Several colleges prepare their requirements with care, although few are above improvement. That is, one college will enlarge on the text-books and supplementary reading, but say nothing of the methods of work; another will do just the opposite. Among the best requirements noticed in the South are those of the University of Mississippi, the University of the South, and Tulane University. The most satisfactory one is from Leland Stanford Junior University, which gives a trifle over two pages, and includes both books and methods. Probably half a page would be more than the average length in the catalogues examined. Two articles in THE HISTORY TEACHERS’ MAGAZINE for October, 1909, “Lessons Drawn from the Papers of History Examination Candidates,” by Miss Briggs, and the editorial on “Method the Need,” have stimulated thought. The following paragraphs are offered as suggestions in one direction. It would seem that we might claim two or three pages in the catalogue; they could easily be filled. The following is one plan that might be used: The courses allowed as units. [Then something like the following which is adapted from the catalogue of Leland Stanford Junior University.] Ancient History. TEXT-BOOKS[4]--Goodspeed, “History of the Ancient World” (Scribners); Morey, “Outlines of Ancient History” (American Book Co.); Myers, “Ancient History,” Revised Edition (Ginn); West, “Ancient World” (Allyn and Bacon); Wolfson, “Essentials in Ancient History” (American Book Co.); or an equivalent. For supplementary reading and reference, work in some of the following is suggested: Botsford, “Story of Rome;” Cox, “General History of Greece” (Student Series); Fling, “Source Book of Greek History;” Munro, “Source Book of Roman History;” Pelham, “Outlines of Roman History;” Shuckburgh, “History of Rome,” and Ginn & Co’s “Classical Atlas,” or Kiepert, “Classical Atlas;” Tozer’s “Primer of Classical Geography.” This is carried out for the four groups. Then give general suggestions at the end: the work required of students in definite statements; a few helps for the teachers preparing students for the college, as “Report of the Committee of Seven,” HISTORY TEACHERS’ MAGAZINE, a few _syllabi_ and _map books_. Those suggestions may seem entirely unnecessary to the colleges and universities in the northeastern part of the country, but they are greatly needed elsewhere, as in many parts of the South where the high school movement, though growing rapidly, is yet in its formative period. Even with the splendid school system of California Stanford gives details, and I fancy such help is needed in many of the smaller high and private preparatory schools throughout the country. Furthermore, if the best known colleges and universities wish to draw their students from all parts of the country, they should make their requirements so plain that they can be used in any section. MARY SHANNON SMITH. Meredith College, Raleigh, N. C. THE TOPICAL METHOD.