A well-constructed syllabus is a useful aid to the instructor and to the student of history in high school and sometimes in college classes. A good syllabus usually contains not only an outline of the essential topics in orderly sequence with numbered divisions and indentations to indicate the value of the topics and their relation one to another, but also definite and more or less complete references to the best reading on each important subject. A complete syllabus should contain also lists of additional topics for extra work or for advanced students, with suitable references to the proper reading necessary to develop this extra work. In syllabi designed for use in high schools and the lower classes of college, references to good historical maps and atlases are usually found, as well as suggestions for map work, lists of historical pictures and other illustrative material, suggestions to teachers and to students, and “thought questions” or “problems.” Among the published syllabi designed for high school work are the following: “A History Syllabus for Secondary Schools” (New England History Teachers’ Association, published by D. C. Heath), arranged in four divisions--ancient history, medieval and modern history, England, and the United States--with full reference lists and estimates of the percentage value of each section of the course; “The History and Social Science Syllabus” of the New York State Education Department, a slight modification of the New England syllabus that omits the bibliographies; Leadbetter, “Outlines and Studies of Ancient, Medieval and Modern History” (Ginn & Co.), based on the texts of Myers, with good outlines, a few well-selected references, and very good “studies” or “thought questions.” Several publishers of history texts have issued outlines or manuals to accompany them. The best of these for school use are the “Teaching of American History,” etc., published by Appleton to accompany the Twentieth Century texts. The New York State Education Department has prepared numbers of outlines on special fields of history, all of which are helpful to teachers and some of which can be used to advantage with high school and college classes. Nearly all the history syllabi for schools follow the division of the subject into periods recommended by the Committee of Seven.