The modern community has yet to develop a type of teacher with the freedom and leisure to make a thorough and continuous study of contemporary historical and other scientific knowledge in order to use these accumulations to the best effect in general education. Because this is work for teachers and not for historians. The insufficient number of teachers we maintain are kept closely to the grindstone of actual lesson-giving. Perhaps a time will come when, over and above the professors and teachers actively in contact with pupils and classes, there will be a considerable organisation of educationists whose work will be this intermediate selection and preparation of knowledge for educational purposes. But in Britain at any rate there are no signs of any development of this broader, more philosophical grade of teacher. The British universities have no philosophy of education and hardly any idea of an educational duty to the community as a whole. At the Reformation they became, and they have remained to this day, meanly and timidly aristocratic in spirit. The typical British university don has little of the spirit that would tolerate and help these master teachers we need. He would not suffer them; he would be jealous of them and spiteful towards them. Such master teachers may be appearing in the United States of America or in some foreign country; in America, for example, such teachers of history as Professors Breasted, John Harvey Robinson and Hutton Webster seem to be doing interpretative work in history of a very original and useful type. Given a class of such educational scholars able to sustain an intelligent criticism and to co-operate generously and intelligently, one can imagine the kind of Outline of History that would be possible, simple, clear, accurate, without fussy pedantries and beautifully proportioned and right. But that class does not exist, and that perfect Outline is at present impossible. So far from sneering at the writer’s brief year or so of special reading and at such superficialities and inadequacies as _The Outline of History_ may betray (and does betray), it would rather become the teacher of history to realise how much better it is than anything the teaching organisation of which he is a part deserved. It is not that the writer has stepped into the field of popular history teaching and done something impertinently and roughly that would otherwise have been done well. It is that he has stepped in and done something urgently necessary that would not otherwise have been done at all.