In all conferences of history teachers, much time is spent in considering how best to inculcate historical mindedness, accurate thought, cultivation of the imagination, and clear reasoning; primarily it is acknowledged that there must be acquired a stock of definite information, but the discussions seem to assume that the acquisition of the information is an easy matter, and that the exercise of observation, analysis and judgment, may occupy the greater part of the time of pupil and teacher. In the classroom, however, both teacher and pupil while trying to respond to the multiplicity of demands have been unable to divide the time into enough fractions to go round, and the teachers seem to have reached a consensus that the topic to be crowded out shall be geography. In spite of the fact that the requirements in history state that geographical knowledge will be tested by requiring the location of places and movements on an outline map, in spite of the fact that almost every set of questions for nine years has demanded map work, the papers of candidates have shown that instruction in geography, including the use of maps, has been signally neglected. Year after year answers in this subject have been marked uniformly low, seldom attaining a passing mark, being rated 1, 2 and 3, on a scale of 10. In answers to questions which asked that Philadelphia, Constantinople, Alexandria, Delos and Delphi, be marked on the map and their historical importance be explained in the answer book, Philadelphia was placed in North Dakota, Constantinople in India, Alexandria on the Adriatic, Delphi in Italy, and Delos near Genoa; and yet the answer books told correctly the historical importance of each. How completely geography may be divorced from map work was illustrated in a few answers to a question that asked for the marking on the map of the English frontier on the European continent in the time of William I, Henry II, and Henry V; several candidates wrote out their answers in addition to indicating them on the map, with the curious result of a correct list and an incorrect map, that is to say, the memorizing of French provinces had been carefully done, but there had been no practice in map work. A more vicious example of unintelligent memorizing it would be hard to find. Countries as well as cities have been misplaced; Ireland in Norway, Wales in Germany, China in Egypt. That the ignorance here is due to the teachers and not to the pupils is made apparent by the failure on this point in otherwise excellent papers. There could have been no instruction, or the intelligent pupil would have met the requirement. Another proof besides the mass of incorrect answers that map work is neglected in the schools is the fact that when the options permitted a choice between map work and an explanation of geographic control, the choice fell on geographic control. This choice was made not because the candidate was qualified