A School History of the Great War eBook

This eBook from the Gutenberg Project consists of approximately 164 pages of information about A School History of the Great War.
SUGGESTIONS FOR STUDY.—­1.  What is the meaning of camouflage? of smoke screen?  What is a convoy? 2.  On a map of the Western Front locate the five great German drives of 1918, numbering them from one to five. 3.  On a physical map of the Balkan peninsula find the only good land route from the Danube to Constantinople, with its branch to Salonica. 4.  Collect pictures showing American soldiers in camps; going to France; and in France. 5.  What were the objects of the 1918 offensive of the Germans? 6.  In what way did the American troops help besides increasing the number of soldiers fighting the Germans? 7.  What is the present condition of the western provinces of Russia? 8.  What was the first important battle in which many American troops were engaged? 9.  Why was the St. Mihiel salient important:  (a) for the Germans to hold; (b) for the Allies and the United States to win? 10.  Explain the importance of Bulgaria’s surrender.
REFERENCES.—­War Cyclopedia (C.P.I.); The Study of the Great War (C.P.I.); McKinley, Collected Materials for the Study of the War; The Correspondence between the Bolsheviki and the German Government (C.P.I.); National School Service, Vol.  I (C.P.I.).


[5] After driving the Russians out of Asia Minor and taking the districts ceded to Turkey, the Turkish forces went on and seized nearly all of the southern Caucasus before October, 1918.



PART OF THE NAVY SENT TO EUROPE.—­One of the first things done after our entrance into the war was to send a considerable part of our navy to Europe, not only battleships to augment the fleet that was holding the German navy in check, but also a number of swift torpedo boats and destroyers to aid in reducing the menace from submarines.  Huge appropriations were made by Congress for the purpose of increasing the number of lighter craft in the navy.  Particularly efficient submarine chasers were developed, called “Eagles,” which, by being made all alike, could be quickly produced in great numbers.

RAISING THE ARMY.—­Great numbers of young men at once enlisted in various branches of the service.  Profiting, however, by the experience of Great Britain, the government determined on conscription as a more democratic method of raising an army.  A draft law was passed providing for the enrollment of all men between the ages of twenty-one and thirty-one.  These were examined and classified, and from time to time large groups were sent to camps to be trained.  Each of these camps can take care of approximately fifty thousand soldiers.  Under a later draft law passed in 1918, the age limits for enrolling men were extended to include those from eighteen to forty-five.

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A School History of the Great War from Project Gutenberg. Public domain.
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