The course includes a series of organized groups of topics for the first eight years of school life. The most cursory examination of the work suggested for the primary grades brings to view these expressions: (1) “Historical backgrounds, (2) Stories, (3) Pictures, (4) Construction, (5) Teacher’s list of books.” This is certainly encouraging. It suggests mental pictures. It emphasizes vivid impressions of concrete, objective reality. Things are to be seen, touched, used in new combinations. The preparation of the teacher is to be in part from _books_, not from _a book_. She is made to feel that elementary history must be picture-making, not word-getting. A closer examination shows that there is no repetition of subject-matter as the child passes from grade to grade. This last feature will be welcomed most heartily by the elementary teacher of history. Nothing is more gratifying than to have the entire responsibility of teaching the topics assigned to her own grade. If she is a fifth-grade teacher, and is making her preparation for teaching a biography of Daniel Boone, she can look back through the topics suggested by the committee to be taken up in grades four, three, two and one, and congratulate herself that no other teacher has touched that topic. It is her privilege to introduce this hero with the fullest assurance that there is no danger of trespassing upon the territory of another. If, at the close of the work, the pupils of the fifth grade have a vivid picture of life on the border, if they have been led to sympathize with the dangers, the trials, the hardships of frontier life, and have gained an impression of the importance of Daniel Boone’s service to his fellow men, she has done a creditable piece of work. If they are bewildered, mystified, confused and glad to leave the subject, she has no one to blame but herself. By noting what has been done in the four preceding grades, she has reason to expect a certain amount of skill on the part of pupils in construction work. The pupils have already built wigwams, and that will make it easier for them to make a hunter’s camp, or to draw a representation of a cabin on the cattle range, or of the fort at Boonesborough. They have had practice in interpreting pictures and in finding pictures; they have had experience with sand-tables and in clay modeling and in making costumes; they have been reproducing stories and anecdotes, and taking part in discussions; consequently, she can expect a vocabulary in which there is a meaning and significance attached to the words used. What has been illustrated in the case of Daniel Boone is as true of any other topic. Some topics are to be taught in more than one grade, but in each case the committee has carefully planned to avoid overlapping and prevent repetition.