Finally, a sketch is given of the stages of the historical progress of France in connection with the state of the Republic to-day. G. W. Knight, _Prof. of History, Ohio State University_: I do not know another book which, in anything like the same space, conveys for youthful students so good a notion of French events. A. H. Fetterolf, _Pres. of Girard College_: I like it very much. It is an excellent book and I trust soon to have it used in Girard College. Edward G. Bourne, _Prof. of History, Adelbert College_: I have no hesitation in pronouncing it the best French history of its scope that I have seen. It is clear and accurate, and shows unusual skill in the selection of matter as well as judgment in emphasizing the political significance of events. The Nation, _New York_: It is a marked advance on any available work of its scope. The author has shown competent judgment in the choice of his facts and his style is clear and interesting. The proportions are well observed, and the political significance of events is given due prominence in his treatment. So far as we have noticed, unusual accuracy has been achieved. _Reference History of the United States_. By HANNAH A. DAVIDSON, M.A., Teacher of History, Belmont School, California. 12mo. Cloth. xii + 190 pages. By mail, 90 cents; for introduction, 80 cents. This book, which is designed expressly for schools of advanced grade, high schools, academies, and seminaries, is an attempt to connect history teaching more closely in method and matter with the teaching and study of history in the college and the university. In the best institutions the study of history is no longer the study of a text-book. The library is the workshop, the best books that have been written are the tools; the teacher is the guide, and the pupil's mind must do the work. The objects of the method of instruction outlined in this book are two: First, to help the pupil acquire discipline, and to train him in those methods of work which he ought to use throughout his college course; second, to give the pupil a sufficiently broad and reliable knowledge of facts to serve as a basis for his future study of constitutional history, politics, etc., and to put these facts into such due relation to each other and to commonly accepted opinions that they will not have to be re-adjusted when broader knowledge has been acquired. The subject is divided into a series of topics; under each topic questions are asked; and after each question references to the best accessible authorities are given in abbreviated form, though in such a way as to be immediately understood. A space is left after each set of references for additional ones to be inserted by the student. The work was used for three years in manuscript by boys in the fourth year below the Freshman class of our best universities; that is to say, at the same time with Latin and Geometry or Algebra.