Special emphasis is put upon historical geography, not only by constant reference to wall maps and by special exercises involving the use of the principal historical atlases, but also by means of the regular use of blank outline maps. Members of the class are required to bring such a map to all meetings of the sections, and to be able to locate upon it important places and boundaries. The mid-year and final examinations also include a regular test of such geographical knowledge. More time than should be necessary is devoted to this work, but experience has shown that college students have at the outset only the vaguest ideas of European geography, and in this and in some other respects it is necessary to do in college, work that ought to have been done in the secondary or grammar school. If the ordinary freshman brought with him an elementary knowledge of geography and the ability to read intelligently, the task of the college teacher of history would be greatly lightened. No attempt is made to require theses or formal written reports, as such work is useful rather for those who are to continue their historical studies, and as regular training of this sort is given in the second-year courses. Some attempts have, however, been made to coördinate the student’s work in history and in English composition by having the results of reading upon an historical topic embodied in a brief essay which is read and graded both by the instructor in history and the instructor in English. Such coöperative efforts are still in the experimental stage, but they are regarded favorably by those who believe that the occasion for writing good English is not confined to courses in English composition, and that a broader policy with regard to the student’s work is necessary if the American college is to give an education as well as to teach particular subjects. FOOTNOTE: [1] Some use has here been made of material contained in a paper on “The Historical Curriculum in Colleges,” in the Minutes of the Association of History Teachers of the Middle States and Maryland for 1904; and in the Report of the Conference on the First Year of College Work in History, in Report of the American Historical Association for 1905, I, pp. 147-174. Impressions of American History Teaching[2] EXTRACTS FROM MISS BURSTALL’S RECENT WORK, “IMPRESSIONS OF AMERICAN EDUCATION.” Miss Sara A. Burstall, head mistress of the Manchester (England) High School for Girls, traveled in the United States during the year 1908, studying and inspecting American educational systems. Miss Burstall has written out her experiences in America in a book entitled “Impressions of American Education in 1908.” The author was particularly interested in the teaching of history in American schools. The following extracts are printed in the belief that American teachers would desire “to see themselves as others see them.” In the chapter on “Method” occur the following statements: