Several published outlines for use in college classes are worthy of note. Among them are: Shepherd’s “Syllabus of the Epochs of History,” used in the first year work at Columbia University; the two outlines used for the same purpose at Dartmouth College; Munro and Sellery’s “Syllabus of Medieval History,” and Ames’s “American Colonial History” (University of Pennsylvania); Sheldon’s “Teachers’ Manuals” (Heath); the Columbia University (New York) Extension Syllabi, especially those prepared by Professors Shepherd, Shotwell and Beard; and the University of Chicago Extension Syllabi, which are very useful for short periods. All of these outlines can be procured through the book dealers, while many others privately printed can also be obtained. For nearly every competent instructor in history in the colleges and universities has found that in some part of his work there is no proper guide, and to supply the lack has constructed a syllabus. The general use in high schools of good syllabi such as the New York or the New England outlines with their useful suggestions as to essentials, proportions and methods tends to raise standards, to make uniform the quantity and quality of history work, and to cause the adoption of good methods of teaching. The advocates of the syllabus have much more than this to say in favor of its use. They claim that it is a guide to study, to the use of a text, to the use of reference works, to the proper division of a subject; that it is a good basis for class discussion, recitation, and examination; and that it keeps topical work from producing confused results, etc. Whether the syllabus will do all this is doubtful, but that it is a valuable aid is certain. When no satisfactory text can be had, the only thing that an instructor can do--formal lectures to immature students being out of the question--is to construct a syllabus or to procure a good one made by some one else. This outline is necessary to give proportion, connection and organization to the course. By making his own syllabus an instructor can secure proper attention to the points that he thinks should be emphasized, and he has in his outline a definite plan of the work to be done, something that many of the texts do not offer. With the syllabus constantly before him the student will see the subject in its proper proportions; he will not get lost in the mass of detail which must cumber even the best books, but with this guide to the essentials he will be able to collect information from his readings, from explanatory lectures, etc., and to organize it about the framework of the syllabus. Knowing what he is looking for, having a more definite aim than one working out an assignment of “the next fifteen pages,” he can get more satisfactory results.