n reluctantly omitted on account of the limitations of this
work.

On the other hand, many teachers lack time for exhaustive study of such
a subject. This book is designed to furnish all the material that can be
reasonably demanded for any state, county, or city teacher's
certificate. It also provides sufficient subject-matter for classes in
normal schools and colleges and for reading circles. The material
offered can be mastered in a half-year's class work, but, by using the
references, a full year can be well employed. For those who desire to
make a more extended study of particular topics, the author gives such
authorities as years of careful research have shown to be most valuable.
Every investigator knows the labor involved in finding suitable
material. To spare the reader something of that labor, the literature is
given at the beginning of each chapter. By following the collateral
readings thus suggested, this book will be found suitable for the most
advanced classes.

The plan of references embraces three features: (1) literature at the
beginning of each chapter; (2) foot references to special citations; and
(3) a general bibliography in the Appendix. In the first two, titles are
sometimes abbreviated because of their frequent repetition. In case of
doubt the reader should refer to the general bibliography, in which all
the authorities cited are arranged alphabetically, with full titles.

To get the greatest value from this study, classes should be required to
keep a notebook which should follow some uniform plan. I suggest the
following as such outline: (1) historical and geographical; (2) home
life; (3) physical, religious, and aesthetic education; (4) elementary
and higher education; (5) summary of lessons taught; (6) educators:
(_a_) life, (_b_) writings, (_c_) pedagogical teachings. Of course each
teacher will modify this outline to suit his own ideals. Such notebook
will be found to be of value not only in review, but also in fixing the
subject-matter in the mind of the student.

It is generally conceded that the plan of an historical work should be
based upon the evolution of civilization. In common with other recent
writers on educational history, the author accepts the general plan of
Karl Schmidt in his "Geschichte der Paedagogik," the most comprehensive
work on this subject that has yet appeared. But the specific plan, which
involves the most important and vital characteristics of this book, is
the