The story of how we have come by our inheritance of freedom, of the age-long upward struggle of mankind, this above all should furnish the inspiration and the guidance for our service of the present. For this reason, emphasis should be laid upon the history of peoples rather than of states, upon the movement of social life rather than upon historical biography. It seems hardly credible but it is strictly true that the present writer left school without ever having heard of the Craft Guilds of the Middle ages; or of the great tradition of ecclesiastical architecture which enters so organically into the story of social development in England. He had heard in a somewhat casual manner of Wat Tyler and John Ball, and of other incidents which disturbed the normal flow of royal intrigue and adventure; but of the story of the common people he knew virtually nothing at all. Yet after all that is the history that chiefly matters; and much has yet to be done to give it its proper place in the school curriculum. Whatever the subject-matter, its arrangement and presentation should be so ordered as to inspire and enable the child to make a willing and worthy contribution to the life of his community. But the social emphasis in education, if it is to be true to itself and indeed to the general history of mankind, must define society in wider terms than that of the immediate community. Mr. Wells has told us that mankind has been forever “pursuing the frontiers of its possible community.” Whether by revolution within the commonwealth, by imperial expansion or by fusion with other commonwealths, there has been an abiding impulse—erratic and often perverse in its operations—to broaden the basis of human fellowship. And in the present position of the world, there is nothing so urgent as to quicken a social sympathy wide enough to embrace the world. It is peculiarly the function of geography and history to serve this purpose. Geography should assume that frontiers are the lines at which peoples meet rather than part; and history should lay stress upon the forces that have made for human unity rather than for national power. If the writer may be permitted to indulge in a last personal reminiscence, the tendency in the teaching of history in the past may be illustrated by the fact that the outstanding impression left upon him by the school history was that the French were the hereditary enemies of the British; and it is something to the point to observe that the text books of American history have in the past failed to lay proper emphasis upon the circumstance that during the Revolutionary War the best mind of England was on the side of the colonists. The gratuitous and unhistorical prejudice which the traditional attitude in school history has bred is not a little accountable for the divisive tempers that have led to wars. To-day the shrinkage of the world has made this attitude more than ever disastrous; and in view of our hope of a League of