GIFT OF POMONA SCHOOLS BULLETIN No. 10 JANUARY, 1918 DEBATE QUESTIONS ON UNITED STATES HISTORY PUBLISHED EVERY TWO MONTHS BY THE POMONA CITY SCHOOL DISTRICT, AT POMONA, CALIFORNIA POMONA CITY SCHOOLS BOARD OF EDUCATION ALLEN P. NICHOLS President J. E. ADAMSON Nominated from First Ward E. J. HOFFMASTER Nominated from Second Ward J. F. LOBINGIER Nominated from Third Ward C. D. BAKER. . . .Nominated from Fourth Ward BULLETIN EDITORIAL STAFF G. VERNON BENNETT, City Superintendent and Secretary Board of Education, Editor JOSEPH PHILLIS, Associate Editor Debate Questions on U. S. History BY G. VERNON BENNETT City Superintendent of Schools, Pomona FOREWORD This short monograph forms one of a series of bul letins on the educational work being done by the schools of Pomona. Former numbers have dealt with School Finance, Vocational Guidance, the Junior High Schools, Physical Education, Food Conservation and the Junior College. Future numbers will deal with equally import ant features. G. VERNON BENNETT, City Superintendent ^of Schools. <x~ Debating as a Valuable Aid in the Teaching of American History 1. Fixing the subject-matter. 2. Arousing interest in our history and national ideals. 3. Developing habits of organized thinking, clear analysis, public speaking and effective expression. 1. Fixing the subject-matter. Facts are hard to remember unless they are related to our experience or to our present fund of information. Pupils of history say that there are so many dates, names, events and other facts that they do not know which to try to remember. Each day s lesson is such a small part of the whole subject that sight of the big move ment is lost in mastering the items of one small section. If, however, the facts of ten lessons are grouped about a question for debate, the student more easily remembers those facts. Review is recognized to be an essential part of the task of mastering a subject. This is particularly true of History. Pupils generally dislike review, perhaps because they find how little they remember of their work. Debating a question stimulates the student to muster all the facts he has once been over, to his service. Thus, associated and reviewed, he will fix the important things in his mind. Young folks like to compete. Argument is as much a competition as is a game. The give and take of debate is valuable to every person having a part in it. To succeed may not be the highest motive but in youth it certainly is the strongest motive. In order to win a debate and succeed, the pupil will endure great and long hardships. Pupils will get more knowledge in preparing arguments for a debate than in almost any other way. Through interest in his debate subject, the student will exert him self to master the facts of hisory. While working on a main theme, a boy will get much collateral information. Although he may be looking up about the Webster-Ashburton Treaty s provisions, he cannot fail to learn how treaties are made, the importance and duties of the Secretary of State, the personal equations of Webster and Ashburton, the geography of Maine, the preservation of archives, the political complexities of the Harrison-Tyler administration. If he studies the question of the purpose and efficacy of the Monroe Doctrine, he will certainly learn about the President s annual messages, the way in which such messages are prepared, the importance of the Secretary of State, the character of John Quincy Adams, the geography of America. I have tried to frame the accompanying questions for debate so that not only the big ideas of history shall stand out, but that in solving the debate problem the student will be compelled to pick up valuable collateral information. 4625 u. 4 POMONA SCHOOLS BULLETIN 2. Arousing interest in our history and national ideals. There is a need of arousing a genuine interest in American history. I find that a large number of boys and many girls dislike history. This is truer of the history of our own country than of world history. I have tried to analyze and understand this attitude. These seem to me to be the prevailing reasons: (a) History is less definite than other subjects. Arithmetic and algebra have their definite problems to be attacked. When they are solved, the pupil knows he is through. The same is true of English compo sition, of spelling, of grammar, of map work in geography, of Latin gram mar and Latin translation. Even in literature the pupil has a certain story- plot to understand, certain words to look up, figures of speech to be worked out, certain lines to be memorized, or a definite number of pages or chap ters to be read for pleasure. The pupil likes to know when he has finished preparing a lesson. History lessons seem vague, unending, unsolvable. Debate tends to centralize the attention upon a definite problem to be worked out. (b) History, it is complained, is a jumble of unrelated facts and dates, dealing, it may be, with battles and wars interminable. Debating the questions at issue in a war vitalizes and clarifies the subject. The progress of arms in the Civil War is an example. To learn of all the battles on the Richmond-Washington front with the endless rise and fall of commanding generals is a disagreeable task to pupils. But, when the youngster is placed in the President s chair with the duty of picking out the best general to lead the Union armies, he goes at the task with vim, He studies the personality of each general, considers deeply what each accomplished, weighs the worth of each, ponders upon what kind of a man is needed to win the war and what kind of campaigning is necessary to accomplish that end. He actually plans the campaigns and fights the war himself. (c) "History deals with such peculiar people so far back in the past and so unrelated to the present." Debate connects these people with our selves. When we put ourselves in their places, we find ourselves doing what they did. A court trial is of very little interest to an outsider until he puts himself in the place of the accused, or of the judge, or of the attorney, or of the witnesses. The same is true of history. Objection may be made that debate makes a person partisan rather than fair-minded. True, the participant in the debate will be somewhat partisan, but it seems to the writer that partisanship is better than lack of interest. Most of us prefer that a man be a "red-hot" Democrat rather than an indifferent, colorless, tlabby know-nothing. A noisy patriot is to be preferred to a slacker. But the benefit of debate is not all secured by the debater. Every other member of the class is a judge or juryman and will take great interest in the prob lem being worked out by the debaters. 3. Developing splendid habits. Teaching aims to develop in the student good habits. Debating develops the habit of clear analysis. One must analyze the question for debate and understand its true significance. As one reads, he examines the facts to discover their relation to the solution DEBATE QUESTIONS ON U. S. HISTORY 5 of the problem. Those that are valueless will be culled out; those that tend to prove the proposition are carefully segregated and arranged; while those that tend to disprove the proposition are examined with a view to answering them. The determining of the relation of these facts to the problem is analysis. Debating develops organized thinking. The practice of marshalling one s facts to prove a proposition or to convince an audience, must exercise one s powers of organization. One must group, co-ordinate, arrange the proofs. Synthesis is as necessary in debate as analysis. In the year s work on American History, each pupil should debate at least twenty questions. That much practice would fix the habit of masterly organi zation. Debating develops the habit of effective expression. Our thoughts are clothed in words. It is only through words and sentences and para graphs that we can think. Whether the debate is spoken or written, it must be expressed in language. To win a debate, the expression must be effective. It must convey the debater s thoughts clearly, smoothly, and with interest. This may be more in the realm of English than History, but the correlation will do not harm. Finally, debating develops the powers of public speaking. Here we get into the realm of self-possession, pleasing appearance, clear enunciation, voice culture, bodily aids toward the expression of one s thoughts and arguments, and the psychology of the mass mind. While these are but by-products of debating as an aid in teaching history, they are very valuable by-products that might conceivably lead to more practical results than the main purpose of teaching history itself. Summary. Besides other unmentioned results, we are sure that debat ing is a valuable aid in the teaching of American history in that it helps to fix in the pupil s mind the subject-matter, in that it arouses interest in our history and national ideals, and in that it develops habits of clear analysis, organized thinking, effective expression and speaking well in public. Debate Questions for All Periods OF American History RESUME OF QUESTIONS Part I. Discovery, Exploration, Settlement 25 Part II. North American Colonies as Part of British Empire 20 Part III. Independence and Union 20 Part IV. Safeguarding Our Independence 20 Part V. Westward Expansion 30 Part VI. The Slavery Question 15 Part VII. State Sovereignty 20 Part VIII. Internal Development 25 Part IX. Extending Our Influence Abroad 25 200 PART I. Discovery, Exploration, and Settlement 1. Resolved, That the American Indians came from Asia. 2 Resolved, That the Southeastern Indians were more civilized than the Iroquois 3. Resolved, That the invention of gunpowder had more to do with the discovery of America than progress in the art of navigation (compass, sea chart, and sailing against the wind). 4. Resolved, That the Renaissance had more to do with the discovery of America than the capture of Constantinople by the Turks 5. Resolved, That the personality of Columbus was a more potent cause of the discovery of America than the conditions of Europe. 6. Resolved, That the Portuguese were greater explorers than the Spaniards. 7. Resolved, That Pizarro was a greater conqueror than Cortez. 8. Resolved, That the French claims to North America (by 1600) were better than the English claims. 9. Resolved, That Sir Francis Drake was justified in his attacks upon Spanish commerce. 10. Resolved, That Raleigh s settlements in America would have been successful but for the Indians. DEBATE QUESTIONS ON U. 8. HISTORY 7 11. Resolved, That on the whole, Virginia received a better class of immigrants than Massachusetts Bay Colony. 12. Resolved, That the government established in Virginia was more democratic than that of England. 13. Resolved, That the Pilgrims would have done better if they had landed in New York (or New Jersey). 14 Resolved, That the New Englanders treated the Indians fairly. 15. Resolved, That the Massachusetts Bay settlers had greater diffi culties to overcome than the Virginians. 16. Resolved, That Roger Williams was more liberal than Anne Hutchinson 17. Resolved, That Rhode Island was geographically and historically as much a part of Massachusetts as Plymouth Colony. 18. Resolved, That it is proper to speak of Maryland as a Catholic colony. 19. Resolved, That South Carolina was better adapted to permanent settlement by whites than was North Carolina. 20. Resolved, That the Scotch deserve greater mention in Carolina history than the Huguenots. 21 Resolved, That South Carolina colony would have succeeded with out negro slavery. 22. Resolved, That the Swedish settlers were more numerous and of themselves more powerful than the Dutch colonists. 23. Resolved, That New York made more rapid progress in settle ment under the English than under the Dutch. 24. Resolved, That East Jersey should properly have been annexed to New York and West Jersey to Pennsylvania. 25. Resolved, That Penn s treatment of the Indians was of more benefit to his colony than the treatment by other settlers was to their colonies PART II. Norh American Colonies as a Part of the British Empire 26. Resolved, That greater religious toleration existed in Maryland than in Rhode Island. 27. Resolved, That Bacon s rebellion was justified. 28. Resolved, That the "Patroon" system was detrimental to New York in the 18th century. 29. Resolved, That Philadelphia s natural location is better than New York s. 30. Resolved, That life on a southern plantation was more pleasant for the planter s family than life in a wealthy New England home. 31. Resolved, That Pennsylvania was on the whole the most pros perous colony. 32. Resolved, That the Pequod War was the fault of white settlers. POMONA SCHOOLS BULLETIN 33. Resolved, That King Philip showed greater military genius than Pontiac 34. Resolved, That Andros was a worse governor than Berkeley. 35. Resolved, That Penn was a greater colonizer than Oglethorpe. 36 Resolved, That the Ulster-Scotch were better colonists than the Pennsylvania "Dutch." 37. Resolved, That England s navy prevented the American colonies from being crushed or conquered by the French or Spanish. 38. Resolved, That England treated her colonies far better than other countries treated theirs. 39. Resolved, That government in Massachusetts (or South Carolina) was more representative than in England (1770). 40. Resolved, That French colonization of the Ohio Valley would have prevented English expansion. 41. Resolved, That the English had as much right to the Ohio Valley as the French. 42. Resolved, That Wolfe was a greater general than Montcalm. 43. Resolved, That the colonies should have borne a part of the ex pense of the French and Indian War. 44. Resolved, That each colony was entitled to territory west of the Appalachians in proportion to its assistance in the war. 45. Resolved, That the back-country whites were a better class of people than the tide-water whites. PART III. Independence and Union 46. Resolved, That George III was more German than English. 47. Resolved, That George III loved his German subjects better than his American subjects. 48. Resolved, That the English people were in sympathy with the American revolutionists. 49. Resolved, That Burke s Plan would have conciliated the colonies. 50. Resolved, That the employment of German hirelings by the king was a mistake. 51. Resolved, That French aid saved the colonies from being sub dued by the King s army. 52. Resolved, That Washington was a greater general than Von Heisten. 53. Resolved, That Greene did more to help the American cause than did Lafayette. 54. Resolved, That politics in England had more to do in forcing George III to yield than American successes. 55. Resolved, That the Constitution is a greater document than the Declaration of Independence. 56. Resolved, That the President should be elected for six years instead of four. DEBATE QUESTIONS ON U. S. HISTORY 9 57. Resolved, That the large states should not have permitted the small states to have equal representation with themselves in the Senate. 58. Resolved, That a Confederation would have been better than a Union. 59. Resolved, That the Constitution should have gone into effect when as few as two states should have adopted it. 60. Resolved, That it would have been wiser not to have made the Constitutional Compromises. 61. Resolved, That the states would have soon united even if the Constitution had not been adopted. 62. Resolved, That the plan of presidential election adopted was better than direct election by the voters. 63. Resolved, That justices of the Supreme Court should be elected by Congress for a ten-year term. 64. Resolved, That the first ten amendments should have formed part of the original Constitution. 65. Resolved, That Vermont should not have been separated from New York. PART IV Safeguarding Our Independence 66. Resolved, That the national capital should have been located at New York (or Philadelphia). 67. Resolved, That Secretary Jefferson was more loyal to the new nation than Secretary Hamilton. 68. Resolved, That Washington should have ousted Jefferson from his cabinet. 69. Resolved, That Washington should have given France help. 70. Resolved, That the peace policy of President Washington invited foreign interference in our affairs. 71. Resolved, That the Southwest deserved independence. 72. Resolved, That Jay s Treaty should have been rejected by the Senate. 73. Resolved, That Washington s farewell advice to maintain strict neutrality was wise. 74. Resolved, That Jefferson s election in 1796 would have been bet ter for the country than Adams . 75. Resolved, That our war with France in Adams administration was justified. 76. Resolved, That the union of the states into one nation was the strongest safeguard of our independence. 77. Resolved, That our failure to purchase Louisiana would have brought upon us European interference with our independence. 78. Resolved, That we should have declared war on England five years before we did. 10 POMONA SCHOOLS BULLETIN 79. Resolved, That we should have maintained strict neutrality in the Napoleonic Wars. 80. Resolved, That the United States had more to fear from Napoleon than from England. 81. Resolved, That the War of 1812 helped to establish our inde pendence. 82. Resolved, That a strong national army from the close of the Revolutionary War would have strengthened our national independence. 83. Resolved, That the purchase of Florida was our only course to protect our southern boundary from European interference. 84. Resolved, That the Monroe Doctrine was necessary to safeguard our independence. 85. Resolved, That the Webster-Ashburton Treaty was fair to both parties. PART V. Westward Expansion 86. Resolved, That the natural pathway to the West was through the Blue Mountains into Kentucky and Tennessee. 87. Resolved, That our settlers in going into Kentucky and Tennessee were unfair to the Indians. 88. Resolved, That the settlers of Kentucky and Tennessee were hardier than those to the north of the Ohio. 89. Resolved, That land speculation in the Ohio country helped mater ially to develop settlement. 90. Resolved, That the exclusion of slavery from the Northwest Terri tory favored rapid and permanent settlement. 91. Resolved, That the admission of Kentucky and Tennessee to the Union of States stimulated settlement in the West. 92. Resolved, That the Indians of the Ohio country were a greater obstacle to settlement than those of Kenucky and Tennessee. 93. Resolved, That forest land was more desirable than prairie land. 94. Resolved, That the backwoods produced a more virile class of men than the tidewater states. 95. Resolved, That the steamboat has aided more in the settlement of our country than the railroad. 96. Resolved, That the Indians of Georgia were, on the whole, fairly treated by the nation. 97. Resolved, That the Gulf States would have been settled by whites without slaves. 98. Resolved, That we were entitled to navigation of the Mississippi River, before the purchase of Louisiana. 99. Resolved, That the Louisiana purchase was in violation of the Consitution. 100. Resolved, That the Louisiana country would have been settled by Americans even if it had not been purchased. DEBATE QUESTIONS ON D. S. HISTORY 11 101. Resolved, That the Great American .Desert existed only in imagination. 102. Resolved, That the staking off of the great plains as an Indian country retarded the settlement of the West. 103. Resolved, That the Oregon Trail was a more important highway than the Santa Fe Trail. 104. Resolved, That the Mormons selected the best place for a settle ment. 105. Resolved, That the United States did right in compromising the Oregon Question with England. 106. Resolved, That the Columbia River Indians were as intelligent as the Sioux. 107. Resolved, That Americans settled in Texas were justified in securing the independence of Texas. 108. Resolved, That the annexation of Texas by our country was unfair to Mexico. 109. Resolved, That the United States were unfair in compelling Mexico to cede the New Mexico-California territory to us at the close of the Mexican War. 110. Resolved, That the New Mexico-California country would have been settled by Americans even if it had remained a part of Mexico. 111. Resolved, That the discovery of gold in California was on the whole promotive of permanent settlement of the Pacific Coast. 112. Resolved, That the Colorado mines attracted more people than the California mines. 113. Resolved, That the Gadsden Purchase was of as great value as Porto Rico. 114. Resolved, That Denver is destined to be a larger city than Seattle (or Portland, or Los Angeles). 115. Resolved, That Salt Lake City is destined to be a larger oity than Spokane. PART VI. The Slavery Question 116. Resolved, That the free states in the Constitutional Convention should have held out for the non-importation of slaves. 117. Resolved, That the "three-fifths" clause was unfair to the free states. 118. Resolved, That the Gulf States would have been as successfully developed without slavery as with it. 119. Resolved, That slavery was an economic necessity in the South. 120. Resolved, That slavery would have died out in the South if the cotton-gin had not been invented. 121. Resolved, That the Missouri Compromise was fair to both sides. 122. Resolved, That the alternate admission of slave and free states 12 POMONA SCHOOLS BULLETIN war fair to both sides. 123. Resolved, That the Compromise of 1850 was fair to both sides. 124. Resolved, That the Kansas-Nebraska bill was fair to the free states. 125. Resolved, That the Wilmot Proviso was fair to the slave holders interests. 126. Resolved, That the Dred Scott Decision injured the cause of slavery. 127. Resolved, That the "Underground Railway" system was a fair way of fighting the slavery cause. 128. Resolved, That the winning of Kansas by the slave holder settlers would have given the slave states such control as would have pre vented the Civil War. 129. Resolved, That the Emancipation Proclamation was justified. 130. Resolved, That the best interests of the negroes are conserved by allowing the Southerners to settle their own problems. PART VII. State Sovereignty 131. Resolved, That Chief Justice Marshall s interpretation of the Constitution strengthened the Union. 132. Resolved, That Jefferson s opposition to Marshall laid the founda tion for the long and bitter struggle over state sovereignty. 133. Resolved, That the Democrats were inconsistent in opposing Marshall and the Hartford Convention. 133. Resolved, That the Virginia and Kentucky Resolutions were more opposed to the supremacy of the United States Government than the Hartford Convention. 135. Resolved, That Nullification in South Carolina was more opposed to United States supremacy than the Hartford Convention. 136. Resolved, That the Dred Scott Decision was virtually a blow at State Rights. 137. Resolved, That the Southern States favored national supremacy when they had control of the national government and state supremacy when they did not have control of the national goverment. 138. Resolved, That the Northern States favored national supremacy when they had control of the national government and state supremacy when they did not have control of the national government. 139. Resolved, That the secession of South Carolina should have been suppressed by President Buchanan. 140. Resolved, That Lincoln followed Buchanan s policy of waiting, for several weeks after he became President. 141. Resolved, That Tennessee s secession act was brought about by- fraud. 142. Resolved, That Georgia s secession act was not really represent ative of the wishes of the majority of her citizens. DEBATE QUESTIONS ON U. S. HISTORY 13 143. Resolved, That Grant s plan of dividing the Confederacy and conquering the western sections first should have been adopted and pressed with all the power of the Union from the very beginning. 144. Resolved, That the blockade crippled the power of the Confed eracy more than the military attacks by the Union forces. 145. Resolved, That, from what we know now, Grant s war of atri- tion in Virginia was unnecessary. 146. Resolved, That the seceded states were never out of the Union. 147. Resolved, That a state s power to withdraw from the Union was acknowledged by Congress when it re-admitted the seceded states. 148. Resolved, That the Union would quickly go to pieces if a state had the right to secede. 149. Resolved, That it is best for all Americans to have an indivisible union. 150. Resolved, That the question of state sovereignty was settled by the Civil War. PART VIII. Internal Development 151. Resolved, That the liberation of the slaves was to the best interests of the South. 152. Resolved, That the coal of Pennsylvania has stimulated manu facturing more than the water power of New England. 153. Resolved, That large factories have been a benefit to manufac turing communities in the North. 154. Resolved, That our railroads give better service than do those of Germany. 155. Resolved, That our Government s gifts of land to railroad com panies have been justified. 156. Resolved, That the growth of trunk lines has been u> the best interests of patrons of the railroads. 157. Resolved, That the high protective tariffs have been beneficial to the people since the Civil War. 159. Resolved, That the Payne-Aldrich Tariff was more protective than the McKinley Tariff. 160. Resolved, That the Democratic Income Tax is more desirable than the Republican high tariffs. 161. Resolved, That the demonetization of silver in 1873 was bad for the country. 162. Resolved, That the inflation of the currency by the free coinage of silver in 1896 would have settled our money troubles. 163. Resolved, That a single gold standard was better than a double standard at the fixed ratio of 16 to 1. 164. Resolved, That our National Bank System was better than the old United States Bank System. 165. Resolved, That our Federal Reserve System is a satisfactory solution of our banking troubles. 14 POMONA SCHOOLS BULLETIN 166. Resolved, That "trust busting" satisfactorily solved our trust and monopoly questions. 167. Resolved, That our large cities in the last quarter of the 19th century were worse governed than European cities. 168. Resolved, That the Commission form of government for large cities is better than the City Council system. 169. Resolved, That the City Manager system has proven better than the Commission system. 170. Resolved, That the Government railways in Alaska will bring about the settlement of that territory. 171. Resolved, That our national resources would be developed if they were owned by the Government and leased to private parties. 172. Resolved, That Alaska is a more valuable territory than Hawaii. 173. Resolved, That the Philippines are adapted to settlement by white people. 174. Resolved, That one-third of the money used for conducting high schools should be spent in maintaining industrial education. 175. Resolved, That agriculture is of greater economic value than all our other industries combined. PART IX. Extending Our Influence Abroad 176. Resolved, That our annexation of Hawaii was for the best inter ests of the Kanakas. 177. Resolved, That we were justified in going to war with Spain. 178. Resolved, That we should have annexed Cuba. 179. Resolved, That our setting up Cuba has reacted favorably upon us. 180. Resolved, That we have dealt fairly with the Porto Ricans. 181. Resolved, That we should have given the Philippines independ ence under rulership of Aguinaldo. 182. Resolved, That we should guarantee the independence of the Philippines. 183. Resolved, That the Philippines are a source of trouble for our country. 184. Resolved, That we have moved too rapidly in extending self- government to the Philippines. 185. Resolved, That China should have been parcelled out to the nations suppressing the Boxer uprising. 186. Resolved, That our influence in the Boxer settlement has reacted favorably upon China. 187. Resolved, That our building the Panama Canal has benefited the nations of America. r DEBATE QUESTIONS ON U. S. HISTORY 15 188. Resolved, That the recognition of the independence of Panama was fair to Colombia. 189. Resolved, That the Pan-American Bureau is of benefit to our interests in South America. 190. Resolved, That our policy toward Mexico has helped her estab lish a stable democracy. 191. Resolved, That President Wilson should have occupied and paci fied Northern Mexico. 192. Resolved, That Germany s violation of the independence of Bel gium should have caused us to declare war against the aggressor. 193. Resolved, That the violation by Germany of our rights as neutrals was a sufficient cause for our declaring war. 194. Resolved, That Germany s inhuman treatment of innocent per sons during the war is sufficient reason for us to join the Allies agaist her. 195. Resolved, That we are in this war to make the world safe for democracy. 196. Resolved, That England is as democratic as the United States. 197. Resolved, That France is as democratic as the United States. 198. Resolved, That we should fight until Prussian kaiserism and militarism are no more. 199. Resolved, That the Allies should plan to cut off piece by piece the weaker parts of the German allied territory. 200. Resolved, That a Prussianized Mittel-Europa would be a certain menace to the peace and democracy of the United States. POMONA SCHOOLS BULLETINS No. Date Title Price 1 July 1, 1916 Primer of School Finance lOc By G. Vernon Bennett 2 Sept. 1, 1916 Catalogue and Courses of Study, Pomona Schools 3 Nov. 1, 1916 Directory Pomona Schools 4 Jan. 1, 1917 Announcements Pomona Junior College 5 March 1, 1917 Vocational Guidance in Pomona lOc By L. W. Bartlett 6 May 1, 1917 Pomona Vacation School 7 July 1, 1917 Physical Training Courses in Pomona lOc By Miss Elma Smith 8 Sept. 1, 1917 Pomona Junior High Schools 9 Nov. 1, 1917 Directory of Teachers, etc. 10 Jan. 1, 1918 Debate Questions on U. S. History lOc By G Vernon Bennett 11 March 1, 1918 Self-Directed Kindergartens in Pomona lOc By Clara 8. Brown 12 May 1, 1918 Citrus Industry of California lOc By L. W. Bartlett 13 July 1, 1918 Recipes for War Conservation lOc By Minnie A. Porter 14 DAY USE RETURN TO DESK FROM WHICH BORROWS! LOAN DEPT. This book is due on the last date stamped below, or on the date to which renewed. Renewed books are subject to immediate recall. >UibA2 LIBRARY US4 JUJG-I2 LD 21A-50w-12, 60 (B6<221slO)476B General Library University of California Berkeley d Bros. Makers Syracuse, N. V. - JAN. 21, 1908 YU botuu 462561 " UNIVERSITY OF CALIFORNIA LIBRARY