Closely allied with the teaching of history and forming a link as it were with the teaching of English, is a branch of study at present unformulated and unknown, but, I am convinced, of great importance in education as a method of character development. Life has always focused in great personalities, and formal history has recognized the fact while showing little discretion, and sometimes very defective judgment, in the choices it has made. A past period becomes our own in so far as we translate it through its personalities and its art; the original documents matter little, except when they become misleading, as they frequently do, when read through contemporary spectacles. Now the great figures of a time are not only princes and politicians, conquerors and conspirators, they are quite as apt to be the knights and heroes and brave gentlemen who held no conspicuous position in Church or state. I think we need what might be called "The Golden Book of Knighthood"--or a series of text books adapted to elementary and advanced schools--made up of the lives and deeds (whether attested by "original documents," or legendary or even fabulous does not matter) of those in all times, and amongst all peoples, who were the glory of knighthood; the "parfait gentyl Knyghtes" "without fear and without reproach." Such for example, to go no farther back than the Christian Era, as St. George and St. Martin, King Arthur and Launcelot and Galahad, Charles Martel and Roland, St. Louis, Godfrey de Bouillon and Saladin, the Earl of Strafford, Montrose and Claverhouse, the Chevalier Bayard, Don John of Austria, Washington and Robert Lee and George Wyndham. These are but a few names, remembered at random; there are scores besides, and I think that they should be held up to honour and emulation throughout the formative period of youth. After all, they became, during the years when these qualities were exalted, the personification of the ideals of honour and chivalry, of compassion and generosity, of service and self-sacrifice and courtesy, and these, the qualifications of a gentleman and a man or honour, are, with the religion that fostered them, and the practice of that religion, the just objective of education. Much of all this can even now be taught through a judicious use of the opportunities offered instructors in English, whether this is through the graded "readers" of elementary education, or the more extended courses in colleges and universities. Very frequently these opportunities are ignored, and will be until we achieve something of a new orientation in the matter of teaching English.