The pupil will find that while in some instances he can readily obtain answers for all of these inquiries,--for example, in the case of the Great Charter,--in other instances he will have to content himself with the answer to only a part of the questions, perhaps, in fact, to only a single one; nevertheless the search will always prove instructive and stimulating. Such a method of study, or one akin to it, will teach the pupil to think and to examine for himself. It will lead him to see the inevitable limitations and the apparent contradictions of history. It will make him realize, as pehaps nothing else can, that the testimony of different writers must be taken like that of witnesses in a court of justice. He will see that while authorities seldem entirely agree respecting details, they will generally agree in regard to the main features of important events. Last of all, and best as well as last, these five questions will be found to open up new and broader fields of inquiry, and they may perhaps encourage the pupil to continue his work on some subject in which he becomes interested, beyond the limits of the textbook and the classroom. Pursued in this way, the study of history will cease to be a dry delving for dead facts in the dust of a dead past. It will rouse thought, it will quicken the pulse of an intellectual life, and it will end by making the pupil feel the full force of the great truth: that the present is an outgrowth of the past, and that it is only when we know what men have done, that we can hope to understnad what they are now doing. D. H. M. Leading Dates (The most important constitutional dates are marked by an asterisk)