In this general scheme three periods or phases are recognized: first comes the generalized and simplified history—history which is hardly history at all in the local or chronological sense, but which aims at giving the child insight into, and sympathy with, a variety of social activities. This period includes the work of the six-year-old children in studying typical occupations of people in the country and city at present; of the seven-year-old children in working out the evolution of inventions and their effects upon life, and of the eight-year-old children in dealing with the great movements of migration, exploration, and discovery which have brought the whole round world into human ken. The work of the first two years is evidently quite independent of any particular people or any particular person—that is, of historical data in the strict sense of the term. At the same time, plenty of scope is provided through dramatization for the introduction of the individual factor. The account of the great explorers and the discoverers serves to make the transition to what is local and specific, that which depends upon certain specified persons who lived at certain specified places and times. This introduces us to the second period where local conditions and the definite activities of particular bodies of people become prominent—corresponding to the child’s growth in power of dealing with limited and positive fact. Since Chicago, since the United States, are localities with which the child can, by the nature of the case, most effectively deal, the material of the next three years is derived directly and indirectly from this source. Here, again, the third year is a transitional year, taking up the connections of American life with European. By this time the child should be ready to deal, not with social life in general, or even with the social life with which he is most familiar, but with certain thoroughly differentiated and, so to speak, peculiar types of social life; with the special significance of each and the particular contribution it has made to the whole world-history. Accordingly, in the next period the chronological order is followed, beginning with the ancient world about the Mediterranean and coming down again through European history to the peculiar and differentiating factors of American history. The program is not presented as the only one meeting the problem, but as a contribution; the outcome, not of thought, but of considerable experimenting and shifting of subjects from year to year, to the problem of giving material which takes vital hold upon the child and at the same time leads on, step by step, to more thorough and accurate knowledge of both the principles and facts of social life, and makes a preparation for later specialized historic studies. PRINTED IN THE U.S.A.