440 Revietvs of Books But the query recurs constantly, have not the poHtical and constitu- tional problems been slighted and the educational and religious influences been minimized? Discussions on such topics are, at times, so condensed that it is questionable whether pupils in the elementary schools would be able to understand their significance. No adequate understanding of the work of the Constitutional Convention can be acquired unless there is some attempt to define the compromises and .the necessity for them. Other features of the Northwest Ordinance besides the exclusion of slavery are worthy of mention. The annexation of Texas is made the sole cause for the Mexican War (p. 275). Such a statement as the following, without explanation, would better be omitted : " The Electoral Count Act (1887) provides for such details of counting the electoral votes as are not named in the Constitution " (p. 365). The actual errors of statement are few in number. Hamilton's plan of government is made quite as conspicuous as the New Jersey plan (p. 183). It is not in keeping with the fact to state that "The four plans" (Virginia, South Carolina, New Jersey, and Hamilton's) "were thoroughly discussed. The convention discarded Hamilton's and New Jersey's plans and eventually accepted the best features of the other two plans." Thirty-nine delegates signed the Constitution ; and we now know that, of the thirteen members who were absent, only four absolutely opposed the work of the Convention (p. 184). Pinckney's " No, no, no, not a six-pence ! " is still made to read " Millions for defense", etc. (p. 203). No doubt is expressed about the saving of Oregon by Marcus Whitman (p. 267). The langiiage is suit- able to pupils for whom the book is intended. The " Pronouncing List of Proper Names " (appendix, pp. 46-48) will be found serviceable. Much more might have been done in the selection of books which would be appropriate for collateral reading and for reference. Ban- croft's History of the United States, constantly cited for the history of the colonies, is of little value to grammar-school pupils. There would be but slight appreciation, also, for such reference books as Fiske's Critical Period, Winsor's Narrative and Critical History, Palfrey's New England, and Stephens's War between the States. This text, on account of the wealth of excellent illustrative material and because of certain suggestive chapters, such as " A Period of In- dustrial Growth, 1789-1840", "Industrial Progress, 1 845- 1 860 ", "In- dustrial Development and Economic Problems ", and " Recent Events ". might well be used by pupils as a supplementary text. J.MES A. J.MES.
