Now if it is true that my _Outline of History_ is a sketch of the real Outline of History, this framework of which we stand in need; and if it is true that either by effective revision or replacement we may presently get a generally satisfactory Outline of History that will be available as an educational framework, the next question we have to ask is how we can best get that Outline into operation in schools. In America, where there is much more freedom and variety in educational method than in Europe, much may be achieved by a steady insistence on the part of groups of parents and journalists upon the introduction of the new teaching of history into schools and colleges. But in Europe, where the schools of both boys and girls are much more dominated by the requirements of the various leaving-schools, qualifying and competitive examinations by which they pass on into business or professional or student life, the method of attack may need to be a different one. It becomes a matter of importance under such conditions to do one’s utmost to introduce into such examinations what will be at first _an alternative paper_ in the Outlines of History, a paper which may be taken as an alternative to the paper upon the national history of a special period which is at present the usual requirement in history of such examinations. The two sorts of history teaching would then go on, for a time at least, side by side. Some schools and some candidates would follow the extensive, and some the intensive, method. And a thing now very urgently needed is for teachers of history, or for the Historical Society, or some special committee, to draw up a sample syllabus, or two or three such documents, to define a course of instruction in the outlines of world history. My own contribution to that is, of course, the list of contents of the _Outline_ I have written. It would be an extraordinarily useful thing to produce and to criticise and revise such a syllabus now, and then when it was in fairly good shape to agitate for its adoption as an alternative scheme of instruction to the existing history courses.