he learns to see that question from two or more sides; this practice helps, with the practice in other subjects taught in the schools, to consider a present question from its many sides. Historical impartiality is frequently misused: impartiality plays its part in the consideration of questions, but should not be allowed to mar decisions when once made. The specialist and his pupils can easily stand off from and out of present, active life like men from Mars. Tolerance, then, is desirable in the consideration of questions, and of the activities acknowledged by society; for tolerance, like liberty, does not mean license. Again, history has a practical value in connecting the present almost as intimately with the past as hope does the present with the future. It gives two or more points together with the present from which direction and tendency may be seen. It can thus help to break down the loneliness of the present. The life of each succeeding present must dictate its own norms of efficiency: whether citizenship or patriotism, character or individuality, socialization or socialism, etc. The practical value of history is like the practical value of all other subjects--it must adapt itself to life needs, and by its leadership make itself indispensable to life and society. Also it must be of practical value to the individual for his pleasure, his use, and his business; by its adaptability to these ends it makes itself indispensable to him. It has this practical value for the pupils in the grades, high school, and college, in contributing something for themselves and for their parts in life. An Idaho cow-puncher last summer defined life as “just one d---- thing after another.” It has also been pointed out that this is the best definition of history, as all too often taught and written. The “cow-puncher” forms a small class, and is rapidly disappearing; history will soon be forced to adapt itself to another class and to a life otherwise defined. In doing so it is hoped that it will not be by this chance and unconscious adaptation, but that it will consciously and deliberately adapt itself to the new class and its life. I believe history has a practical value in life, and a place in the school system; and also that it can prove this value so efficiently that its critics will not wish to relegate history to the position of Greek and Latin. FOOTNOTES: [4] Substance of a talk before a group of history teachers, in San Francisco, September 18th, 1909. [5] A weekly report in the _Alumni Weekly_ of the University of California, on the fluctuating quotations in teachers, engineers, miners, etc. “A Source History of the United States” BY PROFESSORS CALDWELL AND PERSINGER.