In these days of a "new internationalism," the teacher's most immediate duty is to bring her pupils to a realization of what Americanism and democracy mean, and that each is a development from the past. To do this, she should explain that before there were immigrants, there were discoverers and colonists, from Spain, England, and France; and that these countries had their origin in colonies from Rome, herself a colony from Greece. The teacher should explain that the spirit in these ancient cities that inspired colonization, trade, and empire was the inherent and ineradicable desire of men, first, for the opportunity of ruling themselves, and then to establish bonds of union against foreign aggression. Children will then perceive that the ancient Greeks were men quite like ourselves; and that they began the ways of government which we have, and which our forefathers brought to America. So much for what we learned from the Greeks. As to why we remember them, let the teacher recall the stories already familiar through supplementary reading in literature, the Golden Fleece, Hercules, the Siege of Troy, the Wanderings of Ulysses; let her point out Greek cities which still exist, Athens, Marseilles, Alexandria, Constantinople; let her tell the stories of Marathon, of Leonidas and Thermopylae, and of Salamis; let her show pictures of Athens, the most splendid city of ancient Greece, of the Acropolis, the Parthenon, the Venus of Milo, the Hermes of Praxiteles, the Discus Thrower, and so on. This book affords opportunity to contrast the way in which children were brought up in Sparta with the way in which they were brought up in Athens. The ideals of these two city-states also may be contrasted. Although cities might have separate interests, it should be shown that throughout Greece there were interests in common, of which the people were reminded through the Olympic games. The teacher is referred to the following volumes for further assistance in re-creating the atmosphere of ancient Greece:-- Tappan's _The Story of the Greek People_, _Old World Hero Stories_, and _Our European Ancestors_; Hawthorne's _Wonder-Book_ and _Tanglewood Tales_; Peabody's _Old Creek Folk Stories_; Bryant's translation of the _Odyssey_ and of the _Iliad_; Palmer's translation of the _Odyssey_; Hopkinson's _Greek Leaders_; Plutarch's _Alexander the Great_; Marden's _Greece and the AEgean Islands_; Hurll's _Greek Sculpture_ and _How to Show Pictures to Children_; _Masterpieces of Greek Literature_. Like all the other Volumes in the "Twins Series," _The Spartan Twins_ furnishes ample subjects for dramatization. The unique illustrations should be of assistance, and other illustrations in most of the books referred to above also will help to show scenery, costumes, furniture, and utensils. The story will suggest many topics for class discussion, and in addition such questions as the following will help the pupils to visualize the Greece of the past:--