of political effort, of intellectual interest, and of moral struggle of which the race is capable. To the great majority of minds the optimistic inference is more natural than the pessimistic, and the conclusion almost draws itself that endeavor is not in vain, that the good result is in the end secure. If the student can be given in some degree these two things, a conception not merely intellectual, but imaginative, it may be more or less emotional, of the sweep of humanity onward, and a calm assurance of the ultimate good, I certainly believe he will confess that no step of his mental advancement has opened to him so wide a horizon or brought him to so steadying a confidence in the worth of individual effort and the final outcome of things. I am perfectly well aware that in this I am stating the ideal. I am not foolish enough to believe that these results can be imparted to whole classes, or immediately in full perhaps to anyone, nor would I claim for every instructor the power to produce them. But though the ideal is unattainable, I do wish to say clearly three things. One is that to some students very much of these results, more probably than would at first be thought possible, can be given, and to nearly all something. Another is that history of all college studies leads to them most directly and naturally. The third is that the teacher who labors for them wisely and with proper balance of interest is laboring not merely for what is likely to be most permanent, but for the highest and best possible to him. American History in the Secondary School ARTHUR M. WOLFSON, PH.D., Editor. Dignity of the Course. American history in the secondary schools is, we feel safe in assuming, the crown of a course extending over at least three or more years. Students approach it after having devoted time and thought to an elementary course in American history--possibly even a course in English and European history--to a secondary course in some one or more phases of European history and to a course in English history. The teacher who undertakes to lead a class in American history in the secondary school should, therefore, approach this subject with higher ideals and broader purposes than he would set in any other history course in the curriculum. Here, if ever, the teacher may hope to train his students in the use of judgment and reasoning in the examination of facts. From the beginning, the teacher should assume that his students have a fair knowledge of the elementary facts of American and of European history. The teacher will waste time if he attempts to teach the mere facts of American history without attempting to relate them one to another. American history in the secondary school should be a study of the relations of American history to the history of the rest of the world, and of the steady development of American political, social, and economic institutions. What we mean by this we trust will become clear as we go on in this work.