More or less closely connected with these lines of thought are the following selections in _Journeys Through Bookland_. Interest may be deflected in any direction. If the selections are too hard for the class to read, tell the stories in simplified form: 1. _The Legends of King Arthur_ (Volume V, beginning on page 113). 2. _The Attack on the Castle_ (Volume IV, page 322). 3. _The Battle of Hastings_ (Volume IX, page 330). 4. _Beowulf and Grendel_ (Volume III, page 350). 5. _Chevy Chase_ (Volume IV, page 312). 6. _Frithiof the Bold_ (Volume III, page 394). 7. The myths of the Northland, viz.: _How the Wolf Was Bound_ (Volume II, page 91); _The Death of Balder_ (Volume II, page 99); _The Punishment of Loki_ (Volume II, page 111); and part of _Stories of the Creation_ (Volume IV, page 159). 8. _A Norse Lullaby_ (Volume I, page 246). 9. _The Tournament_ (Volume VI, page 38). 10. _The Skeleton in Armor_ (Volume V, page 327). It will be noticed that while this outline is given for use with young children, it easily may be adapted to the use of older ones and may lead into a wide course in historical reading. The textbook in history is necessarily brief and really little more than an outline of events. In many instances the book gives too much space to battles, sieges and military movements and too little to the conditions of life, to manners, customs and causes and effects of events. Yet the textbook is a valuable guide and enables anyone to present the subject logically and to systematize what is learned, if nothing more. What a wide range of subjects is covered in the study of history! What abundance of material for study is required! Dates must be learned and events arranged chronologically; maps must be studied, fixed in mind and made of real value by a comprehension of the things they are supposed to represent; military events must be understood in relation to the causes that lead to them and the results that follow. Some few battles or campaigns must be made vivid enough to give an idea of the expense, the labor, the suffering and the horrors involved in war; government, educational and religious institutions, religious and social customs and financial methods must be studied; industries and amusements, the lives of the people, food and food supplies, the production of clothing and building material must be examined; in fact, each one of the multiform interests of humanity may be a fair topic for study at some time in the history class. Methods of instruction must be as varied as the subject-matter. Sometimes drill is necessary to fix facts; again it is necessary to encourage the observation and study of persons, things and events about us; a third time, wide research and extensive reading are demanded; again, the feelings must be aroused, sentiment and enthusiasm encouraged, patriotism taught. There is material for many of these exercises in _Journeys Through Bookland_.