1. Athenian recreation centers. 2. Roman opportunities for recreation. 3. Mediæval cities: England. 4. Mediæval cities: Continental Europe. 5. The modern British city. 6. Modern cities in Argentina, Chile, Brazil. 7. The large German city. 8. The small German city. 9. Paris, and the smaller French cities. 10. Colonial cities of America. 11. American cities during the last quarter of the eighteenth century. 12. American cities before the Civil War. 13. American cities from the Civil War to the twentieth century. 14. American cities in the twentieth century. 15. How smaller cities are replanning. 16. Parks in large American cities. 17. The city-planning conference. 18. Statistics showing total area of city, and percentage of park space. 19. Playgrounds of Chicago and New York. 20. The Gary plan of schools and playgrounds on the same site. The class in ancient history, owing to a belief on the part of the instructor that no child should be allowed to leave school without a background of modern affairs, devotes one day a week to contemporary history. A weekly digest of the ten most important events is kept in the history notebook, arranged, three for foreign events, three for national events, and four for local. Reports are prepared and read upon assigned magazine articles, especially from the _Literary Digest_, _Outlook_, and _Independent_. Everything is thus done to get the clue of historical study from the interesting events around the pupils. History is studied as much as possible backward, instead of forward. In 1912-13 the classes in modern history became interested in the past of the Balkan nations, in order to understand the reason for their alliance against the Turkish Empire. A digression was, therefore, made to clear this point, and to vitalize thereby the history of the related European countries. The next year a similar interest was kindled in Mexico and our relations with the Spanish-American republics. During the past year the history instructor has found the study of the last two centuries of western Europe to move along without effort, owing to the interest in the great war. Such a study of history clearly obviates the necessity of any separate study of “civics.” History and geography taught in this way become part of one’s general information. Magazines and newspapers are freely used. The systematic reading of the best weeklies and papers surely is an important training, in an age of so much cheap and worthless reading-matter.