New Mediæval and Modern History

which has been attained in this endeavor is due in very large part to the patient coöperation of a number of expert teachers. To Miss Margaret Snodgrass, of Lake View High School (Chicago), the author is indebted for very efficient collaboration in the whole task of revising and rewriting the book, and in reading the proof. Miss Josephine M. Cox, of Shortridge High School (Indianapolis), Miss Mattie B. Lacy, of Manual Training High School (Indianapolis), and Miss Mabel Ryan, of Garfield High School (Terre Haute), each read the manuscript at two different stages, and went over it with the author in repeated joint conferences. In addition, Mr. F. P. Goodwin, of the Woodward High School (Cincinnati), Mr. E. M. Benedict, of the Walnut Hills High School (Cincinnati), and Mr. F. F. Herr, of the Youngstown (Ohio) High School, carefully read the manuscript and offered many valuable suggestions, the outgrowth of their wide experience as teachers. Finally the author is indebted to Messrs. Scott, Foresman & Company, of Chicago, for permission to incorporate in this text certain passages from his grade readers, entitled The Story of the Middle Ages, The Story of England, and The Story of Europe, published by them. To all of these persons, and to others who are not here named, the author makes grateful acknowledgment.

The following suggestions are offered concerning the teaching of the subject: –

1. Make sure, the author would urge, that the pupil understands what he reads and recites, and lead him to penetrate back of the narrative to the things themselves, to realize, visualize history. The simplest words and expressions sometimes prove difficult; and it is always desirable to lead the pupil away from the language of the book to his own expression.

2. Require the keeping of notebooks for class notes and dictations, for collateral reading, and for analyses by the pupil of chapters in the text.

3. Use should be made of text- and wall-maps in the preparation and recitation of lessons; and from time to time the teacher should require the filling in of outline maps, for different epochs, showing physical features, towns, battles, boundaries, etc. Un

localized knowledge in history is nebulous knowledge; and in map work the principle of "learning by doing" is indispensable. Excellent outline maps are published by the McKinley Publishing Co., Philadelphia.

4. The memorizing of a mass of unrelated dates is not advised, though a sufficient number of dates must be mastered to serve as landmarks. Rather exercise the pupils in grasping the sequence and other time relations of events, drilling them, for example, in estimating the distance in time between events in the same and in different series.

5. Pictures of historical places, things, and persons greatly aid instruction. Collections of these may easily be made from old magazines and similar sources, and should be mounted on uniform sheets of cardboard and classified. Older pupils can usually assist in the making and keeping of such a collection.

All this is presented merely as suggestion, not dogmatically. If the teacher is really a teacher, knows his subject and loves to teach it, like Sentimental Tommy he will surely "find a way." The only fair test, for teacher and book alike, is the test by results.

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