to write about the effect of geographical conditions on the history of the early settlements in America, or on the Revolutionary struggle, but because guessing seemed easy. As for the other “eye of history,” chronology, there is a respectable showing. The examination questions have not asked for lists of dates, though a knowledge of dates has been frequently demanded by the nature of the questions, and such demands have not found the pupils wanting. An occasional anachronism has occurred, and has served to enliven the reading, as the statements that the barons of the time of William the Conqueror spent most of their time smoking and drinking, and that Milton was effective by means of his efforts in the daily papers. Occasionally a candidate would show what he could do by prefacing or concluding his answer book with a chronological table for the whole subject. Answers to what may be called sweeping questions such as “Trace the rise and fall of the naval power of Athens,” show a lack of practice in reviewing by topics; though meagre, they suggest more acquaintance with the subject than is written down, giving evidence of considerable drill on isolated points, if not on the continuous story. All the history papers since 1901 have had questions of this sort, and it would seem likely that teachers would take the hint and exercise their pupils in following a train of events from reign to reign, from administration to administration, from century to century. The general failure with this type of question and the general success in timing isolated events leads to the fear that the history is studied wholly by reigns or administrations without regard to the “ceaseless course” of Time.