The study of history should not end with what is contained in text-books, for the making of history never ceases. The study of current events will be found to be a very valuable element in history teaching. Teachers and pupils who are interested in the events of to-day are much more likely to be interested in the events of the past. A knowledge of current events will arouse curiosity in what led up to them, will suggest a motive for studying the past, and will often supply concrete examples for both history and civics. In fact, the teaching of civics may be based almost entirely on current events. (See Civics, p. 52 et seq.) The influence of a knowledge of current events on the study of history is very plainly seen to-day in the earnest and widespread effort to discover the causes of the war that is devastating Europe at the present time. History becomes real when pupils understand that what is happening now has its roots in the past and, at the same time, is history in the making. For example, the present war will certainly intensify our interest in the great movement to prevent war by means of world-wide arbitration of disputes between nations, or by any other means. The value of this phase of history teaching depends very largely on the interest taken in it by the teacher and on the work that the pupils can be induced to do for themselves. The teacher talks to the pupils about some important current event in an interesting way. Then the pupils are encouraged to add to what he has said by relating what they have heard, or have read in the newspapers. After a few lessons the chief difficulty is to make a suitable selection of topics to be discussed in class. Those of national importance, if within the scope of the Form work, will have prominence, and the pupils will be given hints as to articles about these topics in papers, magazines, and books. It is obvious that topics likely to arouse religious, political, or other party feeling, should be avoided. For actual school-room practice the following scheme has been used successfully in Form III: CURRENT EVENTS (10 MINUTES DAILY) The teacher has suggested the kinds of events that are worthy of discussion, and the pupils come to class prepared to tell what they have read in the papers about some of these. The teacher aids them to give fit expression to their information, and the pupil who has been chosen as editor writes a summary of the lesson on the black-board, and later, on a sheet of paper. Ordinarily, the editors should be chosen from those who write and spell well. Where the subject-matter lends itself to such treatment, these summaries may be placed in two columns--one, the _Girls' News Column_; the other, the _Boys' News Column_. The summaries on the sheets of paper may be arranged in order for a week or a month and be known as _The School Review_. Such a lesson includes history, and oral and written composition.