What are some of the things in life and society for which history may be used,--the ends to which it may be adapted in study and teaching? Someone has pointed out four ends, but I should like to add another, fully conscious of the excepting and varying relations between them: _reading_, _studying_, _teaching_, _writing_, and I should like to add _living_. Writing is justly the work of the professional, _i. e._, the graduate school; yet if history ever becomes a science it is not at all impossible that living may not usurp this position in graduate work. Teaching, in this state, is also the work of the graduate school and the last years of the college. This leaves, then, reading, studying and living that touch the history work from the grades to the college; these also underlie the other two. The basis on which all these rest is life itself, and the interest one takes in life. Since one is here in this world he is interested in it, to get as much out of and put as much into it as he can; if he has no interest he at least exerts himself either to be a parasite or to shuffle off its weight. This interest is the starting point of the interest in the past of this life; the basis of the ascending scale from reading onward. Reading runs through all history work from the stories--told and read--in the grades to the reading after dinner by the evening fireside. Interest in life as it was, is, and is becoming: the problems and policies, the activity and struggle, the peaceful life of the cotter or the demon life of the battlefield, the growth of trade and the sailing of Columbus, or the work of Bach or Paracelsus. From some life interest now one travels back to chosen places and times, and under the lead of some Virgil and Beatrice does more than Dante in taking up temporary habitation then and there. From a purely commercial point of view, also, the historian can here benefit himself--and his publisher--in preparing a public to demand his books. Studying is a step beyond reading; Virgil and Beatrice are here dismissed. It explores some field of interest and follows some thread; it reads pages and chapters and not volumes or series. The books may be stories, texts or documents--the story must be pieced together from many sources. In reading, the books lead the reader; in studying, the student leads the books. It is the transitory inquisitiveness of the child become somewhat constant in the later grades and high school, and fixed in the university in the professional study of “ut clauses.” Reflection and study go hand in hand,--the latter to answer the questions of the former. For the very great majority of people this is the nearest they ever get to professional history work. It is of the greatest practical value to those who use history for other than the pleasant hour’s reading.