lf and Grendel_ (Volume III, page 350).

5. _Chevy Chase_ (Volume IV, page 312).

6. _Frithiof the Bold_ (Volume III, page 394).

7. The myths of the Northland, viz.: _How the Wolf Was Bound_ (Volume
II, page 91); _The Death of Balder_ (Volume II, page 99); _The
Punishment of Loki_ (Volume II, page 111); and part of _Stories of
the Creation_ (Volume IV, page 159).

8. _A Norse Lullaby_ (Volume I, page 246).

9. _The Tournament_ (Volume VI, page 38).

10. _The Skeleton in Armor_ (Volume V, page 327).

It will be noticed that while this outline is given for use with young
children, it easily may be adapted to the use of older ones and may lead
into a wide course in historical reading.

The textbook in history is necessarily brief and really little more than
an outline of events. In many instances the book gives too much space to
battles, sieges and military movements and too little to the conditions
of life, to manners, customs and causes and effects of events. Yet the
textbook is a valuable guide and enables anyone to present the subject
logically and to systematize what is learned, if nothing more.

What a wide range of subjects is covered in the study of history! What
abundance of material for study is required! Dates must be learned and
events arranged chronologically; maps must be studied, fixed in mind and
made of real value by a comprehension of the things they are supposed to
represent; military events must be understood in relation to the causes
that lead to them and the results that follow. Some few battles or
campaigns must be made vivid enough to give an idea of the expense, the
labor, the suffering and the horrors involved in war; government,
educational and religious institutions, religious and social customs and
financial methods must be studied; industries and amusements, the lives
of the people, food and food supplies, the production of clothing and
building material must be examined; in fact, each one of the multiform
interests of humanity may be a fair topic for study at some time in the
history class.

Methods of instruction must be as varied as the subject-matter.
Sometimes drill is necessary to fix facts; again it is necessary to
encourage the observation and study of persons, things and events about
us; a third time, wide research and extensive reading are demanded;
again, the feelings must be aroused, sentiment and enthusiasm
encouraged, patriotism taug