the class of three hundred who elect History 1 are freshmen, students who have given a good deal of attention to history in school are permitted to go on immediately to more advanced courses; and for those who take only American history in their later years, the introductory course in government is accepted as sufficient preparation. The class meets three times a week, twice in a body for lectures, and the third hour in sections of about twenty. The lectures do not attempt to give a narrative, but seek to bind together the students’ reading, comment upon it, clarify it, reënforce the significant points, and discuss special aspects of the subject. The processes of historical interpretation and criticism are illustrated by a few simple examples, and from time to time the work is vivified by the use of lantern slides. The reading is divided into two parts, prescribed and collateral, and indicated on a printed “List of References” which each member of the class is required to buy. The prescribed reading, from seventy-five to one hundred pages a week, is made, as far as possible, the central part of the student’s work. At first this is selected largely from text-books and illustrative sources; later in the year text-books drop into the background, and narrative and descriptive works are taken up, although the student is urged to have at hand a manual for consultation and for securing a connected view of events. The effort is made to break away from high school methods of study and to teach students to use intelligently larger historical books. Stubb’s “Early Plantagenets,” Jessopp’s “Coming of the Friars,” Bryce’s “Holy Roman Empire,” Brown’s “Venetian Republic,” Day’s “History of Commerce,” Reinach’s “Apollo,” and Robinson and Rolfe’s “Petrarch,” are examples of the kind of books from which the required reading is chosen. Some sources are given in their entirety, such as the “Germania,” the “Life of St. Columban,” and Einhard’s “Charlemagne”; but reliance is placed mainly upon the extracts given in Ogg’s “Source Book” and Robinson’s “Readings.” It is found that the proper use and appreciation of sources is one of the hardest things for beginners to learn, and careful and explicit teaching is required both at the lectures and at the meetings of the sections. Each student is required to provide himself with two or three texts, a source book, and an historical atlas, and many buy a number of the other books used in the course. The books in which the reading is assigned are kept in a special reading-room, where the supply is sufficient to provide one copy of each for every ten men in the course. Duplicates of the works recommended for collateral reading are also furnished.