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This paper investigates the potential electronic textbooks (e‐textbooks) have to augment the learning and education of children.

The study consisted of a total of 60 pupils, split into five groups of 12 participants (six boys and six girls). Each of the five groups were in turn split into two sub‐groups of six (three boys and three girls): one sub‐group used the printed textbook, while the other used a CD‐ROM on a laptop computer. The pupils completed a group test and an individual multiple choice test on information found in the textbooks.

The study showed that the e‐textbook was widely accepted by the participants, and motivated group participation. Those using the e‐textbook achieved significantly higher test results on average in the group test. Higher (but not significant) average results were achieved by e‐textbook users in the individual test.

An acknowledged limitation of the study is that the textbooks used for the study were not identical in content. They were equivalent according to subject and recommended age range, but did not contain specifically the same information. Further studies would benefit from making use of an electronic version which is identical, or more similar, to a printed textbook. It would also be worthwhile to investigate the effects of long‐term use once the novelty value of the electronic book has subsided.

The paper aims to fill the gap in the original literature on the subject of how children relate to and learn from electronic textbooks. The research is of particular interest to teachers, librarians and parents.

The purpose of this paper is to restore the history of internationalism to our understanding of the legacy of the First World War, and the role of universities in that past. It begins by emphasising the war’s twin legacy, namely, the twin principles of the peace: national self-determination and the League of Nations.

It focuses on the intersecting significance and meaning attributed to the related terms patriotism and humanity, nationalism and internationalism, during the war and after. A key focus is the memorialization of Edith Cavell, and the role of men and women in supporting a League of Nations.

The author finds that contrary to conventional historical opinion, internationalism was as significant as nationalism during the war and after, thanks to the influence and ideas of men and women connected through university networks.

The author’s argument is based on an examination of British imperial sources in particular.

The implications of this argument are that historians need to recover the international past in histories of nationalism.