Another important topic to be considered at the beginning of the course is the reason for the study of the chosen field of history. Of what value is this particular story? What influence has this country had upon the world’s history? How has this influence persisted down into the student’s own life? The pupil’s interest should be aroused by showing the relation of the period to be studied to the civilization of his own nation. If the study is Grecian history, for instance, the teacher can show the influence of Greek literature and religion upon our own literature; the influence of Greek philosophy and science upon the Middle Ages and ultimately upon ourselves; and the influence of Greek art, particularly in architecture, throughout this country, which, through its passion for Greek democracy, has copied extensively not only Greek names of persons and places, but also all of its styles of architecture and decoration. Next, the teacher should take up the geography of the country to be studied; pointing out its situation upon the general map of the world, its coast-lines, its rivers and mountains, its natural products, its lines of trade and communication. In nearly all the countries he must study there will be seen a geographical unity which can be easily comprehended by the student. Mesopotamia, the Nile Valley, Greece, the Mediterranean world, and England all possess a geographical simplicity which appeals to the weakest student. In the case of European history and American history the case is somewhat complicated by the variety of geographical conditions; but this very variety should be shown to be one of the reasons for the subsequent splitting of Europe into separate states, and for the variation of political and social ideals throughout the United States. Lastly, before approaching his proper subject, the history teacher should relate his chosen field of history to that of previous nations. This work is usually done for the teacher by the text-book makers. In English history we have chapters upon pre-historic man, the Britons, and the Romans, before the Anglo-Saxons are reached; in ancient history the relation of the Greeks to earlier civilizations is discussed; in European history, the Roman Empire or Charlemagne’s Empire will be presented; while in American history we have the great problem of the European background. If the teacher has successfully thought out these several introductory topics, and presented them well to the class, then the pupils will be ready to enter upon their study with force and interest. They should have acquired respect for the instructor; have become certain of what is expected of them; have gained interest because the study touches their own life; and have obtained the antecedent geographical and historical knowledge necessary to a good understanding of the subject. The Field of the Magazine