In regard to the special contents of the volume, space will permit of only a very brief survey and mention. The selections to illustrate the geography of England, prehistoric and Celtic Britain, and Roman Britain have been admirably made and furnish enough collateral reading for any high school class studying this early period. Classical and early English sources have been skilfully drawn on and interestingly presented. For Anglo-Saxon England the great literary and historical writings such as Tacitus’ “Germania,” Bede’s “Ecclesiastical History,” the “Beowulf,” the “Anglo-Saxon Chronicle,” Asser’s “Life of Alfred,” and various collections of Anglo-Saxon laws and documents, have been freely used and furnish a scholarly and yet not too advanced a background for the ordinary narrative history. In selecting and organizing his material for Norman and Plantagenet England Professor Cheyney has likewise shown remarkable judgment and discrimination. It is in the modern part, however, that his skilful editorial work is seen to fullest advantage and the variety and breadth of selection is really remarkable. The light thrown on the great Puritan movement of the seventeenth century and on the struggle between the Stuarts and their parliaments is so interesting and valuable that no American teacher of English history can afford to ignore or overlook Chapter XIV on “The Personal Monarchy of the Early Stuarts.” Equally, if not more, important are the extracts contained in the three last chapters illustrating the foundation of the British Empire of to-day, the period of revolution in industry and in politics and government, and the growth of real democracy and social equality through the great reforms of the nineteenth century. All forms of public and private record have been drawn on for illustration, and it will be a poor teacher who cannot make more vital and interesting any lesson in modern English history by the aid of these illuminating and interesting selections. If any criticism is to be made of the contents of the “Readings,” it is of the sort that is sometimes made after too elaborate and substantial a dinner--that we have been perhaps a little over-supplied with rich and savory intellectual food by the efforts and industry of Professor Cheyney. How Teachers Can Best Use the “Readings.”