In the general organization of the Ancient History field the topics should be so planned that the teacher and class will work from a broad study of the Oriental peoples of the eastern Mediterranean world and of the early history of the Greek peoples and States to a more careful and intensive examination into the Athenian world as typical of the best of classic Greece, of Alexander and Macedonian imperialism, as promoters of Hellenic culture. The early Roman period should be rapidly covered and far less time spent on the republic and its government. The object in organizing the Roman portion of the Ancient History field should be to emphasize the growth of the Roman empire and the creation of an imperial system. To this end as much attention as possible should be directed to the provinces and to the general problems of the imperial government. The influence of the Roman historians, Livy, Suetonius, and even to some extent of Tacitus (I refer to the annals and histories), and of teachers of the classics is responsible for much wrong perspective in the teaching of Ancient History. Nor have we one really well-proportioned textbook for this field, though several of the existing ones are fairly satisfactory. The success and interest of the ancient history course depends largely on the teacher’s power of selection, organization, and interpretation. Organization of the Field of Medieval and Modern History. In organizing this field of study, while following the general rules of organization, the teacher should remember that the object of this course is above all else to make the student familiar with his present historical environment and its immediate background. To this end it is desirable that a large proportion of the time should be devoted to bringing out and emphasizing movements and institutions that have distinctly modern significance, and that recent European history should be carefully studied. This does not mean, however, that the medieval portion of the field should be neglected as an important contributory factor in modern civilization. Emphasis should be laid on the continuity of Roman influence, as seen in the imperial Church and the imperial State and in Roman law, on the Christian religion as a factor in advancing civilization, and on the contribution of political, social and economic importance made by the Germans. The medieval world is more foreign to the schoolboy mind than even that of Greece and Rome, and the struggles of popes and emperors, the intricacies of feudalism, and the ascetic and adventurous aspects of the Crusades are hard for him to understand. But the feelings of nationality against imperial control by Church or State, the growth of the towns and commerce, the gradual development of representative government, the struggles against despotism--these are things he can understand and appreciate and in connection with which he can see the present emerging from the past.