The plan of references embraces three features: (1) literature at the beginning of each chapter; (2) foot references to special citations; and (3) a general bibliography in the Appendix. In the first two, titles are sometimes abbreviated because of their frequent repetition. In case of doubt the reader should refer to the general bibliography, in which all the authorities cited are arranged alphabetically, with full titles. To get the greatest value from this study, classes should be required to keep a notebook which should follow some uniform plan. I suggest the following as such outline: (1) historical and geographical; (2) home life; (3) physical, religious, and aesthetic education; (4) elementary and higher education; (5) summary of lessons taught; (6) educators: (_a_) life, (_b_) writings, (_c_) pedagogical teachings. Of course each teacher will modify this outline to suit his own ideals. Such notebook will be found to be of value not only in review, but also in fixing the subject-matter in the mind of the student. It is generally conceded that the plan of an historical work should be based upon the evolution of civilization. In common with other recent writers on educational history, the author accepts the general plan of Karl Schmidt in his "Geschichte der Paedagogik," the most comprehensive work on this subject that has yet appeared. But the specific plan, which involves the most important and vital characteristics of this book, is the author's own. The details of this specific plan embrace a study of the _history_ and _environment_, of the _internal_, _social_, _political_, and _religious_ conditions of the people, without which there can be no accurate conception of their education. Our civilization had its inception in that of ancient Egypt, and thence its logical development must be traced. If desirable the teacher can omit the chapters on China, India, Persia, and Israel. It will be found, however, that the lessons taught by these countries, though negative in character, are intensely interesting to students, and most instructive and impressive. These countries are also admirably illustrative of the plan employed in the book, and thereby prepare the way for later work. That plan is more fully set forth in the Introduction, a careful study of which is recommended to both teacher and student. The author wishes to acknowledge his appreciation of the valuable assistance in the preparation of this volume rendered by Dr. Elias F. Carr of the New Jersey Normal School, and Professor W. J. Morrison of the Brooklyn Training School for Teachers. LEVI SEELEY. REVISED EDITION I have taken advantage of the necessary reprinting of the book to make certain changes and additions, and to correct a few errors which were found to exist. An attempt has been made to note the recent changes that have taken place, especially in the French and English school systems. L. S. SECOND REVISION