Granted that the primitive method of historical narration by the teacher is the most effective in its appeal to the beginner, it must be maintained that the combined knowledge and literary skill of modern historians infinitely surpass the powers of the ordinary teacher. The modern problem is, not how to compose history, but how to utilize that which has been composed. It is, in short, to guard against the confusion that comes from diffuseness. Wide historical reading may be as bad for the student as wide reading of novels. The mind may surrender itself to the passing panorama as completely in the one field as in the other, until the impressions made are like those of a ship upon a sea. The remedy is the thorough organization in the mind of the student of the knowledge gained in diverse fields. This is secured by teacher or author, or both. Some authors secure clearness of outline by topics, references, and research questions. Larned’s “History of England” concludes every chapter in this way. As an illustration we may quote from Chapter XVI, which narrates the quarrel between King Charles and his people:-- 202. _Charles I._ Topic. 1. Charles’s character and views. References.--Bright, II, 608, 609; Green, 495; Montague, 118; Ransome, 138, 139. 203. _Bad Faith in the Beginning of the Reign._ Topic. 1. Charles’s marriage and broken pledges. Reference.--Bright, II, 608, 614. 204. _The First Parliament of King Charles._ Topics. 1. Charles’s designs and his treatment of Parliament. 2. Attitude of Commons and their dissolution. 3. The King’s levies. Reference.--Gardiner, II, 502, 503. Research Questions.--(1) What were the legal and illegal sources of the King’s revenues? (Ransome, 151, 155). (2) What might be said to constitute the private property of the crown? (3) What contributed to make Charles’s court expensive? (Traill, IV, 76). (4) How would this need for money make for parliamentary greatness?[25] In a similar way the remaining topics of this section of English history are recorded, guiding the pupil in his outlines and his readings. With suitable care on the part of the teacher to see that the student fixes the outline firmly in mind, there is no danger of becoming lost in a wilderness of words. At the same time the pupil’s mind is enriched from many noble sources, instead of being limited by the presumably meagre resources of a single teacher. By this method the child may enjoy the benefits of modern erudition, without at the same time being harmed by dissipation of mental energy.