If we say that this field of study should deal with the political, governmental, social, and cultural development of the western portion of the Ancient World under the three main divisions of (a) the Oriental nations, excluding, of course, India, China and Japan; (b) the Greek world, and (c) the Roman world--then we have a fairly comprehensive definition of what is to be covered. If we add to this that the chief teaching problem of the course is so to organize and interpret the subject matter as to bring out in a clear and connected way the really significant and essential movements and developments during ancient times in connection with the leading historical peoples, we are giving greater definiteness to the teaching work of the course. But what are the really significant and essential movements in the history of the ancient world from the pedagogical viewpoint? Can it not be said that they are those that have most continuity with and exerted most influence on later Mediterranean and European history? To this end emphasis should be especially laid on the Greek world, centering in Athens, and on Rome, centering in her great imperial system. As a general rule, teachers of ancient history are inclined to give too great a proportion of the time at their disposal to the Oriental empires and their civilizations, to early Greek history and archæology, to Roman legendary history, and the petty politics and mythical conflicts of the early Roman republic, and the governmental organization of the decaying republic, while Athenian life and thought, Macedonian imperialism and its results, the rise and organization of the great Roman empire, the causes of its strength, and of its weakness and decline are not given sufficient time and attention.