The proper use of “Sources” for the accomplishment of these results is not, then, as I have come to think, in setting such lessons as Professor Fling suggests in the instance of the Battle of Salamis; personally I rarely place in the hands of pupils any sources. I have had few classes of sufficient maturity of mind to profit by such a course. I do, however, read and explain to them such sources as I think will serve to add reality, freshness and life to the text. Contrary to Professor Fling, I think that the only place for the “Sources” is in the hands of the teacher and not in those of the pupils; I do not believe in the so-called “Source Method” of history teaching in secondary schools; it is unsuited to the mental capacity of the pupils and contributes only indirectly to what I consider the aims that should control our teaching of history. One remark made by Professor Fling is almost naïve. He says: “Two exercises a week would be enough for intensive critical work.” Yes, it probably would be; especially in Greek and Roman history, which in our New York high schools is taught but three times a week; it certainly would be sufficient in English history in those of our schools in which it is taught but twice a week; and probably it would be sufficient in American history and civics, which is taught four times a week! CHARLES R. FAY, Erasmus Hall High School, Borough of Brooklyn, New York City. Editor HISTORY TEACHER’S MAGAZINE: The library or the laboratory method of teaching history and literature has been generally adopted. This method has some difficulties that need to be overcome or the method will fail and consequently be abandoned. I believe that the method must be a failure in many schools. Dr. MacDonald has written a letter to the “Nation,” October 7, about the inadequate equipment for teaching history and literature in universities and colleges. In teaching science, suitable apparatus must be made for every four pupils. In teaching history and literature in a high school, reference books ought to be provided every four pupils in the same subject. The difficulty in teaching history in the high school is greater than in teaching science, as pupils pursuing different subjects, as ancient history, medieval history and modern history, often need the same reference books. If pupils are required to read four hundred pages, more or less, in some history other than the school text, a pupil may average about fifty pages a month. But not more than ten per cent. of the number can get the books required for this reading.