ense money saved.

For those interested in the teaching of history, this book is one of the
most suggestive helps that has yet appeared. With a blackboard, a text
(such as are now cheap), or a text-book (such as Stubbs or Prothero or
Gardiner), an atlas, and access to a decent public library and an
average local museum, the teacher who has mastered its intent should
never be at a loss for an interesting catechetical lecture or exposition
to a class, whether of adults or of younger folk.

Not the least practical part of the work of MM. Langlois and Seignobos
has been the consideration they have given to such every-day issues as
the teacher is constantly called upon to face. History cannot safely be
neglected in schools, though it is by no means necessary that the
Universities should turn out large bodies of trained historians. It is
possible indeed that the serious study of history might gain were there
fewer external inducements at the Universities to lead to the popularity
of the History Schools. But in this very popularity there lies a great
opportunity for concerted efforts, not only to better the processes of
study, but also to clear off the vast arrears of classification and
examination of the erroneous historic material at our disposition in
this country.

The historian has been (as our authors hint) too much the ally of the
politician; he has used his knowledge as material for preaching
democracy in the United States, absolutism in Prussia, Orleanist
opposition in France, and so on (English readers will easily recall
examples from their own countrymen's work): in the century to come he
will have to ally himself with the students of physical science, with
whose methods his own have so much in common. It is not patriotism, nor
religion, nor art, but the attainment of truth that is and must be the
historian's single aim.

But it is also to be borne in mind that history is an excellent
instrument of culture, for, as our authors point out, "the practice and
method of historic investigation is a pursuit extremely healthful for
the mind, freeing it from the disease of credulity," and fortifying it
in other ways as a discipline, though precisely how to best use history
for this purpose is still in some ways uncertain, and after all it is a
matter which concerns Paedagogic and Ethic more than the student of
history, though it is plain that MM. Langlois and Seignobos have not
neglected to consider it.

One can hardly