Times
[London] Lit Sup

“Mr Lewisohn’s group of critics are restless impressionists, almost

destitute of doctrine.” S. P. Sherman

− Bookm 52:111 O ’20 880w

“Connoisseurs of critical personality as such will miss Mr More

and Mr Sherman in this volume, inasmuch as they are men of a
particularly vivid and dramatic force. The critics whom Mr Lewisohn
does put in his collection speak for the most part superbly.” C. and
M. V. D.

+ − Nation 111:219 Ag 21 ’20 1250w

 “He has done his task in commendable fashion.” H. S. Gorman

+ N Y Times p8 Ag 1 ’20 240w

“A book which begins with selections from Anatole France and

Jules Lemaitre is bound to be useful, for the critical writings of these
men are less accessible than one could wish. Furthermore, Mr
Lewisohn has made a number of translations of his own from
German writers. It is this foreign background which gives the book
its chief value.”

+ Springf’d Republican p10 My 20 ’20

240w
The Times [London] Lit Sup p175 Mr 11
’20 100w

LEYDS, WILLEM JOHANNES. Transvaal

surrounded. *$8 Dutton 968
(Eng ed 20–23043)

“In continuation of this author’s monumental work on the

annexation of the Transvaal, this volume was completed and
prepared for publication in June, 1914, just previous to the opening
of the great world war. At that critical time its publication did not
seem prudent and its appearance was delayed. In the preceding
volume the relations of the Boers and the British government were
reviewed from the first settlements in South Africa to the London
convention of 1884.... With the events which followed this volume is
concerned and especially with the British policy, which was
systematically followed by each succeeding cabinet, of gradually
surrounding this struggling republic by a barrier of British territory,
which effectually deprived it of all opportunity of outward expansion.
An appendix reproduces a large number of original documents of
great value to the student of this period, who desires to make a close
and exhaustive study of this really little understood feature in
English-African history.”—Boston Transcript

+ Boston Transcript p6 S 1 ’20 600w

“Dr Leyds is far too sweeping in his charges, due in large measure
to his hatred of everything British and to his inexperience of native
affairs. The book is one to be read and studied by all who desire to
see both sides of a bad patch in our colonial history.”

+ − The Times [London] Lit Sup p147 Mr 4

’20 2200w

L’HOPITAL, WINEFRIDE DE. Westminster

cathedral and its architect; with an introd. by W. R.
Lethaby. 2v il *$12 (5c) Dodd 726
(Eng ed 20–13853)

These volumes are a memorial to a great architect by his daughter.

Volume 1 is devoted to the building of the cathedral and volume 2 to
the making of the architect. Together the books contain 160
illustrations and numerous architectural plans. Partial contents of
volume 1: The laying of the foundation-stone; Birth of the cathedral
idea; The choosing of the architect and the style, 1892–1894; The
plan; The structure—building progress—materials—constructional
problems; Description and details of exterior; Description and details
of interior; The adaptation and development of Byzantine
architecture as exemplified in the cathedral; The mosaics;
Appendices. Volume 2 contains the architect’s life history and the
story of his architectural training and career and an index.

“Though her literary style is frequently clumsy and never

particularly good, she had the necessary facts at her disposal and
upon the whole has used them well. A more skilled biographer would
have given us more of Bentley.”

+ − Cath World 111:821 S ’20 500w

“On the technical and intellectual side, the work might have been
composed by an architect having no relation to Bentley, and this it is
which gives a special attraction to these 700 pages. There is but one
trace of feeling that might perhaps be deprecated: a certain
sensitiveness lest, in arranging for the interior completion of the
cathedral, the present or future authorities may be lacking in loyalty
to the ideals of the architect.”

+ − Sat R 129:211 F 28 ’20 1100w

“The fact that so large and so admirable a book on a modern

architect has appeared in this country is a matter for congratulation
to the author, the publishers, and the architectural profession.
Undoubtedly it was needed. One can justifiably criticize the
arrangement, for it leads to a certain amount of repetition.”

+ − Spec 124:461 Ap 3 ’20 700w

 “The account of the cathedral in this book is very full and
interesting, and illustrated with plans both final and preliminary.”

+ The Times [London] Lit Sup p739 D 11

’19 2300w

LINCOLN, ELLIOTT CURTIS. Rhymes of a

homesteader. il *$1.50 Houghton 811
20–5608

Many of these poems are in dialect, among them The varmint,

Angela, An evening with Browning, The phonograph, The game of
games and The old-timer remarks. Others, such as The sunflower
road, Montana night, Hills, Wheel tracks, Wild geese, and A song of
the wire fence, are descriptive of the wild beauty of the northwest
country. Some of the poems have appeared in Contemporary Verse,
Adventure, Overland and Sunset.

“Lack the poetic beauty of Piper on the same subject, but will have
many readers.”

+ Booklist 17:62 N ’20

“Elliott C. Lincoln deals with two types of verse, descriptive and

dialect-narrative, with rather more discrimination than Robert
Service, but by no means as much vigor. The descriptive verse is
melodious, if often conventional.”
 + Springf’d Republican p11a Jl 11 ’20
180w

“The sociologist often can learn more about America and the
American people from this homespun verse without literary
distinction than from the smooth rhymes that flow in and around the
poetry reviews. Eugene Field was the outstanding master of the
homelier craft. A successor of his, perhaps superior in wealth and
charm of diction, more direct, more sensitive, is Elliott C. Lincoln.”

+ Survey 44:351 Je 5 ’20 170w

LINCOLN, JOSEPH CROSBY (JOE

LINCOLN, pseud.). Portygee. il *$2 (2c) Appleton
20–6287

Portygee is the old Cape Cod term for foreigner expressive of both
contempt and suspicion. It is applied with all its hidden meaning to
Albert Miguel Carlos Speranza, when he comes to live with his
grandparents, old sea captain Zelotes Snow and his wife, after the
death of his father, a Spanish opera singer. The latter had eloped
with the captain’s only daughter, who had died unforgiven by the old
man. Albert, aged seventeen, fresh from a fashionable New York
school, has much to live down and to live up to in South Harniss: his
inclination to write poetry and his dislike for business, in the first
place; and his grandfather’s expectations of him in the second. Little
by little and with struggles on both sides, that endear the two leading
characters to the reader, both win out. Albert comes to occupy first
place in the old man’s heart and is no longer a Portygee, while he
gains his own ends, becomes an author, a war hero, and marries the
best girl in town.

Booklist 16:313 Je ’20

“The reader of ‘The Portygee’ will find within its pages a somewhat
conventional story, but he will find also, as in everything Mr Lincoln
has written, a sure understanding of the people of Cape Cod, and an
entertaining chronicle of its life and scenes.”

+ Boston Transcript p10 Ap 24 ’20 1500w

“Another inimitable Cape Cod story.”

+ Cleveland p71 Ag ’20 40w

“He can tell a very good story, as he does in ‘The Portygee,’ his
psychology, tho somewhat obvious, is true, but his thoroly
‘wholesome’ humor lacks the faintest alleviation of subtlety. Cape
Cod deserves a better interpreter.”

+ − Ind 103:186 Ag 14 ’20 100w

“‘The Portygee’ is a pleasant, amusing little story, which Mr

Lincoln’s admirers will no doubt greatly enjoy.”

+ N Y Times 25:219 My 2 ’20 480w

 “There is hearty fun in the book, and there is also sound
philosophy and fine Americanism.”

+ Outlook 125:281 Je 9 ’20 140w

“This book brings back the smell of the moors, the salt sea, and the
thick encompassing fogs.” Katharine Oliver

+ Pub W 97:1287 Ap 17 ’20 240w

The Times [London] Lit Sup p653 O 7
’20 60w

“A pleasant tale, which will be enjoyed by all lovers of Lincoln.”

+ Wis Lib Bul 16:126 Je ’20 80w

LINCOLN, NATALIE SUMNER. Red seal. il

*$1.75 (3c) Appleton
20–4266

A burglar forces his way into a fashionable Washington home, is

caught and taken to court where the McIntyre twins, whose house he
had entered, appear against him. His sudden death in the courtroom
demands an inquest and an autopsy, which reveal the fact that
Jimmie Turnbull, cashier of the Metropolis Trust Company, while
masquerading as a burglar, was killed by poison. His engagement to
Helen McIntyre complicates the situation. Harry Kent, lover of the
twin sister Barbara, takes up the case. Missing securities and a
mysterious envelope sealed with a red B further complicate matters.
The characters all suspect one another and the reader suspects
everyone in turn. Eventually Harry Kent solves the mystery, and the
miserable shoulders of the clever forger take the guilt of all phases of
the perplexing crime.

+ Booklist 16:245 Ap ’20

“There is nothing unusually clever in the structure of the story. By

concealing essential facts, by raising a new question with every
incident, and by answering none, the author puzzles rather than
creates suspense. The story is indeed so confusing as to be in danger
of being tiresome.” G. H. C.

− + Boston Transcript p6 Ap 28 ’20 300w

“‘The red seal’ has the great merit of being really mysterious. The
author has managed very cleverly in the way she contrives to conceal
all clues that might lead one to discover the true culprit, holding
them back until the very end. The tale moves swiftly and holds the
reader’s interest.”

+ N Y Times 25:164 Ap 11 ’20 360w

“As in so many cinema plots, everyone seems to be ready to believe

anything about anybody, to act in the most compromising manner
for apparently inadequate motives, and to prevaricate with voluble
insincerity at all times and in all places. With such allies at her
disposal, Miss Lincoln makes so formidable a defence of her mystery
that only the most experienced reader will penetrate it before the
time appointed for unveiling.”
 + The Times [London] Lit Sup p554 Ag
26 ’20 220w

[2]
LIND, WALLACE LUDWIG. Internal-
combustion engines. il $2.20 Ginn 621.43
20–6497

The author has treated of internal combustion engines, their

principles and application to automobile, aircraft, and marine
purposes. “The endeavor has been to arrange and present the subject
matter in such a manner as to bring it well within the comprehension
of the average student. For more advanced students, who have a
knowledge of thermodynamics, the writer has presented in Chapter
III the theoretical considerations of the various cycles which are
applicable to internal-combustion engines.” (Preface) There are 120
illustrations, a trouble chart and an index.

“For its purpose the book is very well suited: the theoretical work
is sufficiently elementary, and the sections describing practice,
although apparently slight, are just such as young cadets can grasp
and appreciate.”

+ Nature 106:210 O 14 ’20 180w

[2]
LINDEN, HERMAN VANDER. Belgium, the
making of a nation; tr. by Sybil Jane. (Histories of the
nations ser.) *$3.75 Oxford 949.3
(Eng ed 20–9824)
 “This volume is a translation of Professor H. vander Linden’s ‘Vue
générale de l’histoire de Belgique’ with the addition of three chapters
dealing with the history of the modern kingdom since 1831, written
specially for this English edition. The original title tells us that the
reader must not expect to find in this work more than a historical
sketch. The writer makes no higher claim for it.”—The Times
[London] Lit Sup

“Monographs are valuable if their scope be limited, but any small

volume covering centuries has the defects of its qualities. In this
instance the reader might have gained had the author limited himself
to a consideration of modern Belgium. The later chapters are richer
in individuality and indicate what the author can do in character-
sketches.”

+ − Am Hist R 26:355 Ja ’21 420w

Ath p76 Jl 16 ’20 640w
+ − Eng Hist R 35:629 O ’20 120w

“The best portions of this book are the numerous sections dealing
with the social and economical conditions and progress of the Belgic
provinces at various epochs of their chequered history. The strictly
historical narrative does not deserve the same unqualified praise.”

+ − The Times [London] Lit Sup p344 Je 3

’20 1650w

LINDERMAN, FRANK BIRD. On a passing

frontier. *$1.75 Scribner
 20–10052

“These glimpses of past or passing phases of life in Montana get a

sure grip on the reader, in spite of their sombre quality. Bad men,
bad language, and bad whisky figure prominently in the sketches, but
most of the experiences ring true.” (Outlook) “His characters run the
usual gamut of western tales, and each possesses a picturesque
individuality, correctly shaded.” (Boston Transcript)

“These sketches of the Little Rockies will rank well in the front
class of fiction.”

+ Boston Transcript p6 Jl 3 ’20 160w

“The stuff of good literature, though not in any final form, appears
in ‘On a passing frontier,’ short stories without too much art, but also
without too much decoration, which bring the Little Rockies very
near home.”

+ Nation 111:164 Ag 7 ’20 40w

+ Outlook 125:431 Je 30 ’20 70w

LINDSAY, MAUD MCKNIGHT. Bobby and the

big road. il *$1.50 (9c) Lothrop
20–26565

Bobby has always lived in the city but when he is five years old his
father and mother take him to live in a little brown house by the side
of a country road. The story tells of his little adventures while making
friends with the birds and animals and flowers. He makes other
friends too and goes to the circus and spends a happy Christmas. The
story is suitable for children who have just learned to read.

+ Booklist 16:353 Jl ’20

+ Cleveland p108 D ’20 30w

“It is meant for little folks like Bobby, but the book has a charm for
grown-up readers, too.”

+ Springf’d Republican p9a O 29 ’20 140w

LINDSAY, NICHOLAS VACHEL. Golden

whales of California; and other rhymes in the
American language. *$1.75 Macmillan 811
20–2832

In addition to the title piece this volume contains poems on Bryan,

John L. Sullivan and Roosevelt; also The Daniel jazz, Rameses II,
Kalamazoo, My fathers came from Kentucky, The empire of China is
crumbling down, and others.

Booklist 16:234 Ap ’20

 “Mr Lindsay’s verse makes a blatantly self-conscious attempt to be
primitive. His is a mannered striving to be ‘natural’—and the studio
savagery of his method would doubtless alarm a genuinely primitive
people, as it entertains a jaded coterie of the over-refined.” R. M.
Weaver

− + Bookm 51:453 Je ’20 650w

“With this volume Mr Lindsay certainly regains all he seems to

have lost in his previous collection, and he now settles permanently
in the very forefront of the half a dozen contemporary poets whose
fame will last beyond the generation in which they were born.” W. S.
B.

+ Boston Transcript p10 Ap 17 ’20 1500w

Cleveland p52 My ’20 100w

“Two impulses dominate Lindsay’s latest volume; two tendencies

that are almost opposed in mood and mechanics. Sometimes the
Jerusalem theme is uppermost; sometimes the jazz orchestration
drowns everything else. Frequently, in the more successful pieces,
there is a racy, ragtime blend of both. But a half-ethical, half-
aesthetic indecision, an inability to choose between what most
delights Lindsay and what his hearers prefer is the outstanding effect
—and defect—of his new collection.” L: Untermeyer

+ − Dial 68:789 Je ’20 1200w

“There is an impression abroad that ‘The golden whales’ falls a

little below ‘General William Booth,’ ‘The Congo,’ and ‘The Santa Fe
trail.’ It does do that; yet it stands well up among Mr Lindsay’s better
poems, which is to say, among the better poems of contemporary
America.” M. V. D.

+ Nation 110:856 Je 26 ’20 350w

“In this volume it is poems like Bryan, Bryan, Bryan, Bryan and
Kalamazoo and The golden whales and The comet of prophecy and
My lady is compared to a young tree and The statue of old Andrew
Jackson and the Roosevelt poems and the Alexander Campbell
poems which show the increasing self-possession of a singer who
really lives with wonder and abides with dreams. The fascination of
Lindsay is that this wonder and these dreams are drawn from
common American life.” F. H.

+ − New Repub 21:321 F 11 ’20 1300w

“‘The golden whales’ is a book thoroughly alive, thoroughly jolly

and thoroughly fit for chanting in typical Vachelese. His idiom, as
well as his whimsical exaggeration, roars on every page.” Clement
Wood

+ N Y Call p10 My 23 ’20 400w

“The book, taken by and large, might be a parody on Mr Lindsay,

all the Mr Lindsays.... And yet one knows very well what has
happened. The superstition has got him, the group-consciousness
has sucked him down. Mr Lindsay has listened too readily to his kind
public, his critical faculty, never strong, has been smoked and
blurred by incense.” Amy Lowell

− + N Y Times 25:251 My 16 ’20 2850w

 “In this writer there have always been two elements: the poet, and
what I shall unceremoniously, but not disrespectfully, call the
urchin.... The poet and the urchin lived apart: they could not find
each other. They have found each other, in my judgment, in the
‘Golden whales,’ and their meeting is the signal for Mr Lindsay’s
emergence into the upper air of song.” O. W. Firkins

+ Review 2:518 My 15 ’20 700w

“Many persons have become needlessly alarmed and excited over

Mr Lindsay’s importance as a poet. He is original, very original, both
in form and in substance, and he is exhilarating—if it be only the
exhilaration induced by the jingling tambourine.... The new book
shows Mr Lindsay performing at top speed—facile, self-confident,
clever, sometimes brilliant, his viewpoints as healthy and
entertaining as ever.”

+ − Springf’d Republican p6 Mr 1 ’20 480w

“Mr Lindsay’s ‘The golden whales of California’ is a

disappointment. In this volume, the exuberance of spirit seems
artificial, a mannerism; we weary of what the poet calls the ‘jazz
bird’s screech’ and ‘monkey-shines and didoes.’” E: B. Reed

− + Yale R n s 10:203 O ’20 150w

LINDSEY, BENJAMIN BARR, and

O’HIGGINS, HARVEY JERROLD. Doughboy’s
religion, and other aspects of our day. *$1.25 (8c)
Harper 940.478
 20–1683

In his introduction Harvey J. O’Higgins, giving an appreciation

and brief survey of Judge Lindsey’s career, says that it is as an
advocate of a moral alliance that he speaks in the book—“for
although the actual writing of the book has been a work of
collaboration, the message is his message and the spirit of its
utterance is, as nearly as possible, his.” This is the message: “The
Christian religion is not a religion of individual salvation and selfish
virtue. It is a religion of love and self-sacrifice and humility.” It is a
religion of doing rather than of church-going and the American
junker will have to accept it if the lessons of the war are to be fruitful
ones. The four essays of the book are: The doughboy’s religion; The
junker faith; Horses’ rights for women; A league of understanding.

Booklist 16:237 Ap ’20

“There has been so much nonsense about the religion of the

American soldier written and spoken by members of the Y. M. C. A.
that it is refreshing to hear the subject treated intelligently by a real
man. It is not strange that the famous judge of the juvenile court
should be the man to understand the doughboy as others have failed
to understand him.” G. H. C.

+ Boston Transcript p6 F 4 ’20 600w

“The publication, at this date, seems to be an afterthought.

However, the book will have some interest, since it presents the
thoughts of a man so well-known as Judge Lindsey.”
 + − Cath World 111:540 Jl ’20 140w

“These essays are thought-provoking and written with Judge

Lindsey’s usual fiery sincerity.”

+ Cleveland p42 Ap ’20 120w

“Judge Lindsey spares no one in his discussion and is judicious in

his summary of the case.”

+ Springf’d Republican p8 F 10 ’20 450w

LIPPMANN, WALTER. Liberty and the news.

*$1 (7c) Harcourt 323
20–4814

Two essays, on What modern liberty means and Liberty and the
news, are here reprinted from the Atlantic Monthly, prefaced by a
brief introductory essay on Journalism and the higher law. In the
latter the author says, “Everywhere today men are conscious that
somehow they must deal with questions more intricate than any that
church or school had prepared them to understand. Increasingly they
know that they cannot understand them if the facts are not quickly
and steadily available. Increasingly they are baffled because the facts
are not available; and they are wondering whether government by
consent can survive in a time when the manufacture of consent is an
unregulated private enterprise. For in an exact sense the present
crisis of western democracy is a crisis in journalism.” The aim of the
two main essays is “to describe the character of the problem, and to
indicate headings under which it may be found useful to look for
remedies.”

Booklist 16:263 My ’20

“Mr Lippmann’s contribution is neither a panegyric nor a tirade.

He has approached a perplexing problem in dispassionate, sane and
judicial fashion and with a beneficent purpose.” H: L. West

+ Bookm 52:116 O ’20 950w

Ind 102:370 Je 12 ’20 160w
Int J Ethics 31:115 O ’20 90w

Reviewed by H. J. Laski

Nation 110:594 My 1 ’20 480w

“Mr Walter Lippmann is one of the editors of the New Republic,

and consequently may be presumed to know all about liberty; but he
has never been a newspaper man and, while he knows a good deal
about news, most of what he knows is not true.”

− N Y Times 25:129 Mr 21 ’20 3200w

“The programme which the author proffers is a worthy one. Would

that it could be attained! Progress toward its attainment will,
however, require considerable soul-searching and inner reformation
on the part of responsible persons connected with the handling of the
news; and this is likely to require rather large drafts on the bank of
time.” W. J. Ghent

+ Review 2:571 My 29 ’20 1250w

“However much one may disagree with some of Mr Lippmann’s

statements and views, there is no doubt that he renders a public
service by directing his critical mind to the press and its influence. It
is courageous thinking of this kind that will help the public to
become more exacting in its demand on the press.”

+ − Springf’d Republican p11a Mr 21 ’20

1300w

“A calm, impersonal and general survey.” J. G. McDonald

+ Survey 44:307 My 29 ’20 320w

LISLE, CLIFTON. Diamond rock. il *$1.75 (2c)

Harcourt
20–16154

A boys’ story of the revolutionary war. The Quaker settlement in

Chester county, Pennsylvania, had been very remote from the scene
of war and had taken little interest in its progress, but with the battle
of the Brandywine in the summer of 1777, it is brought close to them.
On that very day Joe Lockhart, fishing along the creek, encounters an
attractive stranger who teaches him how to catch trout with a worm.
Later Joe and his chum, Amos Rambo, pick up a paper which shows
the stranger to have been a spy. Joe carries the evidence to
Washington’s headquarters and reports and is sent on a mission thru
the British lines. He meets the stranger again and learns that he is a
spy on the right side. Thereafter the two boys see something of all the
stirring events that follow, including the Paoli massacre.

LITCHFIELD, PAUL WEEKS. Industrial

republic. *$1 (8c) Houghton 331.1
20–10139

The booklet is a study in industrial economics by the vice-

president and factory manager of the Goodyear Tire and rubber
company. Government and management, says the author, are
synonymous terms, the one being applied to the political, the other
to the industrial world and the war has focussed attention on the
faults of both. After a brief outline of the evolution of capital and the
wage system and its present antagonism the author points out the
necessity of giving labor the control of the management of an
industry while safe-guarding the interests of capital. In illustration
he describes the Goodyear representation plan. Contents: Expansion
of political democracy; The labor-capital opposition—genesis and
growth; Present status of the labor-capital opposition; Clues to the
solution; Rights involve duties; The industrial republic; Industrial
citizenship; The Goodyear representation plan.

Booklist 17:54 N ’20

“The book should prove of real interest to social workers and to

business men. It maintains a consistent point of view throughout and
develops logically to its conclusion.” Alexander Fleisher

+ Survey 44:638 Ag 16 ’20 140w

LITERARY digest history of the world war; comp.

by Francis W. Halsey. 10v il with subscription to
Literary digest *$12 Funk 940.3
20–646

“This work covers the titanic struggle as it was fought on land, by

sea, in the air, on all fronts in all parts of the world, by the thirty
nations involved in the conflict. The first six volumes deal chiefly
with the outbreak of the war and its causes, and the long and bitter
struggle on the western front, including America’s entrance and
participation, and carrying the story down to the signing of the
armistice, the occupation of the Rhine valley, and the meeting of the
peace conference in Paris. The seventh is devoted to Russia’s share in
the war, the revolution, the Brest-Litovsk treaty, and the rule of the
Bolsheviki. In the eighth is to be found the story of the war in the
Balkans, Turkey, and Palestine, while the ninth deals with Italy’s war
effort and the story of the submarine warfare. The tenth contains the
history of sea battles and of commerce raiding, an adequate
description of the work of the Peace conference, sketches of fifty
military and political leaders, a chronology that fills forty pages, and
an index to the whole work. The volumes are all copiously
illustrated.”—N Y Times

“The internal political events in the various countries are nearly

altogether neglected, except of course the revolutions in Russia,
Germany, and Austria-Hungary. In this method of treatment there
can be only a feeble attempt to evaluate the significance of the
various factors entering into the huge conflict. The account lacks,
too, as is natural, the simple direct style of Usher’s ‘Story of the great
war.’ Nevertheless it is a comprehensive piece of work well done and
extremely well suited to the clientele to whom it is directed.” G: F.
Zook

+ − Am Hist R 25:720 Jl ’20 670w

Reviewed by W. C. Abbott

Bookm 51:115 Mr ’20 80w

N Y Evening Post p13 D 31 ’20 100w

“Mr Halsey approached his task with a true perspective and justly
saw and accurately described the part taken by each nation involved
in its due relation to the whole conflict and the final victory.”

+ N Y Times 25:172 Ap 11 ’20 1250w

“The present work is certainly full of fine material and will itself be
constantly and permanently valuable for reference and study.”

+ Outlook 123:515 D 17 ’19 200w

“In common justice to the author, we must give him praise for his
skill in so reducing, condensing, and digesting the immense mass of
material at his command as to produce a continuous and even
narrative.”

+ Review 3:424 N 3 ’20 320w