BULLETIN 
OF THE 

UNIVERSITY OF TEXAS 
1915: No. 56 
OCTOBER 5 1915 
Suggestions for the Teaching of 
HISTORY AND CIVICS IN THE HIGH SCHOOL 

BY 
The School of History of 
The University of Texas 


Published by the University six times a month and entered as second-class matter at the postofiice at 
AUSTIN, TEXAS 
The benefits of education and of ueful knowledge, generally di1Tused through a community, are essential to the preservation of a tree gov­ernment. 
Sam Houston. 
Cultivated mind is the guardian genius of democracy. . . . It is the only dictator that freemen acknowl­edge and the only security that free­men desire. 
Mirabeau B. Lamar. 
PREFACE 
The material contained in this bulletin is largely a reprint of a bulletin of the same title written by Mr. A. C. Krey (formerly of the University of 'l'exas). As the supply of the original bulletin was exhausted it became necessary to provide a new bulletin. This was done by revising the old bulletin. The work of revision was done by various members of the faculty of the School of History. The extensive bibliography included in the new bulletin is largely the work of Mr. Herbert Keller (formerly of the University of Texas) . 

SUGGBS'l'IONS FOR 'l'llE TEACHING OF HISTORY AND CIVICS JN TII 1..; HIGH SCHOOL 
The Jligh 8clrn11l (.'01wsr.-\Vherc only two years arc given in history in the high sd10ol, it is thought that thoi:w years should he given 1o CP1H•1·al Tl isto1·:· ( ;\rn·ie111· ;rnd l\k<1irval an<l l\fockrn ). When a 1hircl ('011rse is :Hl<le<l, it shonl<l h1~ devoted to t:nikd States llisto1·.1· or to a co111bination of trnikd Stntc's History mid Civic:s, th1· history hci11g gi\'l•n in tlw first half with the ei\'i1·s in the secnn1l half nC tlw )'<'Hr. Engl ish Jlistor.v should IH' tlw h .;;1 subjcrt ndd1·d to th1• histor.1· 1·111Ti<'ulnm, ln1t the coiirsc should then l1r 1·<><tdji1s1('tl so ihnt i1 rn;1,v pn•e1'1lc rnitcd St;il ··
" Tlis­tory.1 
Tli c ]) 11/,y o/ /Ji , liislor!J Til/cher lo the !Uqh S ('hou!.--Th1! 
prnhl<•nt of 11·;11'ltin!.!· hisiol':V in t hi' 1 1 i~.d1 sc·hool is iwt n101H' 1111 1: 
ol' 1111·<•t il!g· n••111in•111Pnts fo1· ;1llili:11 io11 wiih the SL;1h! IJni'd!l'­sity. 'l'lw first d1 J1.1· of tile l1ig]1 S<"hool tc:1<"her is to the rn:ijor ity of ill (' sf11ll1 •11 f'.'i . ff this olili_gatinn is foll.v <fo;<•ha r~ <'d tlt<·n· \'all lie liHk q11psti1:11 of 11ffili;itio11 1rith lh<' l 'nivcrsit.1·, l'or t11at 1\·ill c ~o111c• ;:s a. rnatl<'l' of eou r-.sc•. In vic•11· of tlw fad tlwt 11 111ajori t.Y of ih1• lii,(!"11 .<.;d100! st1Hknts n<!Y<'l' µo to colleg1·, 1 111~ task is r11th('r 0111• of <·q11ippin g· tli1'11t 11·itlt 11 <'<'l'htin ;1mo1111t of train in.!! \\ hi <'lt 1\·il I li0 of cl i!Ti'! hrrw fi t to t h1'lll in 1rn<ir1·shrn L1 ­inp: an<1 !ll('l'ti11.'.'' the• prillilrni:.; ol' d;1ily lifr. l ·mlcr tltt'S\' <•.ir­1·11mst1rn<·<•s, it is lli'<'<'ss;11·.\-to th1·011· fhc pnrils into <'Olltfwt with pl'ohle111s 11·hi1·h th r.\· 1:1i~~ht ot hc'1·11·isc' lwti <'r athtl'k at n lnt<>1· <J;ilc'. Tl1is is an 11nfol't1rn111 <' sit11nlion. htit. nritlwr 11nivcrsit.1· 1101· hi.Q·h school .. nn ig1101·1· it. Thc p111ilil' 1rl'lfn1·e d<'nlmHls n ht'art.v 1·0­op<'t'<il it:n hf't.1rc<'ll ho th insti111lions in ordc·1· to ar.<•ompfo.;h ns 11111d1 ;1s possible· fo1· tfw hiµJ1 s(·hool student. 
Tli n .lim of !li r: 1'0at li cr.-H the h'a<'.her ('an sn>· nt the rm! of fo111· :·1·ar-.; that his stmlrnts arn :1hle to think intc,llig·cntly con­rr,rni11g· the· fads of ordinnry lifr. his dnty has hem fairly clone. To tlo this th(' st11d('nt onght to b<' nhlc to read ~my ordinary rr<'­onl of <·omrn<111 t>\"<'11ts in sneh a \\'ay as to 11rnl<•rstand what the 
'The followin µ: units may be offered for affilia tion in the Univer ­sity: Ancient History, 1 unit; Medieval and Modern History, l unit; English History, 1 unit; American History, % or 1 unit; Civics , 1/z unit. But no morP than four units may be counted in History and Civi("S combined. 
writer really intended to convey. He ought to be able to ap­proach a public problem with an historical desire to know the truth, to apply to it all reasonable points of view, and to come to an independent conclusion based upon earnest conviction. This is an aim. To expect its complete attainment from an immature high school graduate is scarcely wise. Yet, though he cannot reach this goal nntil he is more mature, he can and ought to he firmly trained in t'his direction. Ile can be made familiar with the elementary steps of the journey, and can even be led a re­spectable distance along the right path. It is his joumey, hut the teacher must start him on it. This should be the conscious 
aim of the teacher from the first year throngh the last. 
.:hds to the T e-acher.-'l.'he main aids to the teacher consist, of course, in his training and personality. The teacher who is lib­erally supplied with these will not find it difficult to put into practice such of the suggestions embodied in this bulletin as com­mend themsdves to him-he will probably improve on them. One who laclrn these elements will find it most profitable to try to make up at least the want of training, and to follow as many of these suggestions as possible. In the meantime there arc some books on the teaching· of history which will be found very help­ful. The best are: 
Committee of Seven, History in the Schools. J[acmillan 'com­pany, 1904.-This little book, whieh embodies the report of a committee of the American Historical Association, represents the opinions of the authorities in the field, and ought to be a part of every history teacher's equipment. It can be ohtaincd from the publishers for 50 cents. 
Committee of Five, History in the Schools. Macmillan Com­pany, 1910.-Like the preceding, this is the report of a commit­tee of the American Historical Association, and is intended to consider questions which have arisen since the earlier report was issued. It is mainly useful in calling the enrnest attention of teachers to the relation of the various history {;Ourses in sec­ondary schools to each other. It can be obtained from the pub­lishers for 25 cents. 
Bourne, H. E., The Teaching of History and Civics in the Ele­mentary and Se.c.ondary Schools. T1ongmans, Green and Com­pany, 1910.-This is probably the most serviceable wo.rk on the 
]1t ·da~11l!·,\· ,,r liistor.\· \1·lti('h has tlrns far app<'are<l. The Jatesl <·dit i1n1 11!1111 ) is 11p-1o-dn1 <' and 1·1·Pt',1· t1·adH•r· ought to hnvc a L·opy. It !-'.il'<·s n hihlio.!!l'<iJd1.1· of ollil'I' 11·orks of' advantage to tlw 1('ndt('l'­
Th1 !f isl111'.1J '/'('({c'11·rs ' J/11r;azi11r.---This 111011tltly publication has IH·1·11 issu<•d h.1· the ;\Jl'l\i11l1·~-l'11hl isliing· Company since Septv111l•('r, 1!)( ! ~1. ~\n iiwn·nsing· <kfic it fol'l" 'd 11it>m to disc·on­timH· ir i1•rnporn1·il,\· 11·i1h the St•p1t'lllhcr iss11<· of 1!l11, lrnt the ~\1n1·ric·; 11J I I istol'i('al "\ssoc·i;ll ion. at its Cltrislrnas 11H•di 11.!..!·, <lr­(•id<·d lll l!'Hlll'<lll(<'t' its f11rllt<•J' ]lllhliC';\lion, ill YiP11· of the genera! ,-.;ati."f; 1<··, i1in 1rhi1·h it ga1·,, tn lii.'il<H',V l<'<whers. ]f the fornwr polil' _1· of taking i1p s]ll•1·iffr pl'oi>lt·111s <L'-' 1rt'a.ted by tea('hers of I'('('i>l!lliz1·d ahilif.1· ;111tl lm1~,. e:q>rr i<'lll'<' is ('Ontinned, it· will be morr· 1! 1::11 11·<ll'ilt ii.-; pri('(' to <·1·1·1-.1· t<•;whc1· nf history. The fon1 1
·1· pri"'' 1r:is :j;l.00 p('t' ~-i·ar hy suhseription, n11d this pri1·(• is <·11·11tinuPd lo 1111•mlwr..,, of TPnel1r1·s' ;\ sso1·i<lt'ions. 
'i'Ju 'l'1.ras !lislol'.IJ Trn chc1"s' Bu/./di11.-'.L'hi:-; pnbli<:ation, is­su<'d in \'O\'<'llihcr, }'<'i>rum·y mid '.\L1y, is U11· org;m of <'X pt'(•ssion of th1· 11ist1Jl',\' f('<ll'hvl's of 'J'Pxas. Expc·riPJH't'S and id1·als, s11!-'.·­'.:!·rs1ions. 1·l'iti('isllls <111d (jllt'"tions. l>ihlio.!..!Tapl1i <•s, book rPvi < ~1rs :mcl s1111rc.. · '-'Pl1·vl ions. Jl('l',;nnal itcn1s, <ind i<H-;1] 11r.1rs <·on<:erninl! edw·ationnl rnattl'.;·s in gp11c1-;1J arc sorne of 1h<· subjects tlrnl app1·nr in this ht1lkti11. It is p11hlishe<l h:· ilw Fnivcrsity of T1·x;1:-and (•;111 l>(' ohh1i11<'(L togcth<'J' \\'ith all ba('k n11mbe1'.<:; rx­('('Jll ing :\'o. 1. of Vohtrn<· T. fr1·c of <·lwrge. 1>1-. -:\Iilton lL <1 111sch. l '11i\'l•rsity of Tc>xns, l\l'an aging Editor. 
( )t h1·r works of possible ;1drn ntagc arc: Ilinsdal(~ . llo1!' lo Sindy and Tcacl1 J[islory, .\ppl don, 1804 ; ?\lace, .llt: l hod in !Iis­iury. ninn nnd Company, 1S!l7; ?ll<·?.fn1·1·ay, S ;1rri:al j)fr!lhod in 1/is!ury. ?.I:nemillnn, 1910. 
'f'h l f'l1m ol This B·11lldi11.-'l'hc suggestions 11·hic-h follow are !-'.TOllped under t1w titles, Text, 1\ 1-1sigrnncnt. of Jicsson. Outline. Chn•nology. Ceography, Jll11strativc~ l\fate l'i al, l Iistorical :B'ic­tion. tlw So111'<'L! Method, the l1ihn11·y l'l'Ohlem, and the Topic. ~\ll have been drawu from ihe actual practice in secondary schools of this and other stat.c>s and fhn ntm.ost suggested under any of these titles is being actnally accompl ishcd by sonic high schools of our o\\'n state. l1ocnl exigeneies, such as inadcqunte library far,ilities, s traitened finances, and the ahsrnec of illustra­
tive material, as well as lack of training, will make it difficult for some teachers to adopt all of the suggestions here laid down. The first three subjects, however, on the text-book, assignment of lesson, and the outline, are so important that they ought to be followed by every school. Chronology and geography are also very important elements, and it is hoped that the teacher may be aided by the paragraphs on those subjects. Illustrative ma­terial and historical fiction assist the teacher in his execution of the rontinc work, and the value of the present suggestions will depend Iari.tely upon the resonrees available in each school. Those on the library problem onght to be helpful to every teache1· -more where there are no reference books, less where there is al­ready a well stocked library. Snccessfnl nse of the so1w:e­method requires a considerable degTec of historical preparation in the teacher. and the remarks on that subject are directed, pri­marily, to such teachers as have this. The discussion of the topic snggests a desirn blc aim which the better equipped schools nre actnall;v realizin:r, lmt sehools which lack many of the facil­ities will have to satisfy themselves with less. Something, how­ever, in this direetion ean nnc1 ong·ht to be done by all the schools. 
TEXTS 
The choiec of the proper text-book is one of the most irnpot'tant elements in tlle conrse. There are quite a number of texts in each field which are quite !Satisfactory in general, but even among these there is a \ride choice to be made by the individnal teache1·. The previons prepnration of the st11tlents, the presence or absence of aclerpiate library allll illustrative facilities, and the special preparation of the teacher arc considerations which ought to weigh heavily in the final selection. Whereas little more thnn a dry outline of importflnt facts mig·ht. do very well in one placo. with a certain teacher, <mother might require a text heavily laden with illustrations and fascinating phraseology. It is therefore well for the teacher to consider all the factors carefully, and, after looking over all the usable texts, to select the most suit­able. 
Among the books which are nsed with more or less satisfac­
tion by competent teachers are the following: 
(a) For Ancient Hist01·y: Botsford, A H1'story of the Anrirnt 
World (The Macmillan Company), 1911; Morey, Outlines' of 2ln­eient History (American Book Company); Myers, Ancient His­tory; Revised (Ginn and Company); West, Ancient History (Allyn and Bacon); Westerman, W. L.; The Story of the An­cient NtJ,tions (Appleton). Robertson, J. H., and Breasted, J. H ., Outline for Ew·opean History, Part I (Ginn). W ebster, H., .tncicnt History (Heath). 
(b) 
For Medieval and Modern History: Harding, Essen­t-ials of Medieval and Modern History (American Book Com­pany); Munro and Whitcomb, Medieval and Modern History (Appleton) ; Myers, Medieval and Modern. History, Revised (Ginn and Company); Robinson, History of W estern Europe (Ginn and Company) ; West, Medieval and Modern History (Allyn and Bacon). 

(c) 
For English History: Cheyney, A Short Ilistory of England (Ginn and Company); Andrews, A History of Eng­land (Allyn and Bacon). J,arson, History of England and the RnJish Empire (D. C. Heath ) . 


(d ) For American History. it is more difficult. to find a sat­isfactory treatment. The avnilablc texts for high schools arc generally marked by one of three defects: inaccuracy, want of proper proportion and organir,ation, and sectional prcjndicc. Some that are, on tl1c whole, and with these reservations, most available are Adams and Trent's Histon; of the United Rt ates, .fohnston 's Thn United States; Its History a·nd Constitution, and Hart's Essentials of rlme1·ican Jlistory. 
ASSIGNMENT OF LESSON 
i\l:m>· teachers just beginning their work find this one of 1 hl'i r ehiC'f problems. With first year students it is very profit­;ilile to drvotc ns mnch as ten, or even fifteen, minntes to the n>:sigmn<'n1 of the next lesson. The teacher onght to rxplc1in an~' <liffi(•11 It pnssag<'S, point ont what is to he cmphnsizccl and "''hat may hr. omiH<'d, pronounre difficnlt nnnH's, and make elcar whnt plnees <1re to be Joeatcd on mnps by the students. Such (·onsiclcrntion n.snally saves mnch time on the pa1't of the stn­d<'nt:s. ;rnc1 is th<~ m<'irns of avoiding· nurnerons nnnr.r:r.s."nry mis­takes. Jn tlw ('Onrs<' of the explanntion the teacher ought to snggc.st (]uestions \\'hi:-11 will involve not mere repetition of the words of the texts, but irnli\·idual thought. This will help greatly in giving the students the proper idea that their course in his­tory is not only reading", hut actual stndy of the past. Some teachers make su<'h q1ll'slion a rcgnlat· pat't of the day's work and place the questions on the blackhoard, so that the students may copy them into note-books. But always, especially in the first year, the assignmt>nt ought to he both clea1· and definite, not only as to what the students shall study, but also what they shall omit. In the more adrnnced work less indnlgenee ought to be practiced, so as to cultirnte a certain amount of initiative on the part of the students. By the senior year, little more than a definite assig·nment of the subject of the next lesson, without much explanation, onght to be sufficient, hut this state of inclc­pendrnee shonld lw the frnit of grndnal training. 
THE OU'l'LTNl·; 
Its Tmportaiu:e to the 1'1.'.acher.-In the fin;t place, it can­not be too emphati1·al ly stated that 1m ontline is indispensablr to the teacher. ( :ood tcaelwn; of history toclay tlo not think of nndcl'taking-th1• yc11l' 's \\'Ol'k without having pn•pat'•'tl a com­plete ontline of tlw whole co11rsc-not only of tlw text-book. but of all the auxiliar.v mll'k as \•;ell. Jn this \Yay tlw task h<'· comes a unified devdoprnPnt in \\'hich (:ach rel:itation is a defi ­nite step, insten<l of orn~ of a series of llisjointed entities which may hrnd teacher ;rnd elnss. at tlw (•fld of Hw yrar, a whole ce11­tury behind their point of tlt>stination. It c·nahles the teacher to meet unforesren delays h~' hastening· ovt>r some less important matter, or to ;1dnpt hirns1~ lf to nnl'xpcdcd pl'OgTess of the class by working rnorc intensply on SOllH' impnl'J:ant period. With such an outline rarefully prqrnrrd. English history will ex­tend from the earliPst times to the vet'~' 1n·esP11t: modern his­tory ·will not ernl "·ith ::\apoleon, and the shidcnt ,,·ill learn. in American histnr.v, that the evl~ nt<> of tlw past ;11·c tlw <lircet exp]nnntion of the life \\'i1h which he is in adnal coutact. 'l'his is a psychological advantage whieh the ca rele~s tcar·hcr loses almost entirely, nnd his stutlPnts leav1~ the schoolroom, feeling that history is a memory, pleasant or otherwise, as the case may bP, of something wl1ieh happeue<l in the past, bnt which is of no direet roncern to thrrn. Such a condition is patlwtic, 
and need not occur even where the exigencies of the high school administration place a teacher in charge of history who is not especially prepared in the subject, for there are a great many excellent syllabi now available at slight expense. A careful adaptation of one or more of these can be used with profit until a trained teacher is procured. 
A History SyUabus for Secondary Sc:Jwols (D. C. Heath and Company, 1904), issued by the New England History Teachers' Association, contains careful outlines of the history work of a four-year high school course, besides selected bibliographies, sug­gestions as to topics, and good advice to teachers. 
The Syllabus for Secondary Schools, issued as a bulletin of the Education Department of the University of the State of New York, 1910, largely repeats the outlines of the New England Syllabus, but has in addition on outline of Civics and Economics~ 
A Syllabus of Europea,n History, including ancient, medieval and modern history, issued by Professor Laurence M. Larson and a committee of the Illinois State History Teachers' Associa­tion, contains, in addition, topic references, suggestions as to map work, and a select bibliography. A more detailed list of syllabi may be found in the History T eachers' Magazine of De­cember, 1909. 
The Importance of the Outline for the Students.-Careful and logical analysis of the subject is of fundamental impor­tance. History study can give its students few things of greater importance than the ability to see clearly the sequence of cause and .effect in human affairs, and nothing so surely develops this as continuous training in outline making. The teacher will find it advantageous to proceed gradually in teaching the student.-; to outline. In the first year he may place on the blackboard a brief outline of the text-book assignment for the day, or as he gives the class some additional material, put a simple out­line of that on the board a2 he proceeds. After the class has become accustomed to the consideration of an outline along with the recitation, he should have the students themselves out­Une simple assignments in the text, or have a student present orally some additional, interesting information, on the basis of .an outline on the board. The outlines ought to be carefully con­sidered in class, and the corrections should be clearly explained. 
Thus the work shonld continue, the teacher doing the bulk of the outlining, the students doing the more simple parts of the work under the careful correction of the instructor and of each other. As their ability develops, more difficult tasks can be as­signed. By the end of the second year the pupils ought to be able to analyze and outline almost any chapter in the text as well as of the simpler reference readings. \\Tritten outlines ought still to be the rule in the third year, with the teacher still doing the most difficult parts of the work. 
A simple device, used by some teachers, is to have the out­line of the day's lesson written on the blackboard before the recitation. This is copied into note books by the students while the teacher checks up the elass roll. In the third year different ml'mbers of the r.lass are assigned the text outline on succeed­ing days. 'l'he outline is plc1ced on the board, and as the recita. tion proceeds is corrected by teacher and stndcnts, the correc­tions being duly inscribed in the note-books. As the class be­comes more proficient, the teacher gradually dispenses with blackboard outlines, hnt eaeh stnli<>nt still keeps hiR own outlin·~ in his note-book, w'hich the teacher examines from time to time and corrects. Outlines of additional information furnished by the teacher, or of an oral topic hy a pupil, nrc entered during the recitation. Dming the senior year this method is gradually changed to one of oral outline-the student heing expected to have made a clear annlysis of his mnte1·ial, and J-o n'l:ite accord­ingly-and the students arc expected to be able to rcacl not only a few pages, but whole chapters without missing a single im­portant point presented by the writer. 
The Object of the Outline.-I1eaving aside the valne which the {)Utline gives in the matter of perspeetivc nnd the slight amonnt of synthetic practice afforded hy fitti11g· 1-;eYeral ac:eonnts into a single outline, the studellt is trying, primarily, in this matter ·of analysis, to nnderstand a narrative as the author intcnrls that he should, and to gunge the relative importance of vnrions facts from the point of view of the writer. This should uot be impos­sible of attainment, yet a notoblc Eng·Lish scl1olar has criticized the Americans on the ground that they do not get more than a fourth of what they read on the print.Pel page. If his criticism is just, the teachers of history mnst enn.v 110 small nrnotmt of 
the blame, and they can best absolve themselves of the blame by rigid insistence on well-considered outlines. Needless to say, such training is valuable to the student not only for his work in his­tory. The power of logical analysis thus acquired ought to form a basis for logical thinking in dealing with all similar matter, both in school and afterwards. 
CHRONOLOGY 
lmporlanc.e of Da.tes.-Perhaps one of the most certain tests of accuracy in history training lies in the students' knowledge of the time and place of historical events. The importance of these needs little emphasis here. The problem is rather one of making their importance clear to the student. Psychology has demon­strated the wastefulness of the old system of memorizing date:S for the menemonic value of the exercise. Each date should be a peg on which to hang historical events. 490 B. C. becomes a con­venient pivot around which to fix the history of the Persian wars. The whole confusing series of the Barbarian Invasions may be grouped around the dates at which they reached the city of Rome. Visigoths 410, Huns 452, Vandals 455, Ostrogoths 493, and the Lombards at the end of the sixth century. From these dates each of the invasions may be traced backward to its starting place and forward to the place .of final settlement. Numerous other illustrations might be suggested, but by the use of such chrono­logical bases the student will remember the facts and dates be­cause of their relationship, and not each for itself. The associa­tions ought to be so firmly fixed that, given one of a series, the student will readily reconstruct the whole series in its proper time and place. This ought to be rigidly practiced. An occa­sional rapid fire question drill will impress upon the student's mind the fundamental importance of accuracy in these relations. The excitement of the method will make its use both stimulating and profitable. 
Chronological Devices.-Various devices have been invented by ingenious teachers, to fix clearly in the mind of the students numerous historical relatfonships. Synchronous charts, time maps, graphs, chronological outlines, and blackboard rep­resentations are used to present the facts of history more graphically. Some of these have been described in various num­bcrs of the History Teachers' Magazi·ne, and a careful study of them will suggest mi.my other similar devices to the resourceful teacher. Among the chronological compendiums, Ploetz, C., Epitmne of Universal llis/;ory (newly revised, Houghton, 1909), is still the most popnlar. George P. Putnam's Tabitlar Yi:ews of University IIistory (Putnam, 1907), is likewise a very convenient collection of dates. 
GEOGRAPHY 
The Importance of' Geograpliy.-The makers of dictionaries have not yet invented a word to describe the sin of place confu­sion, as they have that of time, but there ought to be one. \i\Then a student calmly assures us that Elbe ·was a famous Homan general, or that Constantinople is located in the northern part of England, it is, to say the least, discouraging. Such facts are not only historically important, but ought to be matters of gen­eral contemporary information. Most high school freshmrn, it may be presumed, have had an eiemcntary course in the geog­raphy of the world. With the present larger political divisions o± the world they ought to be familiar, and this will offer a con­venient basis for localizing historical names as they occnr in the text. There ought to be a few large wall maps in the school, and with the beginning of the first year the teacher ought to set the example of pointing ont the locations on the map. 'l'his can very soon be varied by letting a student go to the map and point out the location of conntries, rivers, mountains. and towns as they arc call ed off by the teacher. 'l'he teacher shonld s11pplernent this exercise by having the stndents fill in outline maps. Almoi::t all text-books now have a few exrellent maps, and the student ought to be taught as soon as possible to appreciate their significance. He should learn very soon thnt he is expected to know the loca­tion of every place mentioned in the text. Important physical features ought to be ernphasil':ed. 
Geouraphy Not a Tli,ing Apart From History.-The great danger in gcographical work lies in the possibility that the stn­dent may regard it as something apart from his history-a danger which is invited by setting aside cc1'tain days for geog­raphical work alone. It is mnch hetter to have the geogrnphical drill as pnrt of the day's lesson. or in eonneetion with tlw review. The brief snrwy of 01·i<?ntal history with \vhfrh the fit·st year begins could be very effectively reviewed by a map assignment of the Mediterranean basin, including the political divisions of the ancient empires as well as the more important cities. The use of colors would be an added incentive to the average fresh­man. With careful correction of these maps in the class room the student would obtain very valuable results. The review of the Persian wars should be accompanied by a map. Alexander's empire offers another opportunity. It was no accident that made farmers of the Egyptians, shepherds of the Assyrians, sailors of the Phoenicians and Greeks. The physical conditions of their respective countries left them no choice. 
Infiuence of Geography on History.-Sotne beginnings can even be made in explaining the influence of physical geography in history. In connection with Greek history a relief rnap of the peninsula and the Aegean Sea will simply illuminate the text, showing concretely how the mountains kept the Greek states apart, retarded the development of some, hastened the oppor­tunities of others ; and how the remarkable indentations of the eastern coast and the conveniently scattered islands invited the Greeks out to sea. Such an illustration is much more vivid than the words of a text-book can ever be. Military operations can­not be studied intelligently apart from the map; and they can often be illuminated by a relief map. For example, the stages of the Persian wars in Greece, or the campaigns of Hannibal in Italy take on a new meaning when studied in connection with the topography of the country. 
What May Be Reasonably Expected of the Student.-By the end of the first year the student ought to have acquired the habit of looking up the geography of every important point encoun­tered in the reading) and the ability to locate it on an outline map. The second year offers abundant opportunity for map work. In fact, map work becomes an absolute necessity for such a topic as the barbarian invasions. The expansion of the Frank­ish domain from Clovis to Charlemagne on one map is an exer­cise of a different kind. Occasion for map making is offered throughout the second year by the kaleidoscope changes in po­litical geography. English history offers an opportunity for more intensive work on smaller localities, showing the influence of various physical factors. This is even more true of Amer­
ict:tn history, where early settlements trickled inland along river valleys, where mountain passes become main highways, and citie~ grew up at the confluence of commercial streams. The increased interest in the recent study of geography has placed numerous aids at the disposal of the teacher. Every school ought to have a set of good wall maps whose features are clear to students in their seats. The Kiepert maps (Rand, McNally Company), the Spruner-Bretschneider (Perthes), and the Rand, McNally series are some of the better known of these. For high school use the Rand, McNally maps are perhaps the best, and they have the additional advantage of cheapness. Atlases for reference pur­poses are quite numerous. Dow, Atlas of European History (Henry Holt and Company, 1909, $1.50), and Shepherd, His­torical Atlas (Henry Holt and Company, 1911, $2.50), are both extremely useful. For ancient history, Kiepert, Atlas Antiqmis (Sanborn, $2.50) is helpful, while in English History, Gardiner, School Atlas of English History (Longmans, $1.25) is quite adequate. For American history there is no complete Atlas, but the Shepherd Atlas, referred to above, devotes a good deal of attention to America. Cheap and very handy atlases of European history-A.ncient, Medieval and Modern-are pub­lished in Everyman's Library (E. P. Dutton, New York, 35 
cents each) . 
Small outline maps useful for work by the students are pub­
lished by Atkinson, J\fentzer and Grover, D. C. Heath and Com­
pany, McKinley Publishing Company, and Rand, McNally and 
Company. The teacher can usually select from the catalogues 
the very map he desires. 
On the subject of geographical influence in history, H. B. 
George, Relations of Geo.r;raphy awl Ilistory (Clarendon Press), 
A. P. Brigham, Geographic lnfl·nences ·in America (Ginn and Company), and E. C. Semple, American History and its Geog­mphic Oonddions (Houghton, Miffln and Company) will be found of great value to the teacher. 
ILLUSTRATIVE MATERIAi, 
Material for Gafoing lnterest.-The service of the psycho1o­gists in :malyzing the proccs8 whereby the student gains knowl­edge ii' ntilized by the teachers of history to no small extent. The 
problem of gaining the attention of the student and implanting ideas is a rather complex one. Already text-books have formed the habit of appealing to the student's powers of vizualization by printing numerous pictures and maps. The modern picture pos­tals and cheap prints of historical scenes make the same appeal. Historical landmarks and monuments of the immediate neigh­borhood offer other opportunities. The skill of manual training students might be applied to the manufacture of models-for example, Caesar's bridge across the Rhine. The local physical geography can be used to afford illustrations of geographical in­fluences; for example, why is Galveston the second largest ship­ping port in the United States 1 Why is Houston a great rail­road center? Why are San Antonio and El Paso health resorts 1 Why is rice raised in South Texas, and wheat in North Texas? And the sentiments of local newspapers can be employed to show concretely local jealousies and rivalries of the past. Then there are museums, exhibitions of coins, arms, historical curi­osities, and the like to engage the attention of the student. 
Tke Use of Suck Material.-How to use illustrative material will rest largely with the teacher. There are some classical ex­amples of the use of illustration, like the one of the teacher in France who used a model of a castle to draw from the students the whole account of chivalry and the life of the twelfth and thirteenth centuries. Many teachers have been able to make clear difficulties in financial history by exhibiting coins of the 
. period. Even the monetary issue of the political campaign of 1896 has been somewhat elucidated by the comparison of a gold dollar and the campaign sixteen-to-one dollar. The History Teachers' Magazine has from time to time given other examples. The use of illustr:ative material to arouse the interest of the stu­dent in the study of history, to make clear some otherwise ab­stract fact, and to make real the spirit of past ages offers a wide field for the exercise of individual ingenuity by the teacher. No teacher can use all the devices already invented, and there re· main a great many points yet to be illustrated, leaving ample opportunity for the teacher's individual ability. 
HISTORICAL FICTION 
Tke Value of Historical Fiction.-The use of historical fiction is of unquestionable value. It requires no sage to recognize 
that fiction is not history, even though it uses materials of his­tory. Imagination is a wonderful and valuable element in his­tory, as well as in other fields, but the historical imagination is strictly limited by £act, and its cbief function consists in taking given £acts, reconstructing probable intermediate facts, and on this basis working out the true explanation of an event, a move­ment, or a period. The genius among historians is the one who can on the basis of a few established facts work out the true in­terpretation of an historical movement. Such interpretation, however, must stand the test of every additional fact discovered by later workers. The literary imagination of the fiction writer, on the other hand, may begin like that of the historian, with a few established facts; but on the basis of these it is not restrained from constructing any creation which the fancy may dictate, and the criterion by which the work is judged is whether it is artfully, deceivingly done. There are a few good historical novels scattered over the four fields of history which seem to have canght the spirit of the times as the historian knows it, and without distorting actual historical characters to have woven ont of it intrresting nccounfa. These may well be used to stimulate interest in the students, but since there is so much of the unusnal in real life, and since historians today are ·writing accurate ac­counts in an interesting way, it is doubtful whether even these few need to be resorted to. 
THE LIBRARY PROBLEM 
The Importance of the Library.-The time when tenehcrs felt and conveyed to their classes the comfortable assurance that the text-book was the embodiment of all historical knowledge and that perfection in the study of history could be attained by memorizing the words of the book has happily passed. The facts of history, even those which are important, arc too numerous to permit of such convenient compression. The books which deal with the past life of man are numerous enough to stock whole libraries. It becomes, therefore, a problem of training the stu­dent to use such books to advantage. The practical character of secondary education demands an elementary training in this problem in the high school. 
Utilization of the P'nblic Library.-Where the community is al­
ready supplied with a public library the problem is not difficult. The teacher can co-operate with the librarian, suggesting new and excellent books which the library ought to have, selecting from the present stock-books which the student ought to read, and assisting generally in getting the books and the students to­gether. The librarian can be of great assistance, too; in suggest­ing to students what books they can read to good advantage. This is an opportunity which arises constantly in the work of the librarian. 
Where There Is No Library.-In many of our communities, however, the school is not so fortunate. Often not even ten books are available for reference purposes, and this imposes a more serious task upon the teacher-that of collecting a library. In this undertaking the teacher can benefit from the experience of others who have met the same difficulties. Of course, the first es­sential is to make the community aware of the need of books. This may be rather slow work, but it can be hastened by activity on the part of both teacher and students. Local patriotic socie­ties are usually willing to apply some funds to the purchase of historical material. Such materials could be made available for the use of the students. In the same way local self-culture clubs, church organizations, and even private libraries might be levied upon. For the course in civics an immense amount of literature can be obtained at practically no cost. The local congressman would usually be willing to get all national publications which might be of service. The secretary of state at Austin will send on request the available state publications, while the govern­mental publications of county and city may be procured with even less trouble. Determined teachers sometimes conduct bazaars, the proceeds of which are applied to the purchase of historical material. A share of the proceeds of school entertain­ments might often be secured for the same purpose. Other ex­pedients will occur to the teacher who is in earnest. The inter­est of the class can be enthusiastically enlisted in building up its own library-an achievement which will benefit everyboJy concerned, the community not the least. 
What Books to Buy.-When the teacher has secured funds for this purpose, the question usually arises of how to use them most effectively. At the end of this bulletin there is a small list of books which can be purchased with a comparatively small outlay of money. Larger selected lists may be found in some of the syllabi and books on the teaching of history. A good, critical list of books will be found ill" Andrews, Gambrill and Tall, A Bibliography of 1Iisto1'y for Schools ancl Libraries (I~ongmans, 
Green and Company, 1910), a book which every history teacher ought to have. 
THE SOURCE METHOD 
The Problern of Using Sourees.-There is perhaps no more disputed problem in high school history than that of how far to use the sources. That there is a place for such material in sec­ondary work is almost universally admitted, but how much of it is to be used, and in what manner it is to be employed have pro­voked almost diametrically opposite opinions from very excellent teachers. Already the market has been supplied with a variety of source-books representing different views on the subject, and from these the teacher must select according to his individual preference. 
Sources May Stimulate lnterest.-To arouse interest, such books are of constant value from the first year to the last. The stories in Plutarch's foves 11ave led countless boys to a sympa­thetic study and appreciation of Greek history. The stories woven originally by Herodotus for audiences at the Olympic games have lured as many into the spirit of ancient times. By a skillful use of such material, the trained teacher can inveigle 
even the indifferent beginner into an attitude of interest suffi­
cient to tide him over the drearier, though necessary, portions of 
the work. Classical Latin literature offers many passages which 
can be wisely nsed with the first year students. To arouse in­
terest, to make 11 remote past assnme 11 real existence, are val­
uable services which sonree material may be made to perform 
in the first year. But such material ought to be used mainly in 
the class room, where the teacher can supply the setting and ex­
plain allusions. Such practice may be followed fruitfully even 
to the last year by sc'lccting gradually more pointed and mean­
ingfnl extrn cts. 
Sources May El11cidate the Texts.-By careful selection the 
teacher can make the sonrees elucidate passages in the text 
which ·would otheewisc rscnpc the understanding of the student. 
The attitude of the best early Roman emperors toward Christian­ity is made much clearer by the correspondence between Pliny and Trajan. Throughout medieval history the gradual develop­ment of knowledge and ideas can be made clearer from selected sources in a way which a text.book can scarcely accomplish. Ein­hard 's account of life at Charlemagne's court, the account of an actual ordeal, the Abbot Martin's recital of the sack of Constanti­nople in 1204, a contemporary description of Luther at the Diet of Worms, Arthur Young's description of peasant life in France before the Revolution, Bismarck's aceount of the Ems telegram, ex<tracts from Bede, the letters of Washington, and many other selections given in source-books on medieval, modern, English a:nd American history, clarify and fix firmly in the mind of the student facts which he might otherwise fail to grasp. 
Sour.ces May Train tke Critical Faculty.-The use of the sources to train the critical ability of the student is a much more delicate and difficult problem. Its efficacy depends to a great extent upon the teacher's knowledge of sources and his skill in making the various critical elements apparent. Professor Fling believes that rather advanced work can be done by the student, and laments the unpreparedness of a majority of the teachers to supply them with the training. Certainly something can be done. The student ought to know that history is not the crea­tion of a literary imagination, but, to the contrary, the true ac­count of observed and exact fact, and that the historian's great­est problem is to find out the exact facts before he can deter­mine their real relationship. He ought to have some apprecia­tion of the nature of the historian's material and of how the historian must proceed; for the same sort of work is demanded of the student only too soon after he leaves school. 
Method of Using So1J.rces in, the Fir·st Y ea.r.-In the first year as sources are used in the class room for illustrative purposes, the instructor ought to explain who the author is, where, and when he wrote, how he got his knowledge-whether by actual ob­servation, from oral tradition, or from other written accounts now lost. If possible a few elementary facts about the author's fitness for his task and his purpose in writing his work might be mentioned. This, of course, must come from the teacher, and must be clearly told. The utmost that may be expected of the student is for him to recall in review some of the teacher's state­mmts, with their applieation. 
llfethod in the Second Year.-In the second year the teacher may go so far-as to assign simple topics which involve the use of sources. A splendid opportunity comes in the consideration of Charlrmagne where the student may he given an abstract from one of the romances of the twelfth and thirteenth cen­turies, selections from Einhard, an acc01mt from a modem sec­ondary \rork, and reqnired to constnwt his own narrative. 'L'he value of the first hand observation OYcr oral tradition will at once be apparent. Another opportnnity comcci with the Chil­dren's Crnsade, \\'hose authentic sources are brief and varions. All such topics, however, onght to be carcfnly considered in the classroom, and the teacher ought to supply the necessary infor­mation about the writers not available to the :-;tndcnts. 
Met hod in the Third Y cai·.-In the third year the use of sources for topic work can be extended nnd here other critical elements beside tirn.e and place could be iutrodnced. A compari­son of a French and nn English account of the work of Richard the Ijion-hearted might he very instructive in illustrating na­tional bias. Even better >vould be a comparison of the Spanish and the English attitude toward Drnke. Frobisher and Rnleig1i. The various accounts oi Henry VIII 's destruction of monas­teri<~s offer a good opporbmity for the Llisplay of religious bias, while the diff'r•rent English conceptions of ?\11poleon bring ont very well party prejudice. Topics of this kind arc valuable enough to wHrnrnt the nse, occnsionally, of n \\·hole honr period. The earlier lessons of time nnd place of a11thorship can be re­'inforced by applying those tests here as usual, and in addition the new factors entering into the value of statements can be fixed by modern. com,parison$. In this respect the American stn­clent has a great advantage, for he comes into daily contact with almost all types of historieal bias, racial, national, political, 1·e­ligious, i'cctional, family arnl iwr;,;onal. These the skillful t('acl1e1· cfln make good use of for illustrative pnrposcs. 
In the Po11rth Ycar.-'J'oward the end of the third and begin­ning of the fourth year source topics might be assigned to hl'ing ont family, party, sectional and even glaring exampks of per­:;onal and idea prejudices. Here more complicnkd sonrce ma­terials may be used, such as newspapers and legal document:;. In a senior topic the student ought to be able to apply all the rules of criticism which he has acquired and gain personal ex­perience with more subtle t ests. 
DifficUlties in Using Sources.-Obviously the use of source ma­terial as a basis for training in historical criticsm has some very decided handicaps. Students of from eleven to seventeen years of age are scarcely mature enough to sense subtle distinctions of bias on the part of the author or to weigh a great many factors that demand judicious thought; to spend as much as two hours a week throughout the four years of history work might very well be considered poor pedagogical economy. During the first two years at least the training in criticism ought to be incidental to the class-room work. But at all times the student ought to be made to feel that this ia an essential part of his history work, not a formal exercise apart from the regular task. Perhaps the most serious handicap lies in the fact that many teachers know too little of the sources for the various fields of history to select material wisely. Such teachers should make every effort to remedy this deficiency. 
Source Books.-A more extensive discussion of the source method will be found in Historical S011,rces in the Schools (Mac­millan, 1902, $.50), a report made by a committee of the New England History Teachers' Association. Useful collections of sources will be found in the following: F. M. Fling, A Source Book of Greek History (Heath, 1907, $1.00) ; D. C. Munro, A Source Book of Roman History (Heath, 1904, $1.00) ; Botsford, 
G. W. and L. S., A Source Book of Ancient History (Macmillan) ; Davis, W. S., Readings in Ancient History, Vol. I, Gree.ce. Vol. II, Ro11ie (Allyn and Bacon) ; F. A. Ogg, A Source Book of Medieval History (American Book Company, 1908, $1.50) ; Translations and Reprints from Original Sour.ces. 7 vols., Uni­versity of Pennsylvania; J. H. Robinson, Readings in European History (Ginn, 1906, $1.50); Robinson and Beard, Readings in Modern European History (Ginn, 1909, 2 vols. $3.00); 
E. K. Kendall, Source Book of English History (Macmillan, 1900, $.80) ; C. W. Colby, Selections from the Sources of English History (Longmans, 1899, $1.50); E. P. Cheyney, Readings in English History (Ginn, 1908, $1.65) ; A. B. Hart, Source-Book 
of American History (Macmillan, 1908, $.60); Old South Leaf­lets (Old South Meeting House, Boston). About 200 numbers already issued, 5 cents per copy, $4.00 per 100 copies, bound. A.merfoan H istory Leaflets (Sorrell and Company, New York) ; 0ver 36 numbers at 10 cents per copy. Duncalf and. Krey, I'nrellel Source Problern.~ in Mulieval History (Harper & Bros.), $1.10. For local history there is, of course, almost an unlimited amount of source material from which the teacher may make wise selections for use with the students. 
THE TOPIC 
The Importance of Topical Stndy.-The synthetic process is a no less essential, though more difficult, part of history training. This requires the exercise of personal and independent judg­ment on the part of the student, and therefore taxes the skill of the trained teacher to lead the student gradually from simple problems involving fevv factors to the more complex situations with their numerous, often intangible, elements. To inculcate in the student the habit of applying careful reasoning to tl1e affairs of ordinnry life so as to arrive at conclusions based upon honest conviction and thorough consideration is one of the most important tas;Jrn before the history teacher. In this endeavor the topic is perhaps the most effective agent. 
Use of th e Topic in the Pirst Year.-H ere the teacher has to considrr the immature age of his pupil as well as, too often, a lack of the best reference books for this work. However, by carefully using what materials he has at hand, he may accomplish worthy results even here. In the first year the teacher can 1wgin by making simple m:;signments to single books. Such assignments onght to be primarily interesting· or of use to the student in his other work-f01· ex<1mplc', rm Olympie meet, the battle of 1\fara­thon, n Rorn:m legion, or one of Cnesnr's campaig-ns. The rcfer­rncc 011ght to be very defini te, in order to avoid 1rnnr.::es.<;n ry trouble for the strnknt at first. The reports on thrsc topics might best he oral, with nn outline on the board and with both tc<1ehcr and p11pils on the n1ert to ask questions and make correc­tion.<.;. T1ntrr in tho ycnr the reports might lw writtrn :md the bette1· ones rentl i11 elnss. Thns the Rtmlent ought to realize, by the end of the first year, that both additio11al nnd inkn'sting material can be obtained outside of the kxt. 
Use of the Topic in the Second Y ca·r.-ln the se<:ond year the teacher can safely procceu from the mere digest of a single rcfor­encc to the eombination of scvcrnl aet:ounts on a given ~mbjcd. The dement of interest or ne<:essary additional information \rhid1 they contain ought still to be the guiding motive iu the sl'ledion of topits; and the assigmue11t1; ought to be very definite, statiug the work, volume and inelusive pages. Uraclually the assigu­ments co11ld be widened to include not only a si11gle incident, out a series of connected incidents involving judgrne11t in ::;clcetion and arrangement; for example, the: life of some mrnor character mentioned in the text-books. By the end of the year some simple eriticism of authorities might even be es;;ayecl. But every new step in this \York ought to be inaugurated by all oral example. A good topic might be read, ancl the pupils, under guidance of the teacher, might analyze it, the teacher pointing out clearly the new point'l involved. Differenees betwec'n older reference books and moclcm text-books can be placed befol'e the student in such a way as to cause him to appreciate the aclvaDtagc which more recent information give::; the text-book. The iu­structor might even go so far as to have his students recognize the difference between a popular and an authoritative account and further to recognize national prejudices in the attitude of authors. 
u~e ,of the Topic in the Third Year.-'l'he work can be con­tinued in the third year in dealing with Bnglish history. Here more serious bibliographical work ean be assigned. A shelf should be set aside for the reference works dealing with the subject. The student ought gradually to be weaned from definite assigumeuts, until he is able to take a title and hunt it down in the books on the shelf. He onght to be taught to note ca1'l'­ful ly the author's name, the title, volume, 1rnd page, as well as the place and date of publication of every book he uses. By this time, too, he ought to become keenly aware of the differences betwPen secondary and so1Ln'.C material, aud between recent and older books. 
Ugc of" the Topic in the Fourth Y ear.-As the student pro­ceeds into his 1-;enior year, he ought to be able to work out a fairly adequate account of a battle, a description of an insti­tution, an ordinary account of a war with its causes, events ancl results, or an elementary description of the social life of a period. On the critical side he ought to be on the alert for the more flagrant cases of racial, national, religious, sectional, fam­ily or personal bias on the part of the author. And he onght to recognize the work of a scholar in his field as more authori­tative than the writings of a dilettante. With all of this should go a certain amount of sympathetic insight, a spirit of under­standing, tolerance, a willingness to discount only where there arc good reasons for discounting an author's estimate of a per­son or an event. 
An Example of What Is Being Done.-In the last year, es­pecially the latter part, the student ought to do a rather serious task in topical vvork either in contemporary civics or local his­tory. This topic ought to be of such a nature as to call into play all the training which he has obtained up to that time as well as to acquaint him with new problems and new materials in the solution of an historical account. Perhaps this can be best explained by what is actually being done in one, at least, of our own high schools. In this school, in a course on local history whieh may be elected by the students in the Inst term of the senior year, each member of the class has assigned to him a specific, topic on local history. The subjects are of such , a nature as to permit completion within the allotted time; for example, the history of a local church or school, some local in­d11 stry, the founding of a town in the county, the life of onB of the early settlers, the history of some local legend, and similar topics. Upon these topics the students begin work under the guidance of the teacher. Possible sources of information are snggested. The local authorities lend their heartiest co-opera­tion. Newspaper files for years back are thrown open to the students, county records are disclosed. The oldest living inhabi­tnnts glndly grant interviews, sites are examined, former loca­tions pointed out. If necessary, letters are written to formet· citizens-. In this way the material is collected. The student then proceeds, on the basis of his training, to organize his ma­terial, to make his jndgmrnts on differences and questionable facts. At all times he is free to consult his teaeher or other 
rnnti:i·(: p<·1·s011. ln1! 111 1• rrs1il1i11g co111posi1 ion is <listindly liis. lip !'('\'Ci\'('S d11(~ r·I'l•dit i11 hi -; his1or.v \'.O!il'S(', <1nd 1lH·11 11w 1h<'1111~ i.;;; look1•d O\'l'i' by 1ilc E11~~·li :·d1 i11-.;11'1!('10J' ;Jtltl J'C':·ei\'l'S <'!'<'<lit i11 1ki1 tkpar1rnellt. ,\s ;Jl! ndd l'1l inl.'.1'111in•. nll rnrnpo.,i1ions are fripli<·;11<'d. 011(• <·opy i·e111<1i11s in th<· S<·l10ol, Oil<' i.s given to 1he lol'al Iibrn ry, <1Jlll ml<' is kl' pt h.v the shHl<'nL 'l'lw ;.u·r•;1tcst \'iil11c of s11d1 \1·ork lil·s, of c·o11rsP, in 1hc t1·aillillµ: \1·hil'h it L?:in:s f111• individual s1 ndl·1J1 , ln1t in 1his p11rtit·1ilnr s\•11001 Ili t•s(: ;mrn­11·111·ish l'Ps(•;11·eht·s lwvc 1·csnl1l'Ll in ve1-y vnl11ahlt· findings for the comm1mity. 
Cl\'!( ':-; 
TIH: i111por1;111 1· (· ol' t]li' shaly ol' <·1Y1es 11t•rds no cmph;1sis. Tlit' 1l'a('her's g1·t·al proli!e111 is v;h1•re to 1c;ll'h it , \rlwther lwl'orc ,\1l!l'l'icai1 hi s101 '.I', or nf11·1· it. 01· p;11· tl .v in 1·0111H:dion 11·i1h it and p;1r1 I~· al't\' I' ii. Tht·1·1· illil,V he o1 lH•r· ;Ill1·1·wl1i\'C~s, ln1t at J>l't•:'1'lll 1ht•i·e is IJl'ii!wr ;11111<111ill1011s11or <Ill a11t!ioritativt• opin­ion 011 this q111•stion. 111 g·cnc1·;il, it \1·ill JH'l'hiips lwst follo11· ,\111 l'ric'.<1 11 ilis1ory, ln1t c;1<·h individw1l tc;)('hl't' must ennvnss the sil1rntio11 for himscll' aJ1d dl'eidc Hl'C'Onlingly. li1 th;1t \\';],\! bo!L l\>;H·lwr ;111d s1 udc111s \rill µ·;1i11 1lw best resul ts. 
'.l'hr~ s1 llll l' lll of l' iV iC'S Oll'.:d1t 10 gi\'C 1 ]W s111d<'111 ;1 1·Jem· idl';J of 1lw f11lldillll('Jlli1l f1·;:111l'\\'Ol'k ol' Olli' !!,'O\'('!li!ll('lli. J11 his his!OI',\' li t• will Jc•;11·11 1!011· I hi >; dc•\·clopl'd: in hi.~ •·i\ i1·s h · 011gl1t 1o µ-;1in ;1. J1ilkr dcst'!'ip!io11 of !lit~ c11 11l1•1111Hll'i!l'.Y 111;:1·lii11l'r.1· ol' [~ov<•r 1 1 -· ll! ('Jl1. lie rn1g·l!1· 1o 11c•eonH' n«q 11;1i11!t·il 11i1h Ilic· idc•1il s ol' hi s c·.011ntry, ;11Hl likt·1ris1• lt•;1 1·11 so1l!ethillg ;1h011t p1·cw111-d;1.1· Jll'Oli­l1•111s. '!'ht• (·01:rsl' sho;ild not he ;1 lll<'l'l' dr.1· t•rIJ1111e1·:1ho11 of la\1·s ;1!ld i11.-.;tit1i1ioll.c;. 1\ di-;ti111·t l'ffol'I sh1nild h<' rn:1dc• to shO\\' 11IP s1nd1·uls jw-;1 ho1\· 1ht• diff1~1·e 11 t p111·h of c1111· 11<11io!l11l, slnh•. and lo1·nl go\·1·i·1111:(•!l1;;I systP1 11s op('l'il11'. Thi,.; <«Ill hr done hy· holdin .g· ;i 1110 .. k 1·011 .~~ 1·c·ss, l1·c:·i,:lnl111·1'. <il!d 1·m11i1.1· 01· to\\·11 rn1•e1-.. Illµ'. ..\11 r:(•('.;:.-;i;!11;il fnlk liy so111t• p11lilic· offo·i;1! , <111d a visit to i!JJ of'fi:·ial 111t•di11µ· ol' ltH«il ;:11tho1·i1·ics '':ill pron: \'Cl'.Y s1i1ll11lat­111g. In 1his \\'<IY Ilic sl11d(·!l1 11·ill gni11 thl' frl'ling 1hat li<', hirn­s(•I!', is to 1;11\1• ;i p;1r1 in 11w1·i11)!' lliis J?!il1'hi11l'l'.1· ol' g·ov<·1·n111ent, 1l!i11· the l'\'.'i JHllhilii!i1·y for ils s11t·e1•ss depc11d s i11 p;1l't upon hirn. self. 
l•'clr addit.ioiial i11fon1rntion to s11pplern(•111. 1h(• 1.t•xi, UH· vn riou-; pnbli c tl<w11n1ents o[ nat.iou;il, slnte, mid of!C'11 l<H·al µ·ovc1·nrnt·nts 
are available free of cost. 'l'he social side of the subject can be supplemented by a use of the periodical literature, as well as by recent works, a partial list of which is appended. 
SELECT LISTS FOR SCHOOT, LlBRARms 
The prices given below are list prices. Schools can usually obtain a discount of from ten to twenty per cent from list prices. It is sometimes convenient for a school to order all of its books from the same firm. A. C. McClure and Company of Chicago, and G. E . Stechert and Company of New York make a specialty of such orders. The books listed below, and almost all others that are still in print, can be supplied by them promptly and at a discount on publishers' prices. The thirty-five and fifty dollar lists are indicated in the hundred dollar lists by means of the letters (a) and (b) respectively. 
ANCIENT HISTORY. 
A. Five-DoUar List of Material. 
American Historical Association : Report of the Committee of Five on }Jistory in Secondary Schools. McKinley, Phila­delphia. 30c. 
American Historical Association : Report of the Committee of Seven on History in Secondary Schools. Macmillan, New York. 50c. 
Atlas of Ancient and Classical Geography. Everyman. Dut­ton, New York. 35c. Fling, F . M.: An Outline of Historical Method. Ainsworth, Chicago. 75c. History Teachers' Magazine. McKin)ey, Philadelphia. (One year's subscription) $1. 
New England History Teachers' Association : A Catalogue of the Collection of Historical Material at Simmons College. Houghton Mifftin, Boston. 50c. 
:.Jew England History Teachers' Association: An Outline for Ancient History. Heath, Boston. 15c. New England History Teachers' Association: Historical SonrceR in School.<;. Macmillan, New York. 50e. 
W(•skrrwrn, \V. L.: The Stol'~' of 11tc AnC'i(•nt :\ations. Apple­ton, l'\L~w Yol'k. !j;l.;")0. 
A 8rnall f,-i/nw-.v, Costi11y About '/'en Dollars. 
Arn<'1·i L·1m Ilistori1-;d Assoeiation: lfrport of the Co1mni1t<•<• of Vin• on Tl istory in ScL'.Onda1·y Sd10ols. .:\'fl-Kinley, !'hila­Lklphia. ilOc. 
"\m1~ric·a11 llistnl'ical AssoL~i11tio11: Hq>m·t of the Comrnitt1·e nf Seven on llistory in 8PcOrH.lar,v Nchools . .:\La<'rnillirn, >:,,". York. 50c·. 
Bourne~, IT. E.: '!'he 'l'eac·hin µ: of llistory and Civics. Long-­mnn Green, :\Pw Yol'k. $1.:iO. Bur.v, J. B .: J\ Ilisto17 of Greece. l\lac•rnillan, New York. $1.90. 
Fling, F . 1\'I.: A Source Book of Greek History. Heath, Bos­ton. $1. History Tear:he· es' .:\faµ::lzinc. l\'kKinley, Philadelphia. (One year's snhsceiption) $1. Munro, D. C.: A Source~ Book of Homan History. H eath, Boston. $1. 
?\cw England History Teachers' As~;oc~iation: A Catalogue of the Collection of Historical -:\Taterial at Simmons College. Houg-hton Mifflin, Boston. 50c. 
New England History Teachees' Association: An Outline for Ancient History. H eath, Boston. 15c. New England History Teachers' Association: Historical Sources in Schools. lVlaernillan, ~cw York. :>Oc. Pelham, TI. F.: Outlines of Roman History. Putnam, ?\ew York. $1.76. Shepherd, W . R.: Atlas of J\ncirnt History. Holt, ?\rw York. 00c. 
Libraries Costing Approxirnatelu Twenty-fire, Fifty and One Hmidred Dollars. 
(b)A<lam'>. C. K.: l\lanual of Historienl JJiterature. Harp<•r. >Jew York. $:2.GO. (ab)J\llen, .J. W.: The Place of History in Bdncation. Black­wood and Sons, T,ondon. :'is. (ab) Arncrican llistoric~a l As~oeiatio11: Hepor1 of thP Co111rnit­
tee of Five on History in Secondary Schools. McKinley, Philadelphia. 30c. 
(ab) American Historical Association: Report of the Commit­tee of Seven on History in Secondary Schools. Macmillan, New York. 50c. 
(ab) Andrews, Gambrill and Tall: A Bibliography of History for Schools. Longmans Green, New York. 60c. Appian: Roman History. Translation by IL White. Loeb Classical Library. Vols. 3 and 4. $3. (ab)Baker, E. A.: History in Fiction. Dutton, New York. $1.50. 
(b) 
Barnes, 	JVI. S.: Studies in Historical l\.fethod. Heath, Bos­ton. 90c. 

(b) 
Bernheim, 	E.: Lehrbuch der Historischen Methode. Mc­Kinley, Philadelphia. $5.35. 

(b) 
Berry, A. J.: History and Geography. Blackie, London. ls 6d net. Botsford, G. W. and L. S.: A Source Book of Ancient History. Macmillan, New York. $1.30. Botsford, G. W and !;. S.: Story of Rome as Greeks and Romans Tell It. Macmillan, New York. 90c. (ab)Dourne, II. E.: The Teaching of History and Civics. Longmans Green, New York. $1.50. Breasted, J. II.: A History of the Ancient Egyptians. Scrib­ner, New York. $1.25. (ab)Bury, J.B.: A History of Greece. Macmillan, New York. $1.90. 


(ab) Carpenter, A. H.: College Entrance Examinations. Greece and Rome. By Author, College School, Kenilworth, IlL 80c. 
Cornill, C. II.: History of the People of Israel. Open Court Pub. Co., Chicago. $1.50. Cunningham, W.: Western Civilization. Vol. l. Macmillan, New York. $1.25. 
Davis, W. S.: Readings in Ancient History. Vol. 1, Greece and the East. Vol. 2, Rome. Allyn and Bacon, Boston. $1 each. 
Dio, Cocceianus: Roman History. J;oeb Classical Library. Vol. 
1. 	Macmillan, New York. $1.50. 
Droysen, J. G.: Outlines of the Principles of History. Trans­lated by E. B. Andrews. Ginn, Boston. $1. 
(b) Einhard: Life of Charlemagne. American Book Co., New York. 30c. Emerton, E. : Introduction of the Study of the Middle Ages. Ginn, Boston. $1.12. Fairbanks, A.: Mythology of Greece and Rome. Appleton, New 
York. $1.50. Fisher, G. P.: The Beginning of Christianity. Scribner, New 
(ab) Fling,  F. M. :  An Outline of Historical Method.  Ains­ 
worth, Chicago.  75c.  
York.  $2.50.  
(ab)Fling, F. M.:  A Source Book of Greek History.  Heath,  
Boston.  $1.  
Fowler, H. N.:  History of Ancient Greek Literature.  Apple­ 
to, New York.  $1.40.  

Fowler, . H. N.: History of Roman Literature. Appleton, New York. $1.40. Fowler, W. W.: Rome. llome University Library. Holt, New York. 50c. Freeman, E. A. : Historical Essays. 3 vols. Macmillan, Lon­don, $6. (b)George, H. B.: Historical Evidence. Clarendon Press, Ox­ford. 75c. 
(b) George, H. 	B.: Relations of Geography and History. Clar­endon Press, Oxford. $1.10. Gibbon , E.: Decline and Fall of the Roman Empire. Every­man. 6 vols. Dutton, New York. 35c each. Goodspeed, G. S.: History of the Babylonians and Assyrians. Scribner, New York. $1.25. Greenidge, A. H. J . : A. Handbook of Greek Constitutional History. Handbook Series. Macmillan, New York. $1.25. Greenidge, A. H. J. and A. M. Clay: Sources for Roman His­tory, 133-70 B. C. Clarendon Press, Oxford. $1.90. Grote, G. : History of Greece. Everyman. 12 vols. Dutton, New York. 35c each. Hall, G. S.: Methods of Teaching History. Heath, Boston. $1.50. 
Harrison, 	F. : The Meaning of History and Other Historical Pieces. Macmillan, London. 8s 6d. 
(b) 
Hartwell, 	E. C.: The Teaching of History. Houghton Mifflin, Boston. 35c. 

(b) 
Heitland, W. lVI. E.: A Short History of the Roman Re­public. Putnam, New York. $2. 

(b) 
Herodotus: Translated by G. Rawlinson. Everyman. vols. Dutton, New York. 35c each. (ab)History Teachers' Magazine. :McKinley, Philadelphia. (One year's subscription) $1. Homer: The Iliad. Translated by Lord Derby. Everyman. Dutton, New York. 35c. 


Homer: 	The Odyssey. Translated by William Cowper. Every­man. Dutton, New York. 35c. 
(b) 
How, W. W. and II. D. J_,eigh: History of R-0me to the 

Death of Caesar. Longmans, New York. $2. (ab)Jager, 0.: The Teaching of History. 'l'ranslatcd by H. 

J . Chaytor. McKinley, Philadelphia. $1.52. (ab) Keating, W. M.: Studies in the Teaching of History. Black, London. $1.60. Kingsley, M. E.: Outline Studies in R-Oman History. Palmer, Boston. 35c. 


(ab) Langlois, C. V. and Seignobos: Introduction to the Study of History. Translated by G. G. Berry. Preface by F. York Powell. McKinley, Philadelphia. $1.85. 
Lewis, I,. B.: Pupil's Note Book and Study Outline in Oriental and Greek History. American Book Co., New York. 25c. (b)Livy: History of Rome. Newly translated by Canon 
Roberts. Everyman. Vol. 1. Dutton, New York. 35c. (b)Longman's Atlas of Ancient Geography. Longmans Green, New York. $2. 
{b) McKinley : Illustrated Topics for Ancient History. Edited by D. C. Knowlton. McKinley, Philadelphia. Complete set with cover, 35c. (ab)McMurry, C. A.: Special Method in History. Macmillan, New York. 75c. (ab)l\fommsen, T.: History of Rome. Translated by W. P. Dickson, with a review of the work by E. A. Freeman. Everyman. 4 vols. Dutton, New York. 35c each. 
Morey, 	W. C.: Outline of Greek History. American Book Co., New York. $1.50. 
Morey, W. C.: Outlines of R-0man History. American Book Co., New York. $1.50. (ab)Munro, D. C.: A Source Book of R-0man History. Heath, Boston. $1. 
Myers, P. V. N. History as Past Ethics. Ginn, Boston. $1.50. 
National Educational Association: Report by the Committee of Ten on Secondary School Studies. McKinley, Philadelphia. 36c. (ab) New England History Teachers' Association. A Catalogue of the Collection of Historical Material at Simmons College. Houghton Mifflin, Boston. 50c. (ab) New England History Teachers' Association: An Outline for Ancient History. Heath, Boston. 15c. (ab) New England History Teachers' Association: Historical Sources in Schools. Macmillan, New York. 50c. (ab)Ncwton and 'I'reat: Outline for Review in Greek History. American Book Co., New York. 25c. (b)Oman, C. W. C.: A History of Greece from the Earliest Times to the Death of Alexander the Great. I.1ongmans Green, New York. $1.50. Oman, C. vV. C.: European History, 476-918. Riving.ton, J.Jon­don. 6s net. Oman, C. Vv. C.: Seven Roman Statesmen of the Later Re­public. Longmans Green, New York. *1.60. (ab)Pelham, H. l<'.: Ontlines o.f Homan History. Putnam, New York. $1.75. (b)Plato: Dialogues. Everyman. 2 vols. Dutton, New York. 35c each. (b)l'iato: Hcpublic. 'l'ranslated by Harry Spens. Everyman. Dutton, New York. 35c. (ab )l'loetz, C. : Epitome of .Ancient, Medieval and i\Iodern His­tory. Houghton ~Iiffiin , Boston. $3. 
(ab) Plutarch: Lives. Dryden's tram;lation, revised b,v A. TI. Clough. Everymnn. !3 vols. Dutton, New York. :):Jc cac11. Preston, II. F'. and 11. P. Dodge: l'rivate Life of the Romans. 
Sanborn, Boston. $1.05. 
(a)Hiley, .B'. h: l\'lcthods of Tearhing History in the Public Schools. By the Author, University of Mississippi. 25r. 
Robinson, J. H. : ·Readings in European History. Vol. 1. Ginn, 
Boston. $1.50. (b)Robinson, J. H.: The New History. Ginn, Boston. $1.50. Robinson, J. II. and Breasted, J. II.: Outline for European 
History. Part 1. Ginn, Boston. $1.50. 
(b) St. 	Augustine: Confessions. Everyman. Dutton, New York. 35c. (ab) Salmon, Lucy M.: Some Principles in the Teaching of History. University of Chicago Press, Chicago. 50c. 
(ab)Shepherd, 	W. R.: Atlas of Ancient History. Holt, New York. 90c. 
(b) 
Sophocles: 	Dramas. Translated by Sir George Young. Everyman. Dutton, New York. 35c. 

(b) 
Tac.itus: 	Historical Works. Translated by A. Murray. Everyman. 2 vols. Dutton, New York. 35c each. 

(b) 
Thucydides: 	Peloponnesian War. 'l'rans1ated by R. Craw­ley. Everyman. Dutton, New York. 35c. (b)Tozer: Primer of C1assical Geograp'hy. American Book Co., New York. 50c. Tucker, T. G.: Life in .Ancient Athens. Macmillan, New York. 


$1.25. (b)Vincent, J. N.: Historical Research. Holt, New York. $2. (b)Webster, II.: Ancient History. Heath, Boston. $1.50. Webster, H.: Readings in Ancient History. Heath, Boston. $1. West, W. lVI. : Ancient \Yorld. Al1yn & Bacon, Boston. $1.50. (ab)Westerman, W. J.1.: Story of the Ancient Nations. Apple­
ton, New York. $1.50. 
MEDIEVAL AND MODER::-J HISTORY. 
A Five-Dollar List of JIIaterial. 
American Historicnl Association. Report of the Committee of Five on History in Secondary Schools. McKinley, Philn­delphia. 30c. 
American Historical Association. Report of the Committee of Seven on History in Secondary Schools. l\facmillnn, New York. 50c. 
Fling, F. l\{.: Outlim· of Historical Method. A ins worth, Chi­cago 75c. 
History Teachers' Magazine. McKinley, Philadelphia. (One year's subscription) $1. Johnston, W. and A. K.: The Half Crown Historical Atlas. Nystrom, Chicago. 60c. 
New England History Teachers' Association: A Catalogue of the Collection of Historical Material at Simmons College. Houghton Mifflin, Boston. 50c. 
New England History Teachers' Association: Historical Sources in Schools. Macmillan, New York. 50c. New England History Teachers' Association: Outline of Me­dieval and Modern European History. Heath, Boston. 15c. Robinson, J. H.: History of Western Europe. Ginn, Boston. $1.60. 
A Srnall Library Costing Ab•out Ten Doll'ars. 
American Historical Association. Report of the Committee of Five on History in Secondary Schools. McKinley, Phila­delphia. 30c. American Historical Association. Report of the Committee of Seven on History in Secondary Schools. Macmillan, New York. 50c. 
Bourne, H. E . : The Teaching of History and Civics. Long­mans Green, New York. $1.50. Fling, F. M'.. : Outline of Historical Method. Ainsworth, Chi­cago 75c. History Teachers' Magazine. McKinley, Philadelphia. (One year's subscription) $1. Johnston, W. and A. K.: The Half Crown Historical Atlas. Nystrom, Chicago. 60c. 
New England History Teachers' Association: A Catalogue of the Collection of Historical Material at Simmons College. Houghton Mifflin, Boston: 50c. 
New England History Teachers' Association: Historieal Sources in Schools. Macmillan, New York. 50c. 
New England History Teachers' Association: Outline of Me­dieval and Modern European History. Heath, Boston. 15c. Robinson, J. H.: History of Western Europe. Ginn, Boston. 
$1.60. Robinson, J. H.: Reading in European History. 2 vols. Ginn, Boston. $3. 
Libraries Costing Approximately Twenty-five, Pifty and One 
Hundred DoUars. 
(b ) Adams, 	G. B.: Civilization During the Middle Ages. Scrib­ner, New York. $2.50. Adams, G. B.: Growth of the French Nation. l\l[acmillan, New York. $1.25. (b)Allen, J. W.: The Place of History in Education. Black­wood, London. 5s. 
(ab)American Historical Association: Report of the Committee of Five on History in Secondary Schools. McKinley, Phila­delphia. 30c. 
(ab )American Historical Association: Report of the Committee of Seven on History in Secondary Schools. Macmillan, New York. 50c. 
(ab)Andrews, Gambrill and Tall: A Bibliography of History for Schools. Longmans Green, New York. 60c. Archer, Y. L. and C. L. Kingsford: The Crusades. Putnam, New York. $1.50. 
Ashley, R. L. : 'rhe Feudal Age. Department of History and Economics, Pasadena High School, Pasadena, California. 40c. 
Bemont and l\fonod: l\fodieval Europe. Holt, New York, $1.60 (ab)Berry, A. J. History and Geography. Blackie, J_;ondon. ls 6d. (ab)Bourne, I-I. E.: The Teaching of History and Civirs. J_;ong­rnnn.s Green, New York. $1.50. Brown, II. R. F. : 'J'hc V enctian Republic. Tern pl e Primer. ~'le1 cmillnn, 0/cw York. :3i"ir. (b)Brycc, ,J.: Th<~ Holy Roman Empire. "'.'v[acmillan, New York. $1.50. Cellini, Brnven11to: Autobiography. Everyman. Dntton, New York. il5c. Cornish, F. Vv . : Chivalry. i\Tacmillan; .\few York. $1.50. 
(b)C1mningha111, '\¥.: The Histor:-· of vVestern Civilizntion. C<lmhridg'C; ll11 i vcrsity Press. 2 YOL". $2Ji0. 
Davis. 	·w. S., assisted by X S. i\fcKendrick: A History of Mcdi(•val nnd Modern Bnropc. Houghton :Mifflin. Boston. $1.50. 
Dow, E. W. :. Atlas of European History. Holt, New York. $1.50. Duncalf, F. and A. C. Krey: Parallel Source Problems of Medieval History. Harper, New York. $1.10. Einhard: Life of Charlmagne. American Book Co., New York. 30c. (ab)Emerton, E.: Introduction to the Study of the Middle Ages. Ginn, Boston. $1.12. 
(b) Emerton, E.: Medieval Europe. Ginn, Boston. $1.50. Finlay, G.: Byzantine Empire. Everyman. Dutton, New York. 35c. 
(b)Fisher, 	G. P.: History of the Christian Church. Scribner, New York. $3.50. 
(b) Fling, F. M.: An Outline of Historical Method. Ainsworth, Chicago. 75c. Fling, F. M. and L. D.: Source Problems on the French Revo­lution. Harper, New York. $1.10. 
Foster, H. D. and Fay, S. B.: Syllabus of Continental European History, 378-1900. E. P. Stoers, Hanover, New Hampshire. 60c. 
F·ournier, A.: Napoleon the First. Holt, New York. $2. Froissart, Sir John: Chronicles of England, France and Spain. Everyman. Dutton, New York. 35c. 
(b) George, 	H. B.: Relations of Geography and History. Clar­endon Press, Oxford: $1.10. 
Getchell, M. S. : The Study of Medieval History by the Library Method. Ginn, Boston. 50c. 
(b) Gibbon, 	E.: Detiline and Fall of the Roman Empire. Ev­eryman. 6 vols. Dutton, New York. 35c each. Gilman, A. The Saracens. Story of the Nations. Putnam, New York. $1.50. Green, J. R.: A Short History of the English People. Amer­ican Book Co., New York. $1.50. Gwatkin, H . M.: Selections from Early Writers. Macmillan, London. $1.25. 
Harding, S. B. : 	New Medieval and Modern History. Ameri­can Book Co., New York. $1.50. 
(b) Hartwell, 	E. C.: The Teaching of History. Houghton Mif­flin, Boston. 35c. 
Hassall, A.: The Balanee of Power, 1715-1789. Rivi11gtoni J~ondon. 6s net. 
(b) ITayes, C. H. and h Schuyler: Syllabus of Modern History. 
Lemcke & Buechner, ~cw York. 25c. (ab)Hazen, C. D.: Europe Since 1815. Holt, New York. $2.50. Henderson, E. F.: Historical Documents of the Middle Ages. 
Bohn . .lVIacmillan, New York. $1.50. 
(b) Henderson, E. F.: A Short History of Germany. 2 vols. in one. Macmillan, Nevv York. $2.50. (ab) History Teachers' ::vragazine. McKinley, Philadelphia. (One year's subscription) $1. Hume, lVI. A. S.: The Spanish People. Great Peoples. Apple­ton, Kew York. $1.50. Jager, 0.: The Teaching of History. Translated by H. J. Chaytor. ::.\foKinley, Philadelphia. $1.52. Johnson, A. H.: Europe in the Sixteenth Century. Rivingtons, London. 6s net. Keatinge. l\L E.: Studies in the Teaching of History. Black, London. $1.60. Lane, Poole S.: The Speeches and Table Talk of the Prophet Mohammed. Macmillan, New York. $1. 
(ab) Langlois, C. V. and C. Seignobos: Introduction to the Study of History. Translated by G. G. Berry. Preface by F. York PO\rPll. McKinley, Philadelphia. $1.85. 
Larson, S. :'IL: A Syllabus of European History. University of Illionis, Urbana, Illinois. (ab)Lodge, R.: Close of the Middle Ages. Periods of Euro­pean History. :Macmillan, New York. · $1.75. Machiavelli, Niccolo: The Prince. J<°jveryman. Dutton, New York. 35c. l\Iason, K J!'rench l\Jedieval Romances. Everyman. Dutton, 
New York. 35c. 1.\{ower, A.: The Vikings. Cambridge University Press. 40c. (b )}.\foMurry, C. A.: Special Method in History. Macmillan, 
New York. 75c. Motley, J. L:: The Dutch Republic. Everyman. 3 vols. Dut­ton, New York. 35c each. (b)Muir, R.: New School Atlas of Modern History. Holt, New York. $1.25. 
(ab)Munro, D. C.; History of the Middle Ages. Appleton, New York. 90c. 
(b) Munro, D. 	C. and G. C. Sellery: Syllabus of Medieval His· tory, 395-1500. Longmans Green, New York. $1. 
National Educational Association: Report by the Committee of Ten on Secondary School Studies. McKinley, Philadelphia. 36c. (ab) New England History Teachers' Association: A Catalogue of the Collection of Historical Material at Simmons College. Houghton Miffiin, Boston. 50c. (ab)New England History Teachers' Association: An Outline of Medieval and Modern European History. Heath, Boston 15c. 
(b)New 	England History Teachers' Association. Historical Sources in Schools. Macmillan, New York. 50c. (ab) Ogg, F. A.: Source Book of Medieval History. American Book Co., New York. $1.50. Oman, C. W. C. : European History, 47@-918. Rivingtons, Lon­don. $1.75. Paris, Gaston: Medieval French Literature: Trans1atrrl by II. Lynch. Dutton, New York. 35c. 
(b) Perkins, C. : An Outline for the History of Europe Since 
(ab)Robinson, J. H.: History of Western Europe. Ginn, Bos­ton. $1.60. 1815. The College Book Store, Columbus, Ohio. 3Gc, 
(ab)Ploetz, C.: Epitome of Ancient, Medieval and Modern Histor.y. Houghton Miffiin, Boston. $3. Putzger: Historischer Schul-Atlas. Lecke & Buechner, New York. $1. 
Rait, R. S.: Life in the Medieval University. Cambridge Man­uals of Science and Literature. Putnam, N~w York. 40c net. 
Ranke, L. von: The History of the Popes During the Last Four Centuries. Bohn. 3 vols. Macmillan, New York. 35c each. 
Riley, F. L.: l\iI-ethods of Teaching History in the Public Schools. By the Author, University of Mississippi. 25c. (b)Philips, W. A.: Modern Europe, 1815-1899. Rivingtons, 
London. 60c., net. 
Robinson, J. H.: The New History. Ginn, Boston. $1.50. Robinson, J. H.: Readings in European History. Vol. 1. Ginn, Boston. $1.50. (ab) Robinson, J. H. and C. A. Beard: Development of Modern Europe. 2 vols. Ginn, Boston. $3. (ab) Robinson, J. II. and C. A. Beard: Readings in Modern European History. 2 Vols. Ginn, Boston. $3. Salmon, Lucy M.: Some Principles in the Teaching of History. University of Chicago Press, Chicago. 50c. 
St. Francis of Assisi : The Little Flowers. The :Mirror of Per­fection and Bonaventura's Life. Everyman. Dutton, New York. 35c. 
(ab) Shepherd, W. R.: Historical Atlas. Holt, New York. $2.50. Stephens, H. Morse: Revolutionary Europe, 1789-1815. Riv­ingtons, London. 6s net. Symonds, J. A. Short History of the Renaissance in Italy. Ed. by Parson. Holt, New York. $1.75. Thatcher, 0. G. and E. H. Mc::-.Jeal: A Source Book for Me­dieval History. Scribner, New York. $1.85. Tout, T. F.: The Empire and the Papacy, 918-1273. Riving­tons, London. 6s net. Translations and Reprints from Original Sources. 7 vols. Uni­versity of Pennsylvania, Philadelphia. $1.50 each. (b)Trenholme, N.: Syllabus for the History of Western 
Europe. Ginn, Boston. 60c. Vincent, J. M.: Historical Research. Holt, New York. $2. Wakeman, H. 0. : The Ascendancy of France, 1589-1713. Mac­
millan, New York. $1.75. Walker, W.: The Reformation. Eras of the Christian Church. Scribner, New York. $1.25. 
(b) Whitcomb, l\l. : Combined Source Book of Renaissance. Longmans, New York. $1.50. 
ENGI1ISH HISTORY. 
A Five-Dollar List of Material. 
American Historical Association: Report of the Committee of Five on History in Secondary Schools. McKinley, Phila­delphia. 30c. 
American Historical Association : Report of the Committee of Seven on History in Secondary Schools, Macmillan, New York. 50c. 
Cheyney, E. P . : Short History of England. Ginn, Boston. $1.40. Fling, F. M.: An Outline of Historical Method. Ainsworth, Chicago. 75c. Historical Atlas. English and European History from A. D. 800 to 1815. Nystrom, Chicago. Cloth bound, 60c. History Teachers' Magazine. McKinley, Philadelphia. (One year's subscritpion) $1. 
New England History Teachers' Association : A Catalogue of the Collection of Historical Material at Simmons College. Houghton Mifflin, Boston. 50c. 
New England History Teachers' Association: An Outline for English History. Heath, Boston. 15c. 
Small Libro,ry, Costing About Ten DoUars. 
American Historical Association: Report of the Committee of Five on History in Secondary Schools. McKinley, Phila­delphia 30c. 
American Historical Association: Report of the Committee of Seven on History in Secondary Schools. Macmillan, New York. 50c. 
Bourne, H. E.: The Teaching of History and Civics. Long­mans Green, New York. $1.50. Cheyney, E. P.: Introduction to the Industrial and Social His­tory of England. Macmillan, New York. $1.40. Cross, A. L.: A History of England and Greater Britain. Mac­millan, New York. $2.50 net. Gardiner, S. R.: English History School Atlas. Longmans Green, New York. $1.50. History Teachers' Magazine. McKinley, Philadelphia. (One year's subscription) $1. Kendall, E. K.: Source Book of English History. Macmillan, New York. 80c. 
New England History Teachers' Association : A Catalogue of the Collection of Historical Material at Simmons College. Houghton Mifflin, Boston. 50c. 
New England Teachers' Association. Historical Sources in Schools. Macmillan, New York. 50c. 'l'renholme. N. : Outline of English History. Ginn, Boston. 50c. 
Libraries Costing Approximately Twenty-five, Fifty and One Hundred Dollars. 
(b) Adams, 	G. B. and II. M. Stephens: Select Documents of English Constitutional History. Macmillan, New York. $2.25. 
Airy, 0.: The English Restoration and Louis XIV. Longmans Green, New York. $1. Allen, :B~. J.: Topical Outline of English History. Heath, Bos­ton. 25c. (ab)Allcn, J. W:: The Place of History in Education. Black­wood, London. 5s. 
(ab) .American Historical Association: Report of the Committee of Five on History in Secondary Schools. McKinley, Phila­delphia. 30c. 
(ab)American Historical Association: Report of the Committee of Seven on History in Secondary Schools. Macmillan, New York. 50c. 
(b)Andrews, C. M.: A Short History of England. Allyn and Bacon, Boston. $1.40. (ab) Andrews, Gambrill & Tall: A Bibliography of History for Schools. Longmans Green, New York. 60c. 
(b)Ashley, R. L. The Feudal Age. Department of History and Economics, Pasadena High School, Pasadena, Cali­fornia. 40c. 
Ashley, vV.•J.: The Economic Organization of England, an Ontline History. I.iongmans Gi:een, New York. 90c net. (b)Bartholomew, J. G.: foterary and Historicill Atlas of Africa 
and Anstralasifl. Everyman. Dutton, New York. 3fic. (b )Bateson, :'.\fary: l\Tcdicval Eng-land. Pntmm, New York. $1.f>O. 
(b) Bc~ml, C. A. : Introdnetion to the Eng:lish Historians. l\fac­millan, New York. $1.60 net. 
(b)Bedc: Ecclesiastical History. Everyman. Dutton, Xcw York. 35c. 
(ab) Berry, A. J.: History and Geography. Blackie, London. ls 6d net. (b)Bourinot, J. G. : Canada. Story of the Nations. Putnam, New York. $1.50. (ab)Bourne, H. E.: The 'reaching of History and Civics. Longmans Green, New York. $1.50. (b)Bright, J. F.: History of England. 5 vols. Longmans Green, New York. $7.25. (ab) Cannon, H. L. : Reading References for English History. Ginn, Boston. $2.50. (ab)Cheyney, E. P . : Introduction to the Industrial and Social History of England. Macmillan, New York. $1.40. (ab)Cheyney, E. P.: Readings in English History. Ginn, Bos­ton. $1.60. (ab)Cheyney, E. P.: Short History of England. Ginn, Bos­ton. $1.40. (ab) Colby, C. W.: Selections from the Sources of English His­tory. Longmans Green, New York. $1.50. Cook, J.: Voyages of Discovery. Everyman. Dutton, New York. 35c. 
Cornish, F. W.: Chivalry. Macmillan, New York. $1.50. 
Creighton, M. : Age of Elizabeth. Epochs of Modern History. Longmans Green, New York. $1. (ab) Cross, A. L. : A History of England and Greater Britain. Macmillan, New York. $2.50 net. Cunningham, W . and E . A. McArthur: Outlines of English Industrial History. Macmillan, New York. $1.50. Dodge, S. S. : Outlines of English History. A. S. Barnes, New York. 25c. 
(b) E gerton, H. 	E.: Origin and Growth of the English Colonies. Clarendon Press, Oxford. 2s 6d. 
(b)Fling, F. M. : An Autline of Historical Method. Ainsworth, Chicago. 75c. 
(b) Froissart, Sir John : Chronicles of England, France and Spain. Everyman. Dutton, New York. 35c. Gardiner, J.: Houses of Lancaster and York. Longmans Green, New York. $1. 
(ab)Gardiner, 	S. R.: English History School Atlas. Longmans Green, New York. $1.50. 
Gardiner, S. R.: The Puritan Revolution. Longmans Green, New York. $1. Gardiner: A Student's History of England to 1885. Longmans Green, New York. $3. (b)George, H. B.: Relations of Geography and History. Clar­endon Press, Oxford. $1.10. Giles, J. A., Ed.: Anglo-Saxon Chronicle. Macmillan, New York. $1. (ab) Green, J. R.: A Short History of the English People. American Book Co., New York. $1.20. Gretton, R. H.: .A Modern History of the English People. vols. Small Maynard, Boston. $5. Hakluyt: Voyages. Everyman. 8 vols. Dutton, New York. 35c each. 
(b) Hartwell, E. C.: The Teaching of History. Houghton Mif­
flin, Boston. 35c. Hayes, C.: British Social Politics. Ginn, Boston. $1.75. Hazen, C. D.: Europe Since 1815. Holt, New York. $2.50. Henderson, E. F .: Sel<.'ct Historical Documents. Macmillan, 
New York. $2.50. (ab) History Teachers' Magazine. McKinley, Philadelphia. The Historical Association (English) : Historical and Bio­
graphical Iicaflcts. Nos. 1-24. l\.fcKinley, Philadelphia. 
$R.80. 
(One year 's snbseription) $1. 
(b) Ilber, Sir Courtney: Parliament; Its History, Constitution and Practice. Holt, New York. 50c. Innes, A. D.: History of England for Use in Schools. Putnam, Xew York. $l.2G. Jager, 0.: The 'reaching of History. Translated by H. J. Chaytor. ::\'IcKinlcy, Philadelphia. $1.52. Johnson, H. II.: The Opening Up of Africa. Holt, ~ew York. 50c. (b)Joyce, P. W.: Short History of Ireland. T1ongmans Green, Tew York. 50c. Keatingc, W. nL: Studies in the Teaching-of History. Black, London. $1.60. 
(ab)Kendall, 	E. K.: Source Book of English History. :Mac­millan, New York. 80c. 
Kendall, J. T.: A Short History of the Church of Engla:ad. Macmillan, New York. $3 net. Kingsley, M. E.: Outline of English History. Palmer, Boston. 46c. 
Knowlton, D. C.: Studies in English History Prepared for the Use of High Schools and Academies. New York State Teacher, Ithaca, New York. 35c. (ab) J_;anglois, C. V. an<l C. Seignobos: Introduction to the Study of History. Translated by G. G. Berry. Preface by F. York Powell. McKinley, Philadelphia. $1.85. 
J,ec : A Source Book of English History. Holt, New York. $2. (b)Lyali, Sir A. C.: Ri>.e and Expansion of B1·itish Domiui011 in India. Murray. London. 5s. l\facaulay, T . B.: History of En!.>:land from the Accc::::sion of .Jarn~s II. Everyman. 3 vols. Dutton, New York. 35c earh. l\facmiHan: A Short Hi<itory of the Scottish People. Hodder & Stoughton, London. $3. (ab)Maitland, F. W.: The Consitutional History of England. Putnam, New York. $3.50. Malory, Sir Thomas: J,c }Iorte d 'Arthur. Everyman. 2 vols. Dutton, New York. 35c each. (b):Mcl\1urry, C. A.: Special l\fothod in History. :;'lfaemillrm, N·.>.w York. 75c. (ab)New England Ilistor.v Trachcrs' Association: .A Catalogue of the Collection of Historif'.al l\faterial at Simmons College. Houghton Mifflin, Boston. 50c. New England History 'I'cachers' Association: An OutliM for Bnglish History. ll eath, Boston. 15c. (ab)Newton and Treat: Ontlinc for English Histor~-. ,\rneri­cnn Book Go., Ne\\· York. 2;)c·. (b)Pepys. S.: Diary. Evrryrnan. 2 vols. Dnttou , :Jew Yol'k. 35c each. (ah )Plodz, C.: Epitome of .Ancient, l\Tcdieval nnd i\fodern History. Honghton Mifflin, Boston. s\;3. Pollard, A. F.: The History of England. Holt, Xcw York. 50c. Prothero, G. vV., Ed.: Select Statutes and other Constitutional Documpnts Illustrative of 1hc Reigns of Elizaheth and .Tarn(~s 
I. Clarendon Press, Oxford. $2.60. 
(b) Ra it, R S.: Life in the :.\le<.Iicval History. Cari1bridg;e Manual of Science and Literature. Cambridge University Press, Cambridg·e. 40c. 
Reich: A New .Atlas of English lfo;tory. .Macmillan, New 
York. $3.25. Robinson, J. II.: The New History. Ginn, Boston. $U'i0. Robinson, .J. H. and C. A. Beard: Development of Modern 
Europe. Vol. :2. Ginn, Boston. $1.60. 
(b) 
Rnssell, G. W. E.: l.Jife of Gladstone. Everyman. Dut­ton, Xew York. 33<» 

(b) 
Salmon, Imcy l\L: Some Principles in the Teaching of 
Histor:v. Uniwr!'lity of Chicago Press, Chicago. 50c. 
Seeley, ,J. n.: Expansion of Engfand. I_Jittle Brown, Boston. 



$1.75. Shepherd, W . IL : Historical .Atlas. Holt, New York. $2.50. Smith, ..\.: Wealth of Nations. Everyman. 2 vols. Dntton , 
:\cw York. ~~Ge each. Smith, G.: Thr<'c Engli<>h Statesmen. Macmillan, ::\ew York. 
$1.GO. Stubbs, \V.: The E11rly Plantagcuets. Long:rnam; <ireen. New York. $1. . (b) Taylor, R. vV. C.: Tht' l<'actory System and the Pactory .\ct:~. Seribnct', .N'ew York. $1. ThomaR, "'· C.: _.\ HiRtory of Bngland. Heath, Boston. $1.50. 
(b) 'I'hornpson.  ll.  TL:  English  ::VTonasterieR.  Putnam,  .N'ew  
York.  -±Oe  nd.  
Trrg·artlu·n,  n.:  ..\11stralim1  Commonwealth.  Putnam,  New  
York.  !J;L:JO.  

(ah) Tr<'uholrnc, :\.: 011tlinc of Eng·lish History. l\foKinlry, Philadelphia. :17t:. VincPnt, .T. l.L: Historical Research. Holt, -:\e,,-Yol'k. $:! . 
.Al\IETnC1\~ TTISTOHY .-\::\D (;JVICS. 
11he basi<; of a ;?ood hig·h school lihrnrv in T~nited 8tatcs his­tory is furnished by two works. '!'hes<~ are: (1) Tlie .lmerica·n Nation, Harpers. New York, in twPnty-sevcn volumes. wl'itten hy leading historinns of 1\meriea arnl e<1iter1 h:v Profrssor A. B. lTart; ( 2) Thr hiogrnphies of the A m!'riran 8t.ail'snuin 8eries (1To11g'hton :\Tiffiin nn<l Cornpm1,v. Hoston). Tlw priri' of the first is $2.00 a volume; of the second, $1.25. These are reduced by school discounts to about $1.60 and $1.10, respectively. Vol­umes may be bought separately, and thus the sets may be gr::i,d­nally acquired. The contents of the two sets follow: 
THE AMERICAN NATION 
Groiip 1.-Pomidations of the Nation 
Vol. 1 EuROPEAN BACKGROUND OF AMERICAN HISTORY. By Edward P. Cheney, A.M., Professor of History, University of P ennsylvania. 
Vol. 2 BASIS OF AMERICAN HISTORY. By Livingston Farrand, A.M., lVLD., Professor of Anthropology, Columbia University. 
Vol. 3 SPAIN IN .AMERJC.L By Edward G. Bourne, Ph.D., Professor of History, Yale University. Vol. 4 ENGI,AND IN AMERIC,\. By Lyon G. 'fyler, LlJ.D., 
President of William and JVIary College. 
Vol. 5 CoLONIAl, SELF-GOVERNMENT. By Chnrles McL . .An­drews, Ph.D., Professor of History, Bryn Mawr Col­lege. 
Group 2.-Tmnsformation into a Nation 
Vol. 6 PHOVJNCTAl, .AMERICA. By J<Jvarts B. Greene, Ph.D., Professor of History, University of Illinois. 
Vol. 7 !<'RANCE JN .A:1rnRICA. By Reubm Gold Th\\'aitcs. J;J.J.D., Secretary of the State Historical Society of Wisconsin. 
Vol. 8 PRELIMJNARIES O:r' TJIE REVOLU'l'lON. By George Elliott Howard, Ph.D., Professor of Institutional History, University of Nebraska. 
Yol. !) T1rn AMERIC.\N REvO.LUTION. By Claude II. Van Ty11c, Ph.D., Profosl'lor of American History, University nf Michigan. 
Vol . 10 Tim CONFEDERATION AND THE CONSTITUTION. By .An­drew C. McLaughlin, A.M., Director of the Bnreau of Historical Research, Carnegie Institution. 
Group 3.-Devr.lornncnt of the Nation 
Vol. 11 'l'11E :B...,EDEHALIST SYS'l'EM. By John S. Bassett, Pl'Ofes­sor of American History, Smith College. 
Vol. 12  1rHE JEFFERSONIAN SYSTEM. By Edward C. Channing,  
Ph.D., Profe3sor of History, Harvard University.  
Vol. 13  THE RISE OF AMERICAN NATIONALITY. By K endric C.  
Babcock, Ph.D., President of the University of Ari­ 
zona.  
Vol. 14  RISE OF THE NEW vVEST. By Frederick .Tackson ·rurner,  
Professor of American History, University of Wis­ 
consin.  
Vol. 15  J ACKSONIAN DEMOCRACY. By William MacDonald,  
LL.D ., Professor of H istory, Brown University.  
Gronp 4.­Trial of Nationality  
Vol. 16  SLAVERY AND ABOLITION. By Albert B. H art, Ph.D.,  
I.1L.D., Professor of History, Harvard University.  
Vol. 17  \VEST\\',\RD EXTENSION. By George P . Gar rison, Ph.D.,  
Professor of History, University of Texas.  
Vol. 18  PAR'rIES AND SL.'\VERY. By Theodore C. Smith, Ph.D.,  
Professor of American History, Williams College.  
Vol. 19  CAUSES OF THE CIVIL \VAR. By :F'rcnch E. Chadwick,  
U.S. X .. recent Prcsidl•nt of the Naval War Coll ege.  
Vol. 20  TnE APPE.\L TO ARMS. By James K. H osmer, T.11.i.D.,  
recrnt I.iihrari;m of the .'.\fomcnpolis Pnblic I.iibrary.  
Vol. 21  OuTco:1rn <W 1'ITE C1vn , \V:rn. By .James K. Hosmer.  
J,I.1.D .  
Group :J.-National rJ.r1Jansio11  
Vol. 22  RF.coNs1·1rncT10N, PoI.TTIC:\L AND EcoC\'0:111c. By Wil­ 
liam A. Dunning-, Ph.D., l'rofe;:;;;or of History, Co­ 
lnmbia TTnivcr,sity  
v·ol. 23  XATJO;>nl. DEVELOPMEN'l'. B~· Ed\1·in Er·le Sparks,  
A.l\T. , Professor of ..\mcrirnn History. Uni versity of  
Chieago.  
Vol. 24  ::'\A'I'ION.\L P1mnLEMS. By Davis R. Dewey, Ph.D.,  
Profrssor of El'.Onornies, :'ITm:;sachusctt.s Institntc of  
'l'cclmolog-y.  
Vol. 25  AMERICA .<\S A l:Vonw P<rwEn. By ,John II. J,atane,  
Ph.D., Professor of History, \Vashington and J,ee  
Unive1·1:;ity.  

History and Civics in the High School  49  
Vol.  26  NATIONAr, IDEALS H1sTORICALI,Y TRACED.  By Albert B.  
Hart, LL.D., Ph.D., Professor of History, Harvard  
University.  
Vol.  27  INDEX TO THE AME1nc,\N NATION.  Prepared by David  
lVf.  Matteson, A.l\f.  
AMERTC,\N STATESMEN  

BENJAMIN :F'R.\Nl<LIN. .\NDREW ,JACKSON. 
SAMUEJ, ADAMS }fARTIN VAN BUREN. 
PATRICK HENRY. ,JoHN SHERMAN. 
GEORGE ·vvAsmNGTON, 2 Yols. HENRY Ch\Y, 2 vols. 
JOHN .ADAMS. D.\NIEL \VEBS'l'ER. 
ALEX,\NDER ILn-r1LTOK. .TonN C. C.u,nouN. 
GOUVERNEUR MORRIS. .TonN SnERl\L\N. 
,JOHN JAY. THOMAS H. BENTON. 
JOHN :MARSHALJ,. LEWIS CASS. 
'I'H0;>.1:\S JEFFERSON. ABRAHAM J1INCOLN, 2 volR. 
JAMES MADISON. \VrLLL\M IL SEW,\RD. 
.Ar,BERT G,\J,Lc\'r!N. S.\T,"'.\WN P. CH,\SE. 
JAMES l\foNROE. CIL\HLES FH,\NCIS ADAMS. 
JonN QurNCY AoA:MS. CII.\RLES SUMNER. 
JAMES G. BLAINE. 'l'1L\DDEl ' S S·n~YENS. 
.JOHN R.\NDOLPII 

When funds arc available eaeh sc·hool shonld have a set of the historical writings of Francis Pnrkman (J1ittlc, Brown and Com­pany, Boston) and of ,John :F'iske (IToug·hton , Mifflin and Com­pany, Boston). Both were grent literary historians, and their charming style stimnlatcs interest in historicnl reading. 
A Five-Dollar List of Material 
American Historical .Assoriation: Report of the Committee of :B"ive on History in Secondary Schools. McKinley, Phila­delphia. 30c . 
.American Historical .Association: Report of the Committee of Seven on History in Secondary Schools. Macmillan, New York. 50c. 
Fling, F. M.: Outline of Historical Method. Ainsworth, Chi­cago. 75c. 
Hart, A. B. : Epoch jJaps Illnstrating· .American History. J_Jong­mans Green, New York. 50c. Hart, A. B.: A Sonrce Book of ..:\meri<'.an llisto1T :Macmillan, New York. 60c. History 1'eachers' l\'[agazine: :\TcKinlcy, Philadelphia. (One ye::ir 's subscription) $1. 
l\fozze,v, D. S.: American History. Ginn, Roston. $1.50. 
New England History Teachers' Association: J\ Catalogue of the Collection of Historical }fatcrial at Simmons College. Houghton MifAin. Boston. !)Oc. Kew England Histor:v 'feachers' Association: An Ontlinc for American History. Heath, Boston. 15e. 
A SmaU Library, Cost-£ng About Ten Dollars. 
American Historieal Assor-iation: Report of the Committee of Five on History in Sccondar)' Sehools. :\TcKinley, Phila­dclphia. 30c. 
American Historical Assor-iation: Report of the Committee of Seven on HiRtory in Secondary Sr,hools. Macmillan. New York. 50c. 
Barker, E. C. Potts, C. S., and Ramsdell , C. W.: School History of Texas. Row. Patterson, Chicago. 65c. Bassett, J. S.: A Short Histor.v of the United States. Mac­rnillan, New York. $2.50 net. Bourne, H. E.: The Teaching of l fistory and Ci vies. J;ong­mans Green, X••w York. $1.50. Hart, A. B.: Epoeh l\Tnps Illnstrating .American History. J.Jong­mans Green, Xcw York. 50e. Hart. A. B.: A Sonree Book of American ITistor>·· Macmillan, New York. 60c. History Teachers' l\fagazine: l\TcKinley, Philadelphia. (One year's subscription) $1. James, J. A. and A. TL Sanfon1: Government in State an<l Nation. Scribner, New York. $1. Kingsley, M. E.: Outline Stndics in United States History. Palmer, Boston. 8f>c. 
Muzzey, D. S.: American Histol'y. Ginn, Boston. $1.50. 
New England History Teachers' Association: A Catalogue of the Collection of Historical :'lfaterial at Simmons College. Houghton Mifflin, Boston. GOc. 
New England History Teachers' Association: An Outline for American History. Heath, Boston. 15c. Wolfson, A. M. : Outline for Review in Civics. American Book Co., New York. 25c. 
Libraries Costing Approximately Twenty-five, Fifty and One H wndred DoUars. 
(b)Allen, J. W.: The Place of History in Education. Black­wood, London. 5s. 
American Historical Association: Report of the Committee of Five on History in Secondary Schools. McKinley, Phila­delphia. 30c. 
American Historical Association : Report of the Committee of Seven on History in Secondary Schools. Macmillan, New York. 50c. Ames, H. V.: State Documents on Federal Relations. Long­mans Green, New York. $1.75. Andrews, C. M.: Colonial Self-Government. Harper, New York. $2. 
(b) Andrews, 	Gambrill and Tall: A Bibliography of History for Schools. Longmans Green, New York. 50c. (ab) Barker, E. C., C. S. Potts and C. W. Ramsdell: School His­tory of Texas. Row, peterson, Chicago. 65c. (ab) Bassett, J. S. : A Short History of the United States. Mac­millan, New York. $2.50 net. Beard, C. A. : Readings in American Government and Politics. (Revised.) Macmillan, New York. $1.90 net. (b)Bogart, J. L.: The Economic History of the United States. Longmans Green, New York. $1.75. (ab)Bolton, H. E. and Barker, E. C.: With the Makers of Texas. American Book Co., New York. 60c. (ab) Bourne, H. E. : The Teaching of History and Civics. Long. mans Green, New York. $1.50. (ab) Brigham, A. P. : Geographic Influences in American His­tory. Ginn, Boston. $1.25. (b)Brooks, E. C.: The Story of Cotton and the Development of the Cotton States. Rand McNally, Chicago. 75c. 
(b)Bryce, 	J.: American Commonwealth. Abridged Edition. Macmillan, New York. $1.75. 
Caldwell, H. W. and C. E. Persinger: Source History of the United States from Discovery, 1492, to Reconstruction, 1877. Ainsworth, Chicago. $1.25. 
Callender, G. S.: Selections from the Economic History of the United States, 1765-1860. Ginn, Boston. $2.75. 
(b) Channing, E.: Student's History of the United States. Macmillan, New York. $1.40. 
(ab)Channing, E., A. B. Hart and F. J. Turner: Guide to Study and Reading of American History. Ginn, Boston. $2.50. 
Cheyney, 	E. P.: The European Background of American His­tory. Harper, New York. $2. (ab) Coman, K.: Industrial History of the United State;;. nlac­millan, New York. $1.50. Dodd, W. E., Ed.: 'l'he Riverside History of the United States. 4 vols. Houghton, :Mifflin & Co., New York. $5.00. (Vol. 
1: Becker, Beginnings of the American P eople; Vol. 2, .John­son, Union and Democracy; vol. 3, Dodd, Expansion and Conflict ; vol. 4, Paxson, the New ~ation. The volume.-; tire sold srparatcly at $1.23 each.) 
Groscnp, G. C.: A Synchronistic Chart of United States History with a Chronological Text by E. D. Lr,ris. Win(lsOJ' Pnh. Co., New York. $1.f>O net. 
Dodd, W. E.: Stnteinnen of the Old South. Macmillan, New York. $1.50. (ab)Fish, C. R.: The Dcvclopmrnt of .Americnn Nationality. 
American Book Co., :\cw York. $2.25. Fiske, J.: The Critical Period. H011ghton Mifflin, Boston. $2. Fling, F. M. : An Outline of Historical :Method. _-\insworth, 
Chicago. 75c. Formnn, S. E.: Advanced Civics. Century, New York. $1.25. Foster, J. Vl.: A Century of American Diplomacy. Houghton 
Mifflin. Boston. $2.30. George, G. B.: Historical Evidence. Clarendon Press. Ox­ford. 75c. Hart, A. B.: American History Told by Contemp'Oraries. vols. Macmillan, New York. $7. (b)Hart, A. B.: Epoch Maps Illustrating Ameriran History. Longmans Green, New York. 50c. 
(ab)Hart, A. B.: Essentials in American History. American Book Co., New York. $1.50. 
(b) Hart, A. B. : Formation of the Union. Longmans Green, New York. $1.25. (ab)Hart, A. B. and E. Channing, Ed.: The American History Leaflets. P. F. Simmons, 3 E. 14 St., New York. $3.60. Haskins: 'fhe American Government. J. J. Ives & Co., New York. $1. Hinsdale: How to Study and Teach History. McKinley, Phila­delphia. $1.50. (ab) History Teachers' Magazine. McKinley, Philadelphia. (One year's subscription) $1. (b)Jager, 0.: The Teaching of History. Translated by H.J. Chayter. McKinley, Philadelphia. $1.52. James, J. A. and C. W. Mann: Readings in American History. Ginn, Boston. $1.50. (ab)James, J. A. and A.H. Sanford: Government in State and Nation. Scribner's, New York. $1 net. Johnson, A., Ed.: Readings in American Constitutional His­tory. Houghton Mifflin, Boston. $2.50. Keatinge, W. M.: Studies in the Teaching of History. Black, London. ls 6d. (ab)Kingsley, M. E.: Outline Studies in United States His­tory. Palmer, Boston. 35c. 
(ab )Langlois, C. V. and C. Seignobos : lntroduetion to the Study of History. Translated by G. G. Berry. Prefaee by F. York Powell. McKinley, Philadelphia. $1.85. 
Lodge, 	H. C. : George Washington. Houghton Mifflin, Boston. $1.25. (ab)MacCoun, T.: Historical Geography of the United States. Silver Burdett, New York. 90c net. 
(b) Mace, W. 	H.: Method in History for Teachers and Stu­dents. Ginn, Boston. $1. (b)McMurry, C. A. : Special Method in History. Macmillan, New York. 75c. (ab)MacDonald, W.: Documentary Source Book of American History. Macmillan, New York. $1.75. 
McKinley, 	A. E., Ed.: Illustrated Topics for American His­tory. McKinley, Philadelphia. Complete set with cover. 87c. Postage extra. 
McLaughlin, A. C.: History of the American Nation. Apple­ton, New York. $1.40. Morse, Jr., J. T.: Abraham Lincoln. 2 vols. Houghton Mifflin, Boston. $2.00. (ab)Muzzey, D. S.: American History. Ginn, Boston. $1.50. 
(a) New England History Teachers' Association: A Catalogue or the Collection of Historical Material at Simmons Col­lege. Houghton Mifflin, Boston. 50c. 
(ab)New England History Teachers' Association: Historical Sources in Schools. Macmillan, New York. 50c. (ab) New England History Teachers' Association: An Outline for American History. Heath, Boston. 15c. 
(b)New England History Teachers' Association: An Outline for the Study of American Civil Government in Secondary Schools. Macmillan, New York. 50c. 
Newton and Treat: Outline for Review in American History. American Book Co., New York. 25c. Old South r_,eafiets. E. D. Mead, Ed. 205 Numbers. Directors of the Old South Work, Boston. $8.25. (b)Paxson, F. L.: The Last American Frontier. Macmillan, New York. $1.50. (b)Ploetz, C.: Epitome of Ancient Medieval and Modern His­tory. Houghton l\Iiffilin, Boston. $3. Reinsch, P.: Readings on American F ederal Government. ninn, Boston. $2.25. 
Robinson, ,T. II.: The New History. Ginn, Boston. $1.50. 
Root, W . '1'. and II. V. Ames: Syllabus of American Colonial 
History. Longmans Green, New York. $1. Schuyler, R. h: A Syllabus of American History. Colnmhia University Press, New York. 25c net. Semple, E. C. : Influences of Geographical Environment. Holt, New York. $4 net. 
(b) 
Taussig, F . 	W.: The Tariff History of the United States. Putnam, New York. $1.50. 

(ab)Thwaites, 	R. G.: The Colonies, 1492-1750. T1ongmans Green, New York. $1.25. 

(b) 
Turner, F. J . : The Rise of the New West. Harper, New 


York. $2. Vincent, J. M.: Historical Research. Holt, New York. $2. 
History and Citrics in the High School  55  
White: Pupils' Outline in United States History. Book Co., New York. 30c. (b)Wilson, W.: Division and Reunion, 1829-1889. Green, New York. $1.25. (ab) Wolfson, A. M. : Outline for Review in Civics. Book Co., New. York. 25c.  American Longmans American