possible charm of first-hand narrative, the latter that of accuracy and comprehensiveness. The narrative method is greatly superior to that of the text-book with children whose powers of reading are not well developed; the text-book, together with its available accessories, is greatly to be preferred with older pupils capable of large amounts of reading. The following sections give a vivid description of the narrative method at its best; the commentary will attempt to show how the printed page may be made equally attractive, and, at the same time, much more useful. 240. If, to begin with, a purely chronological, but accurate, outline-view of history is to be imparted, the teacher must be able to traverse mentally the whole historical field, going with equal readiness back, forward, or across (synchronistically). The notable names must form definite groups and series; and the teacher must possess facility in making the most notable names stand out clearly from the groups, and in condensing the most salient points of a long series into a short series. If this mastery of subject-matter is important for the narrator, it is equally important for the teacher who depends upon print for the narration. Observation of current history teaching betrays the fact that the teacher rarely becomes master of his material to such an extent that he can throw it into new forms. As it stands in the book, he probably knows it; but to take liberties with the facts, to expand parts, or throw masses into brief outline, to make new groupings, or to change a long series into a short one, usually lies beyond his ability. This lesson the American teacher must learn through a better mastery of his materials. 241. Again, the teacher must make himself perfectly familiar with general notions that relate to classes of society--constitutions, institutions, religious customs, stages of culture--and that serve to explain events. But not only this; he must study likewise the conditions under which he can develop them and keep them present in the minds of his pupils. This consideration alone shuts out most generalizations from the first lessons in history. And, accordingly, ancient history, whose moving causes are simpler than the more modern political factors, maintains its place in presentations of historical material to younger pupils.