Not only is it worth while to a young student to have the main topics logically arranged, and ordered in their proper relations, but the practice in the collection and organization of information gained from different authorities will tend to foster the habit of comparison, will cultivate the judgment even though slightly, and will assist the development of the critical faculty. The old system of using one text with “by heart” recitations, though it gave accurate information, did not do this. With high school and elementary college classes the syllabus should be used in close connection with a text or texts, reference being made to other authorities for differing views, additional information, or wholly new material. No ordinary manuals cover all the parts of a field that a teacher believes should be treated; while the syllabus based on several texts, outlines a more comprehensive plan than any one text has ever done. The proportion observed in the syllabus may correct the text that is too diffuse, too overloaded with details, or too condensed. For classes pursuing the study of history by the topical method a syllabus is a good thing to bind the work together, to give it connection and definite form. The syllabus is something more than a mere list of subjects; it aims to show relations, to bridge the space between one large topic and another. Too many topics should not be suggested by the syllabus; the fewer and larger the topics the freer the student is to arrange his information about each topic; while too minute analysis makes the work tedious and keeps a student from exercising originality in the arrangement of his material. In my work in school and college I have found the syllabus useful not only with classes using texts, but with more advanced classes having no prescribed texts. I prefer to make the outlines myself, but find that the published syllabi give valuable hints. In assigning class work, a certain number of topics are given to the class as a lesson. Each individual is required to work out a single topic for extra work. The students read the text and the recommended reference books on each topic, gather the information in note-books, and then are ready for recitation, discussion, or report in class. At least once a month I give to my classes a list of “problems” or “studies” similar to those found in Leadbetter’s “Outlines” and Botsford’s “Greece” and “Rome.” The working out of these aids causes the student to assimilate the information that he has gained and to see the subject in its different aspects; and also tends to prevent indifferent work with the syllabus. A Tentative List of History Syllabi The following list of titles makes no pretense of being exhaustive. It was put together from the notes of several of the editors of the MAGAZINE in order to furnish a timely supplement to the article by Prof. Fleming.