) 21 
 B273 
 14 
 Jopy 1 
 
 How Shall I Teach History P 
 
The following is a partial list of colleges and schools into which 
 SHELDON'S GENERAL HLSTORY has been introduced: — 
 
 Waynesburg Coll., Penn. 
 
 Columbian Univ., Washington, D.C. 
 Univ. of N. C, Chapel Hill, N.C. 
 
 DeniSOn Univ., Granville, Ohio. 
 
 Baldwin Univ. , Berea, Ohio. 
 
 Oberlin Coll., Oberlin, Ohio. 
 
 Purdue Univ., La Fayette, Ind. 
 
 Moore's Hill Coll., Moore's Hill, Ind. 
 
 Adrian Coll., Adrian, Mich. 
 
 No. Western Coll., Naperville, 111. 
 
 Chaddock Coll., Quincy, 111. 
 
 "Wheaton Coll., Wheaton, 111. 
 
 Central Univ., Richmond, Ky. 
 
 Bellevue Coll., Colliersville, Tenn. 
 
 Tabor Coll., Tabor, Iowa. 
 
 Avalon Coll., Avalon, Mo. 
 
 "Washington Univ., St. Louis, Mo. 
 Drury Coll., Springfield, Mo. 
 
 "Willamette Univ., Salem, Oregon. 
 Mansfield Coll., Mansfield, La. 
 
 University of Dak., "Vermillion, Dak. 
 Yankton ColL, Yankton, Dak. 
 
 Univ. of Deseret, Salt take City, Utah. 
 Plymouth Normal School, N.H. 
 Providence Normal School, R.l. 
 Oswego Normal Sch., Oswego, N.Y. 
 state Normal School, Indiana, Pa. 
 state Normal School, California, Pa. 
 State Normal Sch., w. Liberty, W.Va. 
 Morris Normal School, Morris, 111. 
 Oshkosh Normal School, Wis. 
 
 Peru Ndrmal School, Peru, Neb. 
 Cooper Normal Coll., Daleville, Miss. 
 Houston Nor. Inst., Huntsville, Tex. 
 C. T. R. U., Biddeford, Me. 
 
 Mrs. Caswell's School, Portland, Me. 
 Vermont Acad., Saxton's River, Vt. 
 Burr & Burton Sem., Manchester, "Vt. 
 Hopkins Acad., Hadley, Mass. 
 
 Lee Hall School, Lynn, Mass. 
 
 Manning Acad., Ipswich, Mass. 
 
 "Worcester Acad., Worcester, Mass. 
 Bromfleld School, Harvard, Mass. 
 
 "The Elms," Springfield, Mass. 
 
 Morgan School, Clinton, Conn. 
 
 Brooklyn Heights Sem., N. Y. 
 
 Miss Mackie's Sch., Newburg, N.Y. 
 
 Classical School, Poughkeepsie, N.Y. 
 "Worman's School, Troy, N.Y. 
 
 Miss Holbrook's Sch., Yonkers, N.Y. 
 Misses Masters' Sch., Dobbs' Ferry, 
 
 N. Y. 
 Mrs. De Witt's Sch., Dobbs Ferry, 
 _ N.Y. 
 
 Forbes Class. School, Buffalo, N.Y. 
 So. Jersey Inst., Bridgeton, N.J. 
 
 Jefferson Park Acad., EHzabeth, N.J. 
 Miss Gordon's Sch., Philadelphia, Pa. 
 Misses Bond's Sch., Baltimore, Md. 
 
 Upperville School, Upperville, Va. 
 Polytechnic- Inst., New Market, Va. 
 Bowling Green Seminary, Va. 
 
 Mt. "Vernon Sem., Washington, D.C. 
 " The Cedars," Washington, D.C. 
 
 Male Academy, Garysburg, N.C. 
 
 Bennettsville Academy, S.C. 
 
 Towle Institute, Mobile, Ala. 
 
 Clara Conway Inst. Memphis, Tenn. 
 Knoxville Female Inst,, Tenn. 
 
 Burritt School, Baton Rouge, La- 
 
 Mrs. Blake's Sch., New Orleans, La. 
 Crockett Academy, Texas. 
 
 Rhea's Mills Acad., Rhea's Mills, Tex. 
 Masonic Institute, Lewisville, Tex. 
 Mary Institute, St. Louis, Mo. 
 
 State Reading Circle, Kansas. 
 
 Stockton Academy, Stockton, Kan. 
 Wesleyan Seminary, Danville, 111. 
 Anna Academy, Anna, 111. 
 
 Westminster Sem., Fort Wayne, Ind. 
 Jefferson Institute, Jefferson, Ohio. 
 Worcester Acad., Vinita, Ind. Ter. 
 Mills Academy, Alameda, Cal. 
 
 High School, Brunswick, Me. 
 
 Biddeford High Sch., Biddeford, Me. 
 Chester High School, Chester, Vt. 
 Milford High School, Milford, N. H. 
 High School, Nayatt Point, R.I. 
 
 Ayer High School, Ayer, Mass. 
 
 Hinsdale High Sch., Hinsdale, Mass. 
 Norwood High Sch., Norwood, Mass. 
 High Sch., Wellesley Hills, Mass. 
 
 Gloucester High School, Mass. 
 
 Needham High Sch., Needham, Mass. 
 
 For reniamder of list see last inside page of cover. 
 
\ 
 
 vN^ 
 
 PT 
 
 V '' HOW SHALL I TEACH HISTORY? 
 
 By such an application of the Seminary Method as is suitable and 
 practical for High Schools and Academies, as well as for Colleges. 
 
 What is the "Seminary Method?" 
 
 PROF. F. E. Schelling, of the University of Pennsylvania, in an 
 article in the Philadelphia American says: "Perhaps it may not 
 be impertinent to explain to oiir readers exactly what is meant by the 
 Seminary method. Briefly, then, the Seminary is the laboratory, and 
 the Seminary Method is no more than an extension of the laboratory 
 system to a consideration of other subjects." As Prof. Foster, of Ober- 
 lin College, has well remarked : " No man is truly a student of any 
 branch until he is an original student. He is never interested in 
 a study till he begins to pursue it for himself by original methods." 
 This is precisely what the Seminary contemplates ; a well equipped 
 laboratory in which the student may learn the use of his tools and 
 where original research may be pursued under competent guidance. 
 
 How may the Seminary Method be most ^iUy 'and 
 successfully followed? / 
 
 By studying "original sources " which are furnished, together with i 
 appropriate problems, by the works described below.; , ;^ 
 
 Studies in General History. 't .f.^* 
 
 (looo B.C. to iSSo A.D.) is An Application of the Scientific Method to the Teach- 
 ing of History, by Mary D. Sheldon, formerly Prof, of History in Wellesley 
 College, and recently Teacher of History in the Oswego Normal School, N. Y. 
 Half leather. 572 pages. Price by mail, ^1.75 ; Introduction price, ^1.60. The 
 Greek and Roman portion is bound by itself under the title : 
 
 Studies in Greek and Roman History; 
 
 Or, Studies in General History, from 1000 B.C. to 476 A.D. Cloth. 266 pages. 
 Price by mail, ?i.io; Introduction price, $1.00. 
 
 It is the object of this new text-book to give a collection of his- 
 toric material, which may be dealt with at first-hand, as the pupil 
 deals with the actual substance in Chemistry, the living plant in 
 Botany, the genuine text in Literature, thus stimulating, not only 
 memory, but observation, judgment, and inference. The material given 
 consists of maps, pictures, lists of important events, men, works, 
 and deeds, tables of political organizations, and extracts from orig- 
 inal sources, including constitutions, creeds, laws, chronicles, and 
 poems. It is accompanied by questions which are of the nature of 
 problems, answers to which must be worked out by the pupil himself 
 
4 HISTORY. 
 
 from the given data. The book thus serves as a little historical labora- 
 tory or museum, in which the student may learn how to interpret the 
 facts of society, and by means of which pupils who take nothing more 
 than the ordinary course of history may obtain some of the benefits of 
 that ''Seminary Method,'''' first employed in Germany, and now so 
 rapidly superseding every other in our leading colleges. 
 
 By this method the student is compelled to do original work with origi- 
 nal materials. Such original materials are often very difficult to find, 
 and when found are inaccessible to any great number of pupils, besides 
 being generally so bulky and confused as to require much time to select 
 their really significant and instructive portions. To select these por- 
 tions, and bring them within the limits, and place them in the relations 
 demanded by the practical needs of the class-room, is one great aim of 
 this work ; the other is, to set such questions as will develop the his- 
 toric meaning and connection of these materials, and at the same time 
 call forth the native ability of the student to deal with social and politi- 
 cal problems for himself. It is a book to be studied, not read. 
 
 The Teacher s Manual to Sheldon s Studies 
 
 in General History. 5^ by 7 J^ inches. Cloth. x+ 167 pages. Intro- 
 duction price, 80 cents. 
 
 CONTAINS summaries of all the results expected to be attained 
 by the students' work, together with suggestions as to class-room 
 method, topics for examination and essay work, and more general and 
 connected views of the subject than it would be wise to include in the 
 students' edition. In the preface to the Manual, the author says : — 
 
 *' In teaching history in higher grades, three points must always 
 be in mind : first, to give each student independent work ; next, to 
 subject the results of solitary, individual thought to the freest criticism 
 and discussion in the class-room ; last of all, the accepted results of the 
 collective labor must be arranged in compact and logical order, and 
 stowed away in memory. By the solitary study of the individual, the 
 mind gains power and originality ; by the ' free lance in a free field ' of 
 class-room work, the mind gains courage, sharpness, speed, and gener- 
 ous temper ; by the strict, close sifting of study and discussion, it gains 
 concentration, clearness, and breadth. 
 
 "To render the advantages of this method of instruction available 
 for large classes with limited libraries, and a limited course of his- 
 
HISTORY. 5 
 
 torical study, I have made these two books : the Student's edition 
 contains the material and the problems for independent study ; the 
 Teacher's Manual contains the answers to these problems, embodied 
 in tabulations, and a running commentary of text, which may serve as 
 suggestive for the discussions and the summaries demanded by the 
 class-room. 
 
 " As for the advantage of this method to the teacher, I can only say 
 that I hope it will save him the tedium of the treadmill ; that it will 
 bring him day by day the living, sympathetic touch of youthful thought 
 and feeling ; and that, in time, the world may read with fairer, clearer 
 meaning to himself." 
 
 IFTiat the best authorities say of the method adopted in 
 this booh : — 
 
 J. R. Seeley, Regitis Professor of History, Cambridge l/niversity, 
 
 England. 
 " Is history to keep its old form of a narrative, flowing uniformly, 
 sonorous, and stately, or is it to be broken up into the scientific 
 form of classifications and catalogues ? Is it to be a story, or is 
 it to be a problem ? You know how I answer these questions ; and 
 it gives me much satisfaction to find that you answer them in the 
 same way. You have taken the decisive step, and I hope you will per- 
 suade many of your countrymen and countrywomen to follow you. Till 
 this step is taken, both in historical writing and historical teaching, I 
 cannot imagine that history can be anything more than a delightful 
 amusement. But I think you and those teachers who use your book, 
 will get from it the much higher delight of feeling that you have given 
 your pupils a real guide, a new science." — March ii, 1886. 
 
 E. A. Freeman, the Historian. 
 " A political constitution is a specimen to be studied, classified, and 
 labelled, as a building or an animal is studied, classified, and labelled 
 by those to whom buildings or animals are objects of study." 
 
 Ephraim Emerton, Professor of History, Harvard University. 
 " Thus everywhere we see the conviction gaining ground that the 
 method of practice is indeed the only effectual method. Laboratories 
 in natural science, the " natural method" of learning language, instruc- 
 
HISTORY. 
 
 tion by topics instead of by text-books, — all these are parts of one 
 movement towards a higher and more eiTectual standard of instruction. 
 How does it stand now with history? Perhaps more than any other 
 study, history has suffered, and is suffering, from that misconception I 
 have alluded to, that it means only a dreary mass of facts, dates, and 
 events, strung along like so many beads on a chain, and with no more dis- 
 tinction in value or meaning. It is the rarest thing to find a man who 
 has any idea whatever about the materials of historical writing, or of 
 the methods used in dealing with these materials. Even educated men 
 are inclined to regard history as a collection of stories merely, more or 
 less entertaining to read, but not having any really serious bearing upon 
 the present active life of men. That there is a science of history, with 
 its apparatus, its schools, its devotees, and its great results already 
 reached, is an extremely unfamiliar fact." — HaWs Methods in History. 
 
 Charles Kendall Adams, Pres. of Cornell University {forinerly 
 Professor of History in Mich. University'). 
 
 " The mere memorizing of dry facts and assertions affords no intel- 
 lectual nourishment, while it is almost sure to create a distaste for 
 historical study, and, perhaps, will even alienate the taste of the 
 scholar forever. The first of all endeavors, therefore, should be to 
 put life and action into what, as it stands, is a mere bundle of dry 
 bones. 
 
 "This can be done in two ways. The information of the teacher may 
 be used to illustrate what is set before the class as a lesson. Questions 
 hinted at in the lesson may also be assigned the class for personal inves- 
 tigation. The first method will always be used to some extent by every 
 efficient teacher ; but it will not ordinarily be found sufficient. A far 
 more helpful reliance is the method of personal research. The nature 
 of the questions assigned must, of course, depend on the intelligence 
 and advancement of the class. But even with a class of beginners, more 
 is likely to be accomplished by assigning certain topics than by assigning 
 certain lessons." — HalVs Methods in History. 
 
 Herbert B. Adams, Professor of History, Johns Hopkiris University. 
 
 " In teaching history, altogether too much stress has been laid, in 
 many of our schools, upon mere forms of verbal expression in the text- 
 book, as though historic truth consisted in the repetition of what some 
 
HISTORY. 7 
 
 author has said. It would be far better for the student to read the 
 same story in several different forms, and then to give his own version. 
 The latter process would be an independent historical view based upon 
 a variety of evidence. The memorizing of "words, words" prevents 
 the assimilation of facts, and clogs the mental processes of reflection 
 and private judgment." — HalPs Methods m History. 
 
 Moses Coit Tyler, Professor of American History in the Cornell 
 University. 
 
 " As I have students of all grades, so my methods of work include the 
 recitation, the lecture, and the seminary. I have found it impossible 
 by the two former to keep my students from settling into a merely 
 passive attitude ; it is only by the latter that I can get them into an 
 attitude that is inquisitive, eager, critical, originating. My notion is 
 that the lecturing must be reciprocal. As I lecture to them, so must 
 they lecture to me. 
 
 " We are all students and all lecturers. The law of life with us is 
 co-operation in the search after the truth of history." — HalVs Methods 
 in History. 
 
 William F. Allen, Professor of History, University of Wisconsin. 
 
 " In the method which I have at last settled upon, my aim has been 
 to get some of the benefits which students in the natural sciences 
 acquire from work in laboratories. I would not be understood as 
 claiming that this is original investigation, in any true sense of the 
 term. Laboratory work in chemistry or physics is not original investi- 
 gation, neither is the study of topics in history. The object, it must 
 be remembered, is education, not historical investigation ; and the 
 object of the educational process is not merely to ascertain facts, but 
 even more : to learn how to ascertain facts. For the student, as a 
 piece of training, historians like Prescott and Bancroft may stand in 
 the place of original authorities. To gather facts from them, really 
 at second hand, has for the student much of the educational value of 
 first-hand work. Of course, there is a difference in students, and the 
 work done by some is of a much higher grade than that of others. For 
 the best students it easily and frequently passes into the actual study of 
 authorities at first hand." — HalVs Methods in History. 
 
8 HISTORY. 8 
 
 Many teachers, on examining^ Sheldon's History, and appreci- 
 ating- that its method differs radically frora that of other text- 
 books, have raised questions as to the intention of the book, its 
 practical excellence, and the manner in which it should be used. 
 We subjoin the most important of these queries, adding- ■vrhat 
 seem to us convincing answers, compiled from the opinions of 
 leading authorities on methods of History study, from, the descrip- 
 tive statement of the author as to the intention of the work, and 
 from the testimony of able teachers, who have successfully and 
 repeatedly demonstrated its practical value. 
 
 Can this book be used successfully without a reference 
 
 library ? 
 
 • • \/ES." There is not a question in it which cannot be an- 
 1 swered from the materials furnished in the way of fact or 
 extract, plus the pupiVs intelligent labor and thought. This last ele- 
 ment must be brought from without. // is especially adapted to help 
 those sttidetits and teachers who are without access to large libra- 
 ries^ and cofttains within itself all that is absolutely necessary for 
 the work required. So far from the book's requiring a library to 
 supplement it, unless the pupils have a good deal of time, the results 
 will be clearer oftentimes without than with extra reading. When, 
 however, books are accessible, the General History will serve as a 
 guide to fresh 'Studies' which can be extended according to the 
 resources at hand. 
 
 That the book will stimulate additional study, experience has 
 abundantly proved. The pupils wish to read other books. Then, 
 by all means, hasten to furnish them, and be thankful that your stu- 
 dents are enough interested in the subject to ask for a book on his- 
 tory, or to take it from the public library, for this is not often the 
 result of history teaching in the schools. A good historical atlas, 
 like Labberton's, and a dictionary of biography, like Lippincott's, 
 are needed. If opportunity offers beyond this, see our little pam- 
 phlet entitled "Aids to Teaching History." We don't consider the 
 possession of any books imperative, but at the same time, the 
 more books and the more time the better. 
 
 A further excellent answer to this question may be found in a 
 paper by I. B. Burgess, recently Teacher of History in the Rogers 
 High School, Newport, now of the Boston Latin School. This 
 paper, which was read before the Massachusetts Association of 
 
HISTOHV. 9 
 
 Classical and High School Teachers, Boston, April 7, 1888, and was 
 reprinted, with slight changes by the author, from the June, '88 
 number of The Academy^ Syracuse, N. Y., may be obtained of us, 
 free of charge. From this we extract the following: 
 
 "The idea of wide reading has been so constantly associated with 
 historical investigation and thought, that many have come to feel that 
 the thought is impossible without the wide reading. This is a mis- 
 take. One must begitt by thinking about a sentence. A boy cannot 
 read profitably many facts before he has learned to understand the 
 meaning of a few. Too much prominence is given to the amount of 
 reading secured in a course of history. It seems to be taken for 
 granted that if reading is secured every thing is accomplished. 
 
 Do not misunderstand me. Wide reading must ultimately be a 
 part of every liberal course in history, but it cannot come ordinarily 
 at the beginning of that course, because then the pupil cannot 
 digest it." 
 
 Is the Greek and Roman portion sufficient for prepara- 
 tion for College? 
 
 • • T F we take the Harvard requirement in history as a standard, and 
 1 this requirement is probably the most exacting, it is fair to say 
 that while a boy can pass who is simply well furnished with bare ex- 
 ternal and unrelated facts, such as dates of battles, names of leaders, 
 incidents in their lives, and summaries of laws and constitutions, yet 
 a boy who has studied the characters of leaders, the characteristics 
 of national life, and the causes and results of wars, would be more 
 likely to do so. The number of facts, dates and names required by 
 the examination is not large, considerably less in amount than five 
 years ago. Prof. Macvane, who has charge of this requirement, 
 writes ; ' We wished to leave the choice of a manual with the 
 teacher, and to name the selections for reading as part of the course, 
 to be demanded of everybody. We believe that the better students 
 would find this method no harder than the narrow study of a manual, 
 and vastly more instructive. We hope to get the help of the teachers 
 in making the school courses of history real bits of historical study, 
 so far as they go.' The only possible difficulty for a boy who knows 
 his Sheldon would arise in the matter of geographical names and 
 dates. It would be well to have a boy insert in his book occasionally 
 
lo HISTORY. 
 
 a date or name not given, but the number of these names and dates 
 need not be large. For all the other questions which are given the 
 answers of a boy drilled in Sheldon would be more intelligent than 
 those of a boy drilled in an ordinary text-book." 
 
 C. K. Adams, President and Prof, of History, Cornell University, 
 writes : " In answer to your inquiries I beg to say, that the portion 
 of Sheldon's General History devoted to ancient history will be ac- 
 cepted by us from applicants for admission to this University." 
 
 Can a book on this plan cover as much ground as the 
 ordinary General History? 
 
 IN preparing a list of examination questions on Greek and Roman 
 History to be answered either from Sheldon's or Swinton's text- 
 book, it was discovered that a much larger list could have been made 
 from the Sheldon alone. Conspicuous instances are, — the age of 
 Pericles, the Constitutional history of both Greece and Rome, and 
 the history of Imperial Rome. 
 
 Does not Sheldon take more time than other books? 
 
 WE quote further from Mr. Burgess : 
 "As to the time required for the course in Sheldon's Greek 
 and Roman History; the average number of recitations given in the 
 twelve schools I have mentioned, one hundred, would be rather 
 scanty if they are like mine, only forty-five minutes long. There are 
 thirty-one studies in Greek history, and twenty-three in Roman, up to 
 the Empire — fifty-four in all. I find that we average about two-thirds 
 of a study to a recitation, and therefore require about eighty recita- 
 tions of advance work to cover the ground. With one hundred and 
 twenty recitations with a class during the year before the preliminary 
 examination, the ground of Sheldon could be covered, and one of the 
 three recommended authors for reading in the Harvard catalogue 
 read and discussed." 
 
 Can the book be used with large classes? 
 
 THIS is a more serious question. In our opinion, 710 recitation 
 in history should be given with a class larger than thirty. 
 The most desirable results by any method, — save the pure lecture, 
 — can be obtained with classes of between twenty and thirty. 
 
HISTORY. II 
 
 But we do not see that any objections would apply to using this 
 book with a larger class which would not apply equally well to 
 using any other. 
 
 But cannot the method of teaching which this book 
 
 inculcates be followed without a text-book or with 
 
 some other text-book? 
 
 We quote from leading teachers : 
 
 • • T N following out this method I use Miss Sheldon's Greek and 
 1 Roman History, because it is the only book adapted to it, and 
 I feel the need of a book. Boys need that definiteness of instruc- 
 tion which only a book can give. The talk of the teacher is soon 
 forgotten, but the book is always at hand to be brooded over. There 
 are many specimens of ancient life which it is practically impossible 
 to get before the minds of the pupils without printer's ink constantly 
 before the eyes of all. There is ample room for a teacher's guidance 
 and inspiration in using the Sheldon." 
 
 " It furnishes material without which no proper teaching of history 
 is possible, but which, hitherto, has been found only in the larger 
 libraries." 
 
 " No work but this successfully calls into play any other faculty 
 than that of memory. Any one who has learned how to study history, 
 and has felt the impotency of the present text-books in that direction, 
 will welcome this timely production." 
 
 " It is certainly a new, and, it seems to me, an excellent method 
 of teaching the subject. It teaches scholars to think as well as com- 
 mit, — a point that cannot be claimed by any other history.'''' 
 
 I think no book on history has ever yet been in use in the public 
 schools that can compare with it." 
 
 "It is the only book that I know of claiming to be a text-book on 
 general history which I feel quite ready to place in the hands of a 
 class without qualification. All others are so brief and so tedious, 
 that they seemed designed to hinder and not to promote knowledge 
 of the truth sought. Once more, this seems to me to be good because 
 it has not neglected any means to the end in view. It has aimed to 
 teach students to think, but it has not forgotten, also, to present the 
 main substance of history, and so has given one of the best means to 
 secure the main end held in view — education. I have long wished 
 
HISTORY. 
 
 that we could have in our schools a book with a common-sense 
 method. When I talked with publishers about a true text-book, and 
 not a dreary outline, I was told that such a book would not sell. 
 Teachers, it was said, need a book to do their work for them. Shel- 
 don's History means a revolution in history-teaching. It will not do 
 all the work of the teacher; it will help, and this, too, in an admirable 
 way. It will help by stimulating both teachers and pupils to thought 
 and investigation." 
 
 "I find it a tmique book. It gives an insight into the making of 
 history as no other book of my acquaintance does." 
 
 " I like it better than any I have ever used or ever seen; I shall 
 not be satisfied inftiture to use any other text-book.'''' 
 
 "This book is the only one which dares reveal clearly the sources 
 of its preparation, and it preserves something besides mere dates ; it 
 reveals the very soul of history, — the springs of thought which have 
 led to great social movements." 
 
 "What is the difference between Sheldon and other 
 
 books ? 
 
 •• \"\/E have been repeatedly told that books on history are too 
 V V much devoted to details of battles and sieges, and have been 
 promised better things, yet Cox, in 'the best short history of Greece,' 
 according to Stanley Hall's book on history, gives over one-fourth of 
 his space to the Peloponnesian War, exclusive of the space devoted 
 to its causes and results, and Smith, in his shorter history, gives over 
 one-seventh. Miss Sheldon gives fully it causes and results, but only 
 a fraction of a page of its details. Smith tells the pupil that " the 
 funeral oration of Pericles is a valuable monument of eloquence and 
 patriotism, and particularly interesting for the sketch which it con- 
 tains of the Athenian manners, as well as of the Athenian constitu- 
 tion," but gives not a word of it. Miss Sheldon gives a page and a 
 half of this 'valuable and interesting' oration, and sets pupils at 
 work studying the picture of the Athenian manners and constitution 
 which it contains. 
 
 To make clearer the difference of method, let us compare the 
 account of the battle of Cannae in Miss Sheldon's book with that in 
 Leighton's book, for instance, — a book that has many excellences. 
 Leighton gives about two pages and a half to the battle ; one half 
 
HISTORY. 13 
 
 page of this space is given to a genealogy of Paulus, a page to a plan 
 of Cannae, the order of the battle and its details. The exact number 
 of men engaged is put down, and the exact loss in each branch of the 
 Roman service is given. 
 
 Miss Sheldon's treatment includes a page of extracts largely 
 translated from Livy. Then come the questions on these passages ; 
 they are in part as follows: What characteristics of Rome appear 
 when she receives news of the defeat .-' What fault in Roman organ- 
 ization is plainly shown at Cannae ? What Roman magistrate was 
 needed at such a crisis.? Why.? 
 
 You will notice that the emphasis is laid not upon the details of 
 the battle, which the pupil does not need and cannot long remember, 
 but upon two points of supreme importance in Roman government 
 and character, and that several questions are supplied which call for 
 earnest thought upon the facts stated. 
 
 These facts and questions I assign to my class. They come before 
 me with answers of greater or less merit written on slips of paper. 
 When going over advance work I allow them to read these answers. 
 We discuss them fully. One boy gives one characteristic of the 
 Romans, a second gives another or modifies the answer just given. 
 Frequently a complete answer is given without any help from me. 
 Often I add to or modify my own notes from answers given in the 
 class. When I help it is generally in the way of suggesting an unob- 
 served fact, correcting a misused word, explaining the meaning of a 
 question, completing an answer, or showing the relation of the idea 
 being discussed to our own time and country. It is understood that 
 in the review the answers will be in the memory and complete, and 
 that they will also be neatly copied into a blank-book kept for the 
 purpose. The answers in these books show, generally, that diversity 
 and individuality, which is always desirable as indicating real work. 
 In naming qualities and in making answers concise yet complete, 
 valuable practice is secured in language as well as in thought. It 
 must be remembered, of course, that the few facts given in Sheldon 
 in the summaries of events must be very rigidly required in toto. It 
 will not do to take them up in the general way which is permissible 
 in a book like Leighton. The facts which Miss Sheldon presents for 
 observation are, so far as I can judge from my other information and 
 especially from a somewhat careful reading of Mommsen, true, well 
 arranged, and representative when she intends them to be so." 
 
14 HISTORY. 
 
 What are the most valuable points in Sheldon's plan? 
 
 ^^ A LMOST exclusive attention to the facts which are essential 
 
 t\ to the comprehension of the life and development of the 
 period studied. 
 
 The study oi p}'imitive i2.ci5, such as maps, pictures of Greek and 
 Roman works, speeches and writings of Greeks and Romans. 
 
 The use of questions about these facts which require not the sim- 
 ple repetition of them, but the gathering and comparison of different 
 facts, and the drawing of inferences from them by the pupil himself. 
 
 The questions require a thorough knowledge of the material for 
 thought which the book contains, an elementary knowledge of geog- 
 raphy. United States History and current events, the constant use of 
 an unabridged dictionary, and nothing else except thought. 
 
 It is, however, the thought work required by the Sheldon that 
 should be valued most hi-ghly. The ability to interpret a few facts 
 is worth more than knowledge of many. Much as we need wide 
 readers, we need thinkers more." 
 
 Do the leading teachers of History believe in the meth- 
 ods of this book? 
 
 THE following pages of this pamphlet should be a sufficient reply. 
 In addition to those using it as a class-book, from two to three 
 thousand others are using a single copy as a help to the successful 
 use of the old books and methods. These also write : "We find the 
 Sheldon most helpful and stimulating." How much more helpful and 
 stimulating the book would prove in the hands of pupils the following 
 testimonials from experienced teachers will show. 
 
 Sheldon is emphatically "a book to be studied, not read." For 
 the teacher it is a mine of suggestion and inspiration, and furnishes 
 that substantial aid which results from increased interest on the part 
 of the classes. It arouses constant enthusiasm, stimulates a love 
 for the study of history, and encourages originality together with 
 definite, intelligent habits of thought. Its rich collection of "history 
 material," its clear analyses, and searching questions provide a 
 wealth of information, an opportunity for thought, and an incentive to 
 study which render the book indispensable alike to both teacher and 
 pupils. 
 
IS 
 
 When a book so satisfactory in its method as SHEL- 
 DON'S HISTORY is found even more satisfactory in 
 the class-room, (as may be learned from the following 
 opinions of those using the book), it is good evidence 
 that it is to grow into a much wider use ; and when in 
 use, is to do more for the improvement of historical 
 study than any book yet published. 
 
 DO THE COLLEGES LIKE IT ? 
 
 George S. Innes, Prof, of History, 
 Hamline Univ., Minn.: The class last 
 year did very good work with "Sheldon's 
 History." Would have doubtless done 
 better had I had the teacher's manual 
 earlier. I was especially gratified, at the 
 examination at close of first term, to find 
 my class could state so clearly the growth 
 of the constitution, the relation of orders, 
 all the deeper facts in the growth of the 
 Roman people. I expect now to use it 
 more extensively as soon as the course of 
 study is rearranged. {March i, 1889.) 
 
 Helen E. Martin, Teacher of His- 
 tory, Tabor Coll., la.: I am very much 
 pleased with Sheldon's History. The great 
 trouble is that the hour is too short for the 
 discussions that naturally arise. 
 {March 11, 1889.) 
 
 G. P. Jenkins, Moore's Hill Coll., 
 Ind. : We are using " Sheldon's Ancient 
 History " for the second year and do not 
 think of changing text-books on this sub- 
 ject. We consider it the best we have 
 tried. {March 13, 18S9.) 
 
 Mrs. N. C. Knickerbocker, Prof, 
 of History and Eng. Lit., North West- 
 ern College, Naperville, III. : I am glad to 
 be able truthfully to testify as to the merits 
 of Sheldon's History. I have taught His- 
 tory through the works of many authors, 
 having taught for over thirty years, and 
 can say that the book gives to the old 
 teacher a new horizon. The book gives a 
 
 delightful impetus to all the powers of 
 mind. I decided at one time, because of 
 the inequality of preparation to lay it 
 aside, did so protestingly but for our 
 course of the study. I was conscious of a 
 great loss of mental growth. We resumed 
 it, use it two terms in the year, and com- 
 paratively the third year. Next year shall 
 use it the entire year. The students are, 
 perhaps with no exception, delighted with 
 it. No. other history so charms, nor does 
 any other yield such discipline. 
 {March 11, 1889.) 
 
 U. Merriam, Washburn Coll., To- 
 peka, Kan.: For three years I have used 
 Sheldon's Outline of the History of Greece 
 and Rome in our Preparatory School, with 
 satisfactory results. It is well calculated 
 to stimulate both teacher and students to 
 earnest work. {March 12, 1889.) 
 
 Prof. Chas. Woodward Hutson, 
 
 Mississippi Univ.: I think Sheldon's 
 General History an admirable book both 
 in design and execution. The year I used 
 it, I was well satisfied with the results of 
 class work. My only reason for not con- 
 tinuing to use it as a text-book, is that I 
 prefer changing my text-book from year to 
 year. But I make great use of the meth- 
 ods employed in that work, and I still find 
 very useful to me, in arranging topics for 
 original investigation by the class, the 
 well-digested Teachers' Manual which you 
 kindly sent me some years ago. 
 {March 11, 18S9.) 
 
i6 
 
 HISTORY. 
 
 E. R. Long', Chair of History, Ar- 
 kansas College, Batesville, Ark.: The 
 questions given in some of the Exercises 
 are regarded as very suggestive, and calcu- 
 lated to bring out the reasoning power of 
 the student in a subject which many seem 
 to regard as more generally requiring the 
 use of memory, to a greater degree, than 
 any other part of the mental machinery. 
 We like this feature very much. 
 {March 15, 1889.) 
 
 A. W. Mangum, Professor of His- 
 tory, University of N. C: Having used 
 Sheldon's General History with one class, 
 I state with confidence that where all the 
 requisites for reading and study, as to both 
 reference books and time for using them, 
 exist, the book will be found exceptionally 
 useful, and will guide students to extra- 
 ordinary attainments in history. 
 {March 14, 1889.) 
 
 Melville B. Anderson, when Prof. 
 of Literature and History, Purdue 
 Univ., Lafayette, hid.: I have been using 
 the book with much profit and satisfaction 
 all round, since last September. In a few 
 weeks I shall start a mid-year class of 
 forty-five. {Jan. 12, 1887.) 
 
 C. E. Wilbur, Prof, of History, 
 Adrian Coll., Adrian, Mich.: I am 
 pleased with the success I have had with 
 the book. I tried it as an experiment, but 
 shall continue to use it. I consider its 
 special value to be in the fact that it puts 
 the student in contact with the sources of 
 history. I consider it also as effective in 
 mental drill as a course in mathematics or 
 classics. 1 hope the book may have an ex- 
 tensive use. {April 7, 1S87.) 
 
 C. E. Wilbur, Prof, of History, 
 Adrian Coll., Mich.: I am now using 
 Sheldon's History for the second year with 
 satisfaction. {March 27, 1888.) 
 
 Miss M. A. Harris, Prof, of His- 
 tory a?td Literature, Waynesburg Coll., 
 Pa.: I have never had such satisfactory 
 results in teaching history as I find this 
 year with Sheldon for my text-book. 
 
 Our college attendance is mainly made 
 up of young men and women who are de- 
 pendent on their own exertions for means 
 of support through their college course. 
 No more earnest or appreciative class of 
 students could be imagined, nor one more 
 thoroughly practical in its tests. They 
 have shown exceptional interest in this 
 new method of learning the lessons of his- 
 tory, and the only adverse criticism comes 
 from a lamb of the flock, who doubtfully 
 says : " This is harder than the history we 
 used last year. It makes one thifik so 
 much." ' (^/rz7 6, 1887.) 
 
 J. R. Herrick, Prof, of History, 
 Univ., Vermillion, Dak.: The new meth- 
 od of history has been tried with success 
 in our university. I find that the facts 
 themselves are well retained ; while, as a 
 result of the method, valuable lessons are 
 learned, and the student's independent 
 historical judgment is developed. 
 {April 7, 1887.) 
 
 J. J. Shank, Teacher of History, 
 Polytechnic Inst., New Market, Va. : I 
 have been conducting a class in the book 
 since Jan. 15, 1887. The plan of the work 
 is novel, and good results may be expect- 
 ed from its study. {April 6, 1887.) 
 
 N. C. English, Asst. Prof, of His- 
 tory, Trinity College, N. C. : I have been 
 using Sheldon's Outlines of History in my 
 classes during the past year, and tjje re- 
 sults have been very satisfactory. 
 
 As a /^AJif-book — essential outlines and 
 historical dates necessary to the student 
 of history — it has no superior, in my 
 judgment. 
 
HISTORY. 
 
 17 
 
 The/arf^ ^xi^ philosophy of history can 
 be presented so attractively, by the proper 
 manipulation of this book in the hands of 
 a teacher, as to inspire in the pupil a love 
 for the study of dead nations and individ- 
 uals through a living method. 
 {March 14, 1889.) 
 
 John F. Crowell, Prest. and Prof, 
 of Political Economy, History atid hitcr- 
 national Law, Trinity Coll., N. C: I 
 beg to say that imtil we introduced Shel- 
 don's General History into our classes, 
 using it as an outline, supplemented by a 
 great deal of parallel reading in the larger 
 works of Gibbon, Curtius, Mommsen, 
 Macaulay, and others, we had never been 
 able to prepare our students adequately 
 to take up the studies of the Constitu- 
 tional History of England and United 
 States, or the study of the political history 
 of any people. With Sheldon's Outlines 
 we have reached a degree of ability, on the 
 part of our students, to discuss, reason 
 and discriminate, that is decidedly gratify- 
 ing to them and us alike. In comparison 
 with previous classes, the result is aston- 
 ishing. 
 
 It is my opinion that there is no better 
 book to use in training the preparatory 
 student, to succeed in the historical studies 
 of the College course, as well as to give 
 him a vital appreciation of what history is, 
 and what it teaches. It is eminently a 
 history of human life, not of one or more 
 phases of it. The secret of its interest 
 lies there, since we are ourselves part of 
 what we study — mtist study in this ad- 
 mirable book. 
 
 Of course, this presumes that the book 
 be put in the hands of competent teach- 
 ers. {March 21, 1SS9.) 
 
 C. A. Leonard, Prof, of History, 
 Central Univ., Rich7nond, Ky.: I am se- 
 curing the very best results with the book 
 
 — far better than my most sanguine hopes 
 ever led me to expect. I examined the 
 class to-day on the work gone over, and 
 found them quite ready in their answers, 
 and, above all, possessing a good, correct 
 understanding of the subject-matter. I 
 am glad such a book has been written. It 
 is destined to revolutionize the study of 
 general history and make pupils think for 
 themselves. 
 
 P. S. — I should have spoken of the 
 searching character of the questions in 
 each " study." They are simply wonder- 
 ful. In the first place, they show a most 
 profound knowledge of the subject on the 
 part of the author, something that always 
 gives a student confidence in a book ; 
 and, secondly, they do not imply or sug- 
 gest the answers, but require a thorough 
 search, and make the students, if any- 
 thing, original and philosophical his- 
 torians. Nothing could be better. You 
 may use my name in unqualified com- 
 mendation of the book. (Jan. 15, 18S9.) 
 
 W. H. Fisher, Teacher of History, 
 Wheaton Coll., Wheaton III. : We are 
 using it the second year, with success. It 
 can, however, hardly be said to receive a 
 fair test here, for the course allows only 
 thirteen weeks for general history, and it 
 is difficult to go through so much mate- 
 rial in that time. (March 28, 1889.) 
 
 Abbie B. Cushman, Teacher of His- 
 tory, Whitma7i Coll., Walla Walla, 
 Wash. Ter.: I cannot express to you my 
 appreciation of the book. My ancient his- 
 tory class has never before done such sat- 
 isfactory work. (Feb. 4, 1888.) 
 
 Helen E. Martin, Teacher of His- 
 tory, Tabor Coll, la.: I am sure I have 
 never had better work from a class in gen- 
 eral history. They have gained a practical 
 knowledge of books which they would get 
 in no other way. (April i, 1889.) 
 
i8 
 
 HISTORY. 
 
 Melville B. Anderson, Frof. State 
 Univ. of Iowa, Iowa City, Iowa. : In re- 
 ply to your request for a statement of my 
 experience with Sheldon's General His- 
 tory, I may say that I used it only for the 
 one year at Purdue University. Had I 
 continued to teach history I should doubt- 
 less have clung to Sheldon, for my experi- 
 ence with it in the class-room served but 
 to deepen the favorable opinion with which 
 I began its use. I make this an observa- 
 tion; Sheldon calls for more intelligence 
 on the part of the teacher than the ordin- 
 ary text-book. If, from the standpoint of 
 the public school, this be a drawback, it is, 
 I think, more than offset by the circum- 
 stance that Sheldon gives the intelligent 
 teacher a method and an incentive to re- 
 search which the ordinary text-books do 
 not give. 
 
 You may make any use of this note that 
 may in any way promote the adoption of 
 this admirable work. {April 6, 1889.) 
 
 C. E. Wilbur, Prof, of History, 
 Adrian Coll., Adrian, Mich.: It gives 
 me pleasure to speak words of commenda- 
 tion for Sheldon's General History. I 
 have used the work three years, and it 
 gives entire satisfaction. The work is 
 written from a fullness of knowledge, and 
 involves a philosophy of history as well as 
 the leading facts. It also gives fine men- 
 tal drill. Students cannot study it with- 
 out thinking for themselves. Eor this it 
 is better than a course of mathematics. I 
 wish the book abundant success. 
 {April 16, 1889.) 
 
 M. A. Harris, Teacher of History, 
 Waynesburg Coll., Pa.: lean most cor- 
 dially commend Sheldon's History, having 
 used it for three years with the most grat- 
 ifying results. Surely nothing further 
 could be asked of a text-book than that 
 students, from its study, should grow to a 
 
 personal interest in its subject. 
 
 I learn from my pupils of the past two 
 years, that they are now buying and read- 
 ing with enthusiasm such books as the 
 works of Gibbon, Macaulay, Hallam and 
 Draper. {April 13, 1889.) 
 
 H. H. Swain, Prof, of History, 
 Yankton Coll., Yankton, Dak.: I have 
 been using Sheldon's Studies in General 
 History with preparatory classes during 
 the current year, and already find results 
 so much more satisfactory than ever be- 
 fore, that I regret that previous classes 
 have not the opportunity to review the 
 course with this text-book in hand. The 
 kind of work required in the use of this 
 book is the only kind which deserves the 
 name of historical study. Hitherto, how- 
 ever, the materials for such study have 
 been largely inaccessible. The time which 
 a teacher, even with an immense library at 
 hand, must spend in directing half a dozen 
 pupils to such materials and references as 
 they can consult in the preparation of the 
 daily lesson, is sufficient for doing far more 
 profitable work with thirty scholars in the 
 study of general history with Sheldon's 
 Studies. {March 19, 1889.) 
 
 Eloise Wickard, Prof, of English, 
 Colorado Coll.: I am pleased to confirm 
 my admiration for this book. I have used 
 it with much success. {April 11, 1889.) 
 
 Ellen Martin, Mistress of History, 
 Miss. Industrial histitute and College, 
 Columbia, Miss. : Your letter is received 
 asking my opinion of Sheldon's General 
 History. I think it is one of the freshest, 
 most original, suggestive, and interesting 
 ones I have ever used. I like its being so 
 largely made up of excerpts from contem- 
 poraneous writers ; the translations are apt 
 and sparkling. A s is said of paintings, there 
 is life and motion throughout. It is free 
 from the dead platitudes of older histories 
 
HISTORY. 
 
 19 
 
 and is extremely stimulating to original 
 research, — the truest method of knowing 
 and improving. (^/r?7 17, 1889.) 
 
 Helen M. Scoville, Teacher of His- 
 tory, Mills Sem. and Coll., Cal.: I am 
 very happy to say that my experience in 
 using the Sheldon's History has been such 
 that I can commend it most cordially. I 
 should not know how to get on without it 
 now. 
 
 It supplies a long felt need and renders 
 practicable much that has existed in 
 theory only, hitherto, in limited courses of 
 study. {March 31, 1889.) 
 
 Geo. L. Burr, Asst.Prof. of History, 
 Cornell Univ., Ithaca, N. Y.: I take 
 pleasure in answering your questions as to 
 whether Sheldon's General History gives 
 a sufficient preparation for admission to 
 the University. To my own classes I 
 would welcome more gladly a student who 
 had mastered the method of this work 
 than one who knew by heart a half dozen 
 narrative text-books. So highly do I think 
 of it, indeed, that, despite its elementary 
 character, I have seriously thought of in- 
 troducing it into my college classes. 
 
 It may be that questions are asked upon 
 our examination papers which a student 
 trained in this book alone could not an- 
 swer. But the intelligence shown in the 
 remainder of his paper would, I am con- 
 vinced, far more than outweigh any such 
 omissions ; and, could we know that our 
 candidates for admission had undergone 
 such a drill as this book gives, we would 
 but too gladly suit our questions to the 
 riper scholarships that it begets. 
 {Ajiril 29, 1889.) 
 
 Prof. H. S. White, Cornell Univ., 
 Ithaca, N. Y.: I have been much inter- 
 ested in examining Mrs. Barnes's Stud- 
 ies in General History, and only wish 
 
 that tSie portion devoted to modern history 
 might be largely expanded into a volume 
 by itself. The method is so satisfactory a 
 one, in presenting the materials for study 
 that one naturally desires as great detail 
 as possible. I shall be glad to recommend 
 the work to the class in modern history 
 next term as one of the valuable books of 
 reference in connection with their work in 
 that field. President Adams has already 
 cordially referred his class in medieval his- 
 tory to it. 
 
 Austin Scott, Prof, of History Rut- 
 gers Coll., New Brunswick, N. J. : I 
 think it one of the best exponents of the 
 newer methods in history, and I know no 
 better text-book for use in higher schools 
 and academies. (Afril 20, iSSg.) 
 
 Arthur Yager, Prof, of History, 
 Georgetown Coll., Ky.: I have used the 
 book in two large history classes for some 
 three years. I like it very much thus far. 
 {April 25, 1889.) 
 
 T. M. MacNair, Meiji Gakuin, To- 
 kio, Japan: I am greatly pleased with 
 Mrs. Sheldon Barnes's History, using it 
 with one class experimentally, quickly de- 
 termining a larger use as my order indi- 
 cates. At my instance it is used also in 
 one of the female mission schools of To- 
 kio, and, as I believe I wrote you, will 
 probably earn its way into another — Miss 
 West's {Oct. 7, 1887.) 
 
 T. M. MacNair, MeiJi Gaukin, To- 
 kio, Japan: Sheldon's Universal History 
 continues to prove in my experience a 
 most suitable text-book for class work 
 here. It is a very good test, I think, of its 
 excellence that it rouses a truly "semin- 
 ary " interest in historical study in spite of 
 the foreign language difficulties that attend 
 it, and the fact that most of the students 
 using it are still young. {May 18, 1888.) 
 
HISTORY. 
 
 DOES IT SATISFY NORMAL. SCHOOLS? 
 
 Prances W. Le-wis, Teacher of 
 History^ State Normal School^ Provi- 
 dence, R. I. : It gives me pleasure to do 
 anything in my power to extend the use of 
 Sheldon's History. I have used it now 
 for several years and think it the best 
 book on the subject that I have seen. It 
 makes the study of history what it should 
 be, a mental and moral development. It 
 stimulates thought, and gives breadth of 
 view, and by its suggested comparisons of 
 governments, enables pupils to form for 
 themselves sound opinions on questions 
 of government. 
 
 I most heartily recommend to all who 
 wish pupils to think rather than to mem- 
 orize in the study of history. 
 {March ii, 1889.) 
 
 Caroline L. G. Scales, Teacher of 
 
 History, Normal School, Oswego, N. Y. : 
 I have used Miss Sheldon's History with 
 three successive classes. To use any other 
 text-book now would seem to me as 
 drearily impossible as to banish leaves, 
 flowers, buds, and germinating seeds from 
 my schoolroom, and set my pupils to 
 memorizing the pages of a botanical text- 
 book. For there is exactly the same dif- 
 ference between the methods of this his- 
 tory and that of any other as yet prepared 
 for school use, that there is between the 
 methods of natural science popularized by 
 Agassiz and the old-time memorizing of 
 printed facts about natural objects. In the 
 one case, we study the realities and 
 sharpen our wits by reasoning about 
 them ; in the other, we cram our memories 
 with the facts other people's wits have fur- 
 nished us. It seems to me this new de- 
 parture in historical text-books is destined 
 to revolutionize the method of teaching 
 history in our schools as thoroughly as the 
 
 new methods in science are revolutioniz- 
 ing that department. If it does not do so 
 at once, it will be because people in gen- 
 eral do not yet see that there are historical 
 realities, — laws, constitutions, creeds, etc., 
 which may be — which must be — studied 
 in the same way that a boy or a morning- 
 glory is. I have but one fault to find with 
 this book, — it is too interesting. So much 
 thought is awakened in the pupils, so 
 many lively discussions, so many search- 
 ing questions are asked by them, that the 
 time for the recitation always seems pain- 
 fully insufficient. {A^ril n, 1887.) 
 
 Theo. B. NOSS, Prin. of State Nor- 
 mal School, California, Pa.: The Meth- 
 od of Sheldon's General History is based 
 on correct educational principles. The 
 student instead of merely conning events, 
 becomes an independent observer of the 
 character and genius of ancient and mod- 
 ern social and political life. We are using 
 the book and like it thoroughly. 
 {March 11, 18S9.) 
 
 Jane E. Leonard, Teacher of His- 
 tory, State Normal School, Indiana, Pa.: 
 I have used it in my class since the first 
 pages came from the press, and I never 
 used a book in my life which so fully met 
 my idea of what a text-book should be, — 
 a book which does not do the thinking for 
 the pupil, but which furnishes him with 
 material by which he can form judgments, 
 make comparisons, and reach conclusions 
 for himself. 
 
 History taught in the manner indicated 
 by this book becomes indeed an educative 
 force. {Feb. 2, 1886.) 
 
 Grace Darling, Teacher of History, 
 State Normal School, Oshkosh, Wis.: In 
 reply I am glad to state that Sheldon's 
 
HISTORY. 
 
 General History is eminently adapted to 
 our work in Normal Schools. It places 
 the student in the position of an investi- 
 gator, arouses independent thought and 
 causes him to conceive of historical in- 
 vestigation as a field in which there is a 
 far higher ideal to attain than that of mere 
 memorizing of another's thought. The 
 excellent selection of questions has 
 aroused the ambition of the pupil to be a 
 critic and investigator of the knowledge of 
 his classmates. {March ii, 1889.) 
 
 Tom F. McBeath, Prm. of Cooper 
 
 Normal School, Daleville, Miss. : Your 
 favor of recent date, inquiring as to the 
 
 working of Sheldon's General History in 
 the classroom, received. In answer per- 
 mit me to say that in all my teaching of 
 history, I have never seen anything to 
 compare to it, in the way of a text-book, 
 for arousing a genuine interest in the 
 study, developing power of independent 
 thought, and cultivating a taste for the 
 higher order of literature. We have a fine 
 reference library of some thousand vol- 
 umes. Nov/ imagine a buckwheat field in 
 full bloom in the vicinity of an apiary, 
 and you will have some idea of the ap- 
 pearance of our library when the hour for 
 preparing history lesson comes. 
 (March 13, 1889.) 
 
 HIGH SCHOOLS USE IT SUCCESSFULLY. 
 
 H. D. Foster, Worcester Acad., 
 Worcester, Mass. : I am now using Shel- 
 don's General History for the fourth year, 
 and have found it very valuable and help- 
 ful, and almost indispensable in my work 
 with a class in the second year of the 
 English Course, using it in connection 
 with Swinton's History. First, let me 
 state some of the good qualities of the 
 book. It is made on the right idea, that 
 of stimulating pupils to think, and to 
 assimilate and apply historical facts. 
 This I have found it successful in doing. 
 Its selections from original sources create 
 an actual interest in the real 'thought and 
 lives of men of history, and give the pupil 
 a vivid and truthful conception of the real 
 life of the past. For example : the selec- 
 tion on pages 105 and 107 for the high 
 ideas controlling and inspiring Athens. 
 Pages 107 and no, the spirit of Socrates. 
 Pages 180-182, the spirit of corruption 
 animating the Roman provincial system 
 in the time of Cicero. Page 245, the spirit 
 of early hermits. Pages 269 and 270, the 
 life in the monasteries. Pupils find the 
 
 "Studies" sometimes quite difficult, but 
 they are stimulated by them to think 
 about things before coming into recitation. 
 
 I find the Teacher's Manual very sug- 
 gestive in its summaries. On page 64 of 
 the Teacher's Manual I have found the 
 summary of the contrast between the 
 Roman Empire and the Christian Church 
 noticeably helpful in bringing into sharply 
 defined pictures the characteristics of these 
 two organizations. If I were to criticise 
 the book, I should say that the teacher 
 would find it necessary to supplement it 
 with a continuous narrative, or with some 
 additional matter, with a class which had 
 not had a course previously in general 
 history. To handle the book successfully 
 and leave the student, with well defined, 
 correct and firmly fixed ideas, calls for 
 more than usual care and wisdom and will 
 on the part of the teacher. 
 
 During the last part of last year I asked 
 my class to leave on my desk, at a time 
 when I was not present, unsigned state- 
 ments of what they felt they had learned 
 in the study of general history for the 
 
HISTORY. 
 
 year, with their idea of the method used 
 in the class, so far as they had thought in 
 regard to any methods being used. Every 
 member handed in a paper, many of them 
 in an attempt at a disguised hand. I 
 asked for honest, frank statements of 
 what they had learned and of what they 
 had failed to learn. I think the state- 
 ments were honest and frank, and as they 
 may prove of interest in giving the stu- 
 dent's idea of the book, I send them to 
 you as " original sources of information " 
 as to a student's appreciation of Sheldon. 
 (These papers will be found further on 
 in this circular under the heading " What 
 the pupils think of this method.") 
 
 A. W. Bacheler, Prin. of High 
 School, Gloucester, Mass.: The General 
 History by Miss Sheldon, has been in use 
 in this school for two years. It is a most 
 wretched book — for the lazy teacher. It 
 is a most inspiring book for that other fel- 
 low who believes that teaching means some- 
 thing more than drawing the week's salary. 
 The history has helped revolutionize our 
 whole system of history teaching, and I 
 owe the author a debt which I would fain 
 pay if I could. {April 13, 1889.) 
 
 Mabel R. Wing, Assistant in High 
 School, Wellesley Hills, Mass.: I find 
 that the method used in this book is prac- 
 tical and successful in arousing an interest 
 in the usually dead facts of history. We 
 are enjoying the book I bought for my 
 own use, and have found it advisable to 
 buy copies of it for the class. 
 {Jan. 17, 1888.) 
 
 Mabel R. 'Wing, Teacher of His- 
 tory in High School, Wellesley Hills, 
 Mass.: After a year's trial of Sheldon's 
 General History, I can heartily recom- 
 mend it as the best text-book of the kind. 
 I find it is teaching my boys and girls to 
 think, and to express their thoughts 
 
 clearly. With it I use Swinton for con- 
 nected narrative, and find this a satisfac- 
 tory combination. Indeed, the introduc- 
 tion of Sheldon was the means of saving 
 a history class which had nearly lost all 
 interest in the study. 
 
 I feel sure it has only to be tried in 
 order to be approved. (March 11, 1889.) 
 
 Harold C. Childs, Prin. of Need- 
 hatti High School, Needham, Mass. : 
 Our school has used Sheldon's Studies 
 for two years and we think it is the best 
 book for history study in a high school. 
 The pupil must study and think, and not 
 memorize simply, if he uses this book. He 
 is aroused to consult other books, and draw 
 conclusions as well as watch history as it is 
 forming around him. {March 16, 1889.) 
 
 N. Louis Sheldon, Prin. of High 
 
 School, Norwood, Mass. : Sheldon's Gen- 
 eral History is on the right plan, and 
 needs only to be introduced to make 
 historical study interesting, popular, and 
 profitable. Our pupils like history, which 
 is something they have never admitted 
 before. 
 
 We have now used the book about a year 
 and are more pleased with it every day. 
 {March 15, 1889.) 
 
 Alice E. Dickinson, Teacher of His- 
 
 tory, Hopkins Academy, Hadley, Mass. : 
 Having used Sheldon's General History 
 in two schools — Hinsdale High School 
 and Hopkins Academy — I can say with- 
 out reserve that I have never found any 
 other text-book upon any subject so sat- 
 isfactory. Its " working qualities in the 
 class room " are everything that can be 
 desired. {March it, 1889.) 
 
 Miss Porter, " The Elms," Spring- 
 field, Mass.: I cannot too cordially ex- 
 press my satisfaction with Sheldon's Gen- 
 eral History. It has now been in constant 
 
HISTORY. 
 
 23 
 
 use in my school for nearly three years, 
 and no text-book that I have ever em- 
 ployed has proved so suggestive and stim- 
 ulating to both teacher and pupil. Its 
 method of furnishing to the student only 
 the collected materials with which the 
 historian has to work, and teaching him 
 to draw from them his own conclusions, 
 gives a zest and interest to his study, akin 
 to that of the original investigator. My 
 pupils have repeatedly told me that the 
 habits of critical thought and research 
 suggested by the questions, have helped 
 them in all their other school work. 
 
 You may, perhaps, be interested to 
 learn, if the fact has escaped your notice, 
 that Sheldon's History is one of the books 
 suggested in the Vassar catalogue for 
 preparation for entrance to that college. 
 {March 15, 1S89.) 
 
 George H. Rockwood, Prin. of 
 
 Marlboro High School., Marlboro., Mass. : 
 It seems to me especially adapted to 
 awaken thought and interest upon the part 
 of both pupil and teacher, and to open the 
 way for real teaching of the science of 
 history. {March 28, 1S89.) 
 
 Isabelle H. Fitz, Teacher of His- 
 tory, High School, Groton, Mass: We 
 have been using Sheldon's Outlines of 
 General History for three years and I have 
 found no occasion to alter my first favor- 
 able opinion of it. I have a class at the 
 present time who, without exception, are 
 interested in its study. In connection with 
 it, I use all the reference books at my com- 
 mand and each student keeps a note-book. 
 
 I should not anticipate my work so 
 much, were another text-book employed. 
 {Afril 12, 1S89.) 
 
 Chas. Henry Douglas, Teacher of 
 History, Keene High School, N. //. ; 
 Sheldon's General History stands the test 
 
 of the class-room. It teaches history not 
 as a system of chronology, but as a vivid 
 presentation of life, political and social. 
 The book in the hands of a mere " hearer 
 of recitations " would be a failure, but for 
 the use of real teachers it is without a 
 peer. It develops the historic perception 
 and the deductive reason. It gives greater 
 prominence to the investigation of cause 
 and effect and of ruling principles than to 
 the memorizing of isolated facts. The 
 book is an inspiration to the teacher and a 
 revelation to the class. {March 8, 1889.) 
 
 J. M. WlUard, Teacher of History, 
 Derry Academy, N. H.. I am very much 
 pleased with your Sheldon's History, be- 
 cause it makes possible in the Academy 
 a course in general history on the sem- 
 inal y plan, to which method I am entirely 
 committed. The selections are good and 
 the questions an inspiration. 
 {March 9, 1SS9.) 
 
 C. C. Rounds, Priii. of State Nor- 
 mal School, Ply7nouth, N. H.: Sheldon's 
 General History has been used by us one 
 year. I consider it a very valuable book for 
 classes which have had opportunities for 
 wide reading in history before coming to 
 the study, or which can give time enough 
 to the study to carry on a course of read- 
 ing with the use of this book. 
 {March 27, 1889.) 
 
 E. A. Burnett, Prin. of High School 
 a7id Acad., Chester, Vt.: I take great 
 pleasure in giving my hearty commenda- 
 tion to the general history edited by 
 Mary D. Sheldon, which we introduced 
 last year. It aroused a lively interest on 
 the part of the students in history not 
 easily attained but highly appreciated by 
 the teacher who has often sought in vain 
 satisfactorily to accomplish it. 
 {March 19, 1889.) 
 
24 
 
 HISTORY. 
 
 John P. Kent, Prin. of Concord 
 High School, N. H. : I am very glad to 
 testify to the great success with which 
 Sheldon's General History has been used 
 for the past two years in our school. I 
 am very fortunate in having an able 
 teacher to use the book. In the hands of 
 such a teacher it seems to me that the 
 most profitable kind of work in history 
 can be accomplished. (March ii, 1889.) 
 
 Selati Howell, Prin. of Bromjield 
 School, Harvard, Mass.: Miss Sheldon's 
 General History is thoroughly sound in 
 method ; and wherever used by skilful 
 teachers will help very materially to 
 prove that history is one of the most in- 
 teresting and practical subjects that the 
 pupils of our public schools can pursue. 
 
 The above opinion of its merits is 
 confirmed by careful tests with classes. 
 {April \^, 1889.) 
 
 E. J. Colcord, SaxtoTi's River, Ft.: 
 Your note received, and I hasten to reply. 
 Miss Sheldon's book is a work of great 
 value. I know of none that can compare 
 with it in its special field as a general his- 
 tory. I speak after several years' acquaint- 
 ance. It is full of information, and just 
 the sort the teacher wishes to have at hand 
 to make clear or emphasize a given point. 
 
 We do not now in our school make use 
 of any single general history. Some 
 years ago we decided to extend the time 
 of our study of history that we might at- 
 tend more closely to epochs or periods. 
 
 Our historic work, then, is modeled 
 somewhat after the practice of our colleges. 
 We have courses in history instead of 
 treating of the world's history as a contin- 
 uous whole. We make use of several text- 
 books in this method of study as well as 
 of all the books of reference our library 
 affords. But of all our useful books as 
 text-books, I regard Sheldon's History 
 among the very best. I can justly say 
 
 more than this. It is a treasury of inval- 
 uable facts to put before the class. 
 
 Not the least of the many virtues is the 
 admirably simple way in which the most 
 dry and abstract details are set forth. 
 
 It is a book that deserves to win. 
 {March 29, 1889.) 
 
 P. W. Tilton, Head Master, Rogers 
 High School, Newport: My absence from 
 home prevented an earlier reply to your 
 letter. Sheldon's General History has 
 been used in the Rogers High School sev 
 eral years and we have found it an ex- 
 tremely valuable book. {March 18, 1S89.) 
 
 Isaac B. Burg-ess, recently Teacher 
 of History, Rogers High School, Newport, 
 R. I.: The following are the prominent 
 characteristics of the method which I am 
 using : — 
 
 1. Almost exclusive attention to facts 
 which are essential to a comprehension of 
 Greek and Roman life and its develop- 
 ment. 
 
 2. The study, so far as possible, of 
 primitive, first-hand facts, such as maps, 
 pictures of Greek and Roman works, 
 speeches and writings of Greeks and Ro- 
 mans. 
 
 3. The use of questions about these 
 facts which require not the simple repeti- 
 tion of the fact but the gathering and com- 
 parison of different facts and the drawing 
 of inferences from them by the pupil him- 
 self. 
 
 In applying this method I use Miss 
 Sheldon's Greek and Roman History. 
 This text-book marks as distinct a revolu- 
 tion in the method of presenting history 
 to the learner as " Warren Colbum's First 
 Lessons " did in the case of arithmetic, 
 and in much the same direction. 
 
 (His detailed plan of using Sheldon has 
 been published separately, and is sent by 
 us gratis to any one asking for it. Pub's.) 
 
HISTORY. 
 
 25 
 
 Harriet R. Chace, Mrs. Ficlden 
 and Miss Chace' s School for Young La- 
 dies, Providence, R. I. : We consider the 
 book invaluable. 
 
 George H. Tracy, Prin. of High 
 School, Bristol, Conn. : We have used 
 Sheldon's General History in the Bristol 
 High School for a year with the most sat- 
 isfactory results. From the work done by 
 the class, and from the enthusiasm 
 awakened in the class, I have no hesita- 
 tion in saying it is the best General His- 
 tory I have seen used in the schoolroom. 
 (March 9. 1SS9.) 
 
 Ira P. Clark, Prin. of High School, 
 Corning, N. Y.: I consider Sheldon's 
 General History one of the best, if not the 
 best, of the working school histories. It is 
 formed on the "Seminary Method" in 
 teaching history, and is most admirably 
 adapted to carry it out. A better work- 
 ing history for the class-room could not be 
 written. (March 16, 1S89.) 
 
 K. T. Holbrook, Prin. of Girls' 
 School, Yonkers, N. Y. : I am glad to say 
 that I consider it a very valuable book for 
 rather mature pupils and quite invaluable 
 to teachers. We have found it an excel- 
 lent working book for our older students. 
 (March 18, 1S89.) 
 
 Hannah J. Bro^wn, Teacher of His- 
 tory, The Misses Masters' School, Dobbs 
 Ferry, N. Y. : My appreciation of the 
 value of it grows with its use. We are 
 waiting impatiently for the appearance of 
 Mrs. Barnes' United States History. 
 (March 28, 1889.) 
 
 M. A. Brigham, until recently, Vice- 
 Prin. of Brooklyn Heights Seminary ; 
 now Prin. of Mt. Holyoke Seminary and 
 College: The history written by Mrs 
 Sheldon Barnes is a most valuable work 
 for students who have pursued a prepara- 
 
 tory course, and are ready for a broad and 
 scientific method of study. It is impor- 
 tant that the pupil should have access to 
 a well selected library, and that much time 
 should be given to reading. 
 
 Carried out under favorable conditions, • 
 I know of no other method so suggestive 
 and stimulating to the mind of the stu- 
 dent. 
 
 Miss Eleanor J. MacMe, Private 
 School, Newburgh, N. Y.: Myself and 
 class are enjoying the history more and 
 more each day, and feel like giving Miss 
 Sheldon a vote of thanks. 
 
 J. R. Lieslie, Classical School, Pough- 
 keepsie, N. Y.: I especially enjoy the His- 
 tory, with which I attain results beyond 
 my expectations, and I expected a great 
 deal. 
 
 Philomine P. Myer, Miss Gor- 
 don's School, Philadelphia, Pa.: It is 
 excellent in every particular, and cannot 
 fail to be of great help to the careful stu- 
 dent. It has been adopted in the advanced 
 classes, and is already a favorite text-book, 
 which is perhaps the highest recommenda- 
 tion we can give it. 
 
 James H. Lansley, Prin. of Busi- 
 ness Coll. ajid Jefferson Park Academy, 
 Elizabeth, N. J. : We have used Sheldon's 
 History with most satisfactory results, 
 having been able to sustain that desirable 
 class interest, engendered only by intelli- 
 gent discussion. It is a book that has 
 found a permanent place in our class- 
 room. The more we use it the more we 
 like it. (4/rz7i3, 1S87.) 
 
 Miss Clara Conway, Prin. of 
 Clara Conway hist., Memphis, Tenn.: 
 We like the book better every day and 
 shall use it so long as I have a school. 
 (May 22, 1887.) 
 
26 
 
 HISTORY. 
 
 E. P. Warner, Supt. of Schools, 
 Bellevue, 0. : It gives me pleasure to say 
 that with the pupils of any mental grasp 
 whatever, it is preeminently the text. 
 
 In all cases where it is preceded by some 
 ► elementary work of its kind, I know of 
 nothing equal to it as a means of stimulat- 
 ing mental activity, encouraging original 
 research, cultivating independent thought. 
 
 Our advanced class in General History 
 is doing better work than has ever been 
 done in the history of the Bellevue schools. 
 With quite young pupils, or with those 
 not so keen mentally, the results are not so 
 satisfactory. {March 9, 18S9.) 
 
 Ida Haslup, Prin. of High School, 
 Sidney, 0. : I am very well pleased with 
 it. It requires more original work on the 
 part of the pupil than any other book of 
 the same sort. 
 
 The book demands more work on the 
 part of the teacher, but since work by the 
 teacher generally induces and brings forth 
 work from the pupil, I do not know that 
 this fact is an objection; it is rather a 
 merit. (March 14, 1889.) 
 
 Jotin S. Ir'Wln, Stiff, of Schools, 
 Fort Wayne, Ind. : We have used Shel- 
 don's General History in our schools ever 
 since its publication, having it now in two 
 classes of our High School. From the 
 beginning of its use it has continued to 
 grow in favor with both teachers and pu- 
 pils. I know of no work which in the 
 hands of a judicious, well-trained, and well- 
 read teacher is comparable to it as a text- 
 book in this subject. It involves a very 
 broad and comprehensive knowledge and 
 use of our library, but this I regard as one 
 of its best features. The method makes 
 students of history, not students of some 
 author's ideas of history. I think you may 
 reckon on Fort Wayne as a constant field 
 for the use of Sheldon. I have done my- 
 
 self the pleasure to recommend it in sev- 
 eral schools. {Afril 16, 1886.) 
 
 Carrie B. Sharp, Prin. of West- 
 minster Semitiary for Young Ladies, 
 Fort Way?te, Ind.: The pupils who are 
 old enough to reason and who have been 
 taught how to think and to study, it can- 
 not be excelled, but it requires a great deal 
 of time and hard study, and a teacher who 
 is enthusiastic in the work and has an ex- 
 tended knowledge of history or a great 
 deal of time to put into the work. For 
 such a class it would be an invaluable text- 
 book, teaching not only the history that is, 
 but that which is being made day by day, 
 and enabling one to foretell that which is 
 to come. {April 13, 1889.) 
 
 S. Louise Mitchell, Teacher of 
 History in Union Acad., Alma, hid.: It 
 gives me very great pleasure to say some- 
 thing of Sheldon's History. I think 
 enough cannot be said in its favor. I have 
 used it for two years, and find that it 
 charms the student. The most admirably 
 arranged system of questioning leads the 
 pupil to do more independent thinking 
 than any text-book I know of. One of 
 my young ladies said that when she began 
 to unravel the questions, it had a fascina. 
 tion about it similar to taking up a Chinese 
 puzzle. I think I could wish no better 
 fortune for our school than to wish that 
 we might have a complete set of histories 
 exactly on the Sheldon History plan. 
 {March 11, 1889.). 
 
 R. W. Putnam, Suft. of Schools, 
 Yfsilanti,Mich.: I feel it is but justice to 
 the author and you to say a word about 
 our success with Sheldon's History. We 
 have this year a class of forty-three, in two 
 divisions. On entering the building yes. 
 terday, at S.30 A. m., Miss Gray, the teach- 
 er of history, found about twenty-five pu- 
 pils waiting for her, anxious to study their 
 
HISTORY. 
 
 27 
 
 lesson. At noon the same thing occurred, 
 and at night about the same number 
 stayed after the close of school. 
 
 While I am willing to admit that Miss 
 Gray is entitled to some of the credit, yet 
 she claims that she was unable to obtain 
 such enthusiasm with any other book. 
 
 Fanny E. Gray, Teacher of History, 
 High School, Ypsilanti, Mich.: After a 
 year's trial of Sheldon's History in the 
 class-room, I feel prepared to say that it 
 has done even more than I hoped it would. 
 It seemed at first, perhaps, a little difficult 
 for the students to take up what was to 
 them an entirely new method of study ; 
 but they soon learned not only to profit by 
 it, but to like it ; and I can try it with my 
 new class next year, feeling confident that 
 it gives the real method of historical study. 
 {March 10, 1889.) 
 
 C. B. Thomas, Siipt. of Schools, E. 
 Saginaw, Mich.: In our department of 
 history several text-books are used by the 
 teachers and classes, in order that special 
 topics may be studied from more than one 
 standpoint. Among these books is Shel- 
 don's General History. In this way we 
 are able to compare it, as to merit for class 
 purposes, with several others, and the tes- 
 timony of both teachers and pupils gives 
 high rank to Sheldon. The most studious 
 and thoughtful pupils turn to it as a guide 
 in study and topical investigation in pref- 
 erence to other books, and the teachers 
 feel that its use inculcates the studious 
 habit and right methods of research. 
 
 We value the book very highly. 
 {March 10, 18S9.) 
 
 M. Louise Jones, recently Suft. of 
 Schools, Charlotte, Mich.: It gives me 
 pleasure to give Sheldon's General His- 
 tory a most cordial commendation. I 
 know of no text-book on the subject its 
 
 equal for a High School with "library 
 facilities." It seems to create a spirit of 
 historical research and a zeal for knowl- 
 edge. {March 19, 1889.) 
 
 N. H. Walbridge, Suft. of Schools, 
 Evart, Mich.: It has found increased 
 favor with my High School Principal and 
 myself since we first began asking it for 
 reference. It is full, but not verbose, has 
 a natural sequence of events, gives causes 
 and results with the best tabulation of 
 names and dates of any similar work I 
 know. We shall make it more than a book 
 of reference, as soon as the limit of adop- 
 tion will allow. {Afril iS, 1889.) 
 
 J. E. Abbott, Florence, Mich.: 
 While Principal of the Florence Free 
 High School, I used Sheldon's General 
 History with marked success, and consid- 
 ered it at that time the best work on gen- 
 eral history I had ever used : (i) because 
 it compelled the student to think ; (2) 
 because the arrangement of the subject 
 was such that the outline of those nations 
 who have played the most important parts 
 in civilization and progress were made 
 preeminent ; (3) because the method was 
 philosophical and logical, and for the first 
 time, to my knowledge, made history an 
 engine of thought and intellectual disci- 
 pline rather than a mere matter of mem- 
 ory. I have not yet had reason to change 
 my opinion in this particular. 
 {March 30, 1889.) 
 
 Stuart MacKibbin, Supt. of Pent- 
 water, Mich., Union Schools : The Gen- 
 eral History is an admirable work. We 
 have, in our village library, many good his- 
 tories ; these I add to by works from my 
 own and other private libraries, so that 
 Sheldon's General History in the hands of 
 the scholars is a book of methods rather 
 than a book of history, and the scholars are 
 
28 
 
 HISTORY. 
 
 learning to study history. When we be- 
 gan, I supposed the book would be our 
 only reliance, but the standard works in 
 the public library, added to by loans by the 
 generous owners of private libraries, ena- 
 ble us to have in our High School a good 
 reference library. The scholars keep note- 
 books and are taking great interest. His- 
 tory is studied in the first High School 
 class — average age about fourteen and one- 
 half years. Fears were entertained on the 
 part of the Board that the method would 
 be too difficult, but I was allowed to try the 
 experiment, and it is working well and is 
 exciting great interest locally. Though our 
 time in which to study history is limited, 
 yet we will practically take unlimited time, 
 for, while parts of the book will undoubt- 
 edly be omitted, the scholars will know 
 how to study history and will study these 
 omitted portions themselves. 
 (^March 10, i88S.) 
 
 Stuart MacklTabin, Suft. of Public 
 Schools, Pent-water, Mich.: Sheldon's 
 General History is on its, second year. 
 Adopted with fear and trembling, it has 
 proved a grand success. We devote a year 
 to the subject, ninth grade or first High 
 School grade. Having no school library, 
 I place my individual library at the dis- 
 posal of the H. S. on condition that others 
 in the town do the same. Only such books 
 as are needed are brought to the school- 
 house. By this means, the schools use 
 about one hundred and fifty volumes dur- 
 ing the year. I give them particular ref- 
 erences which they look up, and keep note 
 books of results. They are also required to 
 write three essays per year, one on a topic 
 in connection with Greek and Ancient his- 
 tory, one in Roman history, and one biog- 
 raphy ; besides monthly subjects are given 
 for oral report. 
 
 The result has been most satisfactory. 
 History is the favorite study ; the scholars 
 
 are becoming independent students of his- 
 tory. The method has also developed a 
 desire for reading, and has aided very 
 much in the study of English literature. 
 
 I make hektograph copies of the out- 
 lines given in the manual, which the schol- 
 ars follow in review. (March 9, 1889.) 
 
 I. N. Mitcliell, Sup. of Schools, 
 Fond du Lac, Wis.: I received a copy of 
 Sheldon's General History when it first 
 came out, and wrote you then that I was 
 much pleased with the book. It struck 
 me as being a first class work book. I 
 wrote you from Grand Rapids, Michigan. 
 On coming here, I found no general history 
 in the course, and introduced the subject 
 and Sheldon's History. The teacher who 
 has the history was at first adverse to the 
 book and its method, but she has found on 
 trial that it is a first class work book, and 
 she is now enthusiastic in its praise. Her 
 experience and my observation of her 
 work confirm my first estimate of the 
 book. {March 13, 1889.) 
 
 Elsie M. Dwyer, Teacher of Latin 
 and History, Pond du Lac, Wis.: Some- 
 what more than a year ago you sent to me 
 a copy of Miss Sheldon's Studies in His- 
 tory. A year ago I introduced the book 
 into the Fond du Lac High School. We 
 worked with it for the year and I am now 
 glad to say that 1 no longer look upon the 
 book in the light of an experiment. I am 
 more than pleased with the book. I con- 
 sider it by far the best text-book in gener- 
 al history before the public. The method 
 is unique but it is excellent. It compels 
 the pupil to think for himself. I begin my 
 work this year with increased pleasure in 
 the book, and my class are enthusiastic 
 history students. {Oct. 10, 1888.) 
 
 Elsie M. Dwyer, Asst. iti Fond du 
 Lac High School, Wis.: Sheldon's Gen- 
 
HISTORY. 
 
 29 
 
 eral History was introduced into my class- 
 room in September, 1887, and I have used 
 it since with constantly increasing satis- 
 faction. It is the best text-book of gener- 
 al history which has ever come into my 
 hands. Its method of arrangement is such 
 that it calls for wide reading outside the 
 text-book, and studious thought as well. 
 It demands hard work but does away with 
 the drudgery of the ordinary text-book. I 
 can, from my experience, commend it 
 heartily. {March 13, i88g.) 
 
 S. Li. Maxson, Prin. Albioti Acad, 
 and Noi'mal hist., Albion, Wis.: I take 
 great pleasure in saying that Sheldon's 
 General History has been in use in my 
 classes ever since its issue, and I find it 
 much superior to any other. It is partic- 
 ularly unique in giving stimulus to inde- 
 pendent personal study, and bringing the 
 facts of history, however remote either in 
 time or place, into a present living reality. 
 {Aj'ril I, 1889.) 
 
 W. M. West, StiJ>t. of Schools, Far- 
 ibault, Minn.: I have been using Shel- 
 don's General History since last Septem- 
 ber with a class of twenty students, and 
 am very much pleased with it. I am sure 
 that it is the best text-book published 
 upon the subject. {March 12, 1889.) 
 
 M. M. West, Stipt. of Schools, Fari- 
 bault, Minn.: Sheldon's General History 
 works -well in every class. It is an ideal 
 book in plan and every year's experience 
 with it satisfies me that it is equally good 
 in the execution of the plan. 
 {April 1, 18S9.) 
 
 Libbie M. Crandall, Teacher of 
 General History, High School, St. Cloud, 
 Mifiu. : Last summer, after a careful ex- 
 amination of the various text-books on 
 general history, I decided on the adoption 
 
 of Sheldon's. I have since been using it 
 with ever increasing pleasure. It stimu- 
 lates thought, awakens interest, and devel- 
 ops the reasoning powers. My class, after 
 completing the history of Greece and 
 Rome, passed with ease the examination 
 on that subject given by the Minnesota 
 State High School Board. 
 {March 16, 18S9.) 
 
 J. Morrissey, Frin. of High School, 
 Sidney, la. : I wish to say that we have 
 used Sheldon's General History for two 
 years with gratifying results. It has stood 
 the test of class use well. To pupils ac- 
 customed to much memorizing and little 
 exercise of judgment it is somewhat dif- 
 ficult, but not more so than kindred 
 branches rig'itly taught. 
 {March 11, 1889.) 
 
 C. S. Pennell, Prin. of Mary Insti- 
 tute, St. Louis, Mo.: I enclose a letter 
 from Miss Annie Wall, senior teacher of 
 history in Mary Institute. She has now 
 used Miss Sheldon's book a year, and the 
 note expresses her judgment of it. I cor- 
 dially coincide in all the commendation 
 Miss Wall bestows upon it. Its methods 
 will make the school study of history a 
 higher order of work. 
 
 The following is Miss Wall's letter 
 above referred to : — 
 
 Annie Wall, Teacher of History, 
 Mary Institute, St. Louis, Mo. : I desire 
 to express to you the satisfaction which I 
 have had in the use of Miss Sheldon's 
 General History with a class in this 
 school. The girls have found it extremely 
 interesting, and I a great aid in teaching 
 them, not only to know facts, but, what is 
 quite as useful, to know their causes and 
 results. It helps them to learn to think. 
 I consider the plan and the execution oi 
 the book alike admirable. 
 
30 
 
 HISTORY. 
 
 J. W. Jones, Prin. of Schools, How- 
 ard, Kas. : I have been using Sheldon's 
 General History during the past year and 
 have been astonished at the results. My 
 pupils are fascinated with the work and 
 show a wonderful growth in reasoning 
 power. 
 
 The work does away with the dry mem- 
 orizing of facts and leads the pupil into an 
 interesting field of deductive reasoning 
 where he gets both the facts and philoso- 
 phy of history combined. It is very thor- 
 ough and care must be exercised that we 
 do not put it into the hands of pupils be- 
 fore they are sufficiently developed to be- 
 come interested in it. I deem the book a 
 success and hope it may find its way into 
 many schools, rejoicing the hearts of the 
 pupils as it has done in my school. 
 (Marc/i 12, 1889.) 
 
 J. W. Scrogg-s, Fri7t. of Acad., 
 Rogers, Ark. : Sheldon's History is an in- 
 comparable text-book. The student is 
 compelled to study instead of merely com- 
 mitting to memory. I can teach history 
 with it as I never could before, and if my 
 pupils had access to libraries or encyclo- 
 paedias, the value of this book would be 
 greatly enhanced. 
 
 It is the best text-book I ever saw. 
 {March 19, 1889.) 
 
 Mrs. Alice E. Chandler, Pri7i. of 
 B. G. F. Seminary, Bowling Green, Va.: 
 I herewith enclose you an order for twelve 
 copies of Sheldon's Studies in General 
 History. The class is not so large as I 
 thought it would be, but next session I 
 hope to introduce it largely into our school, 
 and shall not fail to recommend it heartily 
 to all the teachers who have gone out from 
 this institution — and they constitute quite 
 a number. I have never seen a history so 
 philosophical, so interesting, so accurate, 
 nor so suggestive. {April 4, 18S9.) 
 
 "W. H. Bartholomew, Prin. of Fe- 
 
 iuale High School, Louisville, Ky.: In 
 answer, I would say that we are delighted 
 with the book. Miss I. E. Hanna, teacher 
 of History, concurs in this opinion. 
 {March 22, 1S89.) 
 
 Elizabeth A. Packard, Teacher of 
 Anciefit History, Los Angeles High 
 School, Cal. : In reply to your note of in- 
 quiry received yesterday, I gladly express 
 the pleasure I have taken in using Shel- 
 don's Greek and Roman History in the 
 class-room. The maps are meagre and 
 the text requires much addition (especially 
 on the Roman Republic) to meet college 
 examinations. Nevertheless, I consider it 
 far superior to any other historical text- 
 book of my acquaintance, and should much 
 regret to have it displaced. 
 
 The method arouses the interest of the 
 pupils and is an invaluable agent in secur- 
 ing keen, clear thinking. We have found 
 its studies in Civics especially helpful. 
 {March 14, 1S89.) 
 
 E. H. Botsford, Prin. of High 
 School, Wiliamstown, Mass. : Of your 
 Sheldon's Studies in General History, 
 which we are using in our classes, I have 
 only the highest praise. 
 {March 21, 1889.) 
 
 D. W. Abercrombie, A. M., Prin. 
 Worcester Acad.: It is an admirable 
 book, and richly deserves all that may be 
 said concerning its value as a means of 
 stimulating the mind. It is a book that 
 makes great demands upon a teacher, and 
 only a good teacher can use it with effect 
 aud take advantage of its excellencies. 
 An inferior teacher would swamp himself 
 and class in endeavoring to use it. This 
 to my mind is an unusual merit for a text- 
 book to possess, and would that all did. 
 For then the guild would be relieved of 
 
HISTORY. 
 
 31 
 
 much that travesties under the name of 
 teaching. {May 8, 1SS9.) 
 
 H. C. Ford, Suft. Yates Center, Kan.: 
 Sheldon's General History is the finest 
 text on that subject I ever used or exam- 
 ined. It develops an intense love for the 
 real study of history. 
 
 J. "W. Miller, Lewisville Masonic 
 Inst., Lewisville, Texas: I take pleasure 
 in saying that I have used Sheldon's Gen- 
 eral History in my classes for three years, 
 with almost perfect satisfaction to both 
 myself and students. The book stimu- 
 lates thought and research. I cordially 
 recommend it. 
 
 WHAT THE PUPILS THINK OP THIS METHOD. 
 
 From "Worcester Acad., Worces- 
 ter, Mass., D. W. Abercrombie, 
 A. M., Prin. 
 
 H. D. Foster, Worcester Acad., 
 Worcester, Mass.: During the last part 
 of last year I asked my class to leave on 
 my desk, at a time when I was not pres- 
 ent, unsigned statements of what they felt 
 they had learned in the study of general 
 history for the year, with their idea of the 
 method used in the class, so far as they 
 had thought in regard to any methods be- 
 ing used. Every member handed in a 
 paper, many of them in an attempt at a 
 disguised hand. I asked for honest, frank 
 statements of what they had learned and 
 of what they had failed to learn. I think 
 the statements were honest and frank, and 
 as they may prove of interest in giving the 
 student's idea of the book, I send them to 
 you as " original sources of information " 
 as to a student's appreciation of Sheldon. 
 
 The spelling and crudeness will show 
 that they are bona fide statements of boys 
 of 16 or 17 years, and that they were 
 prepared with no idea of their being seen 
 or read by any one beside myself. 
 {May 7, 1889.) 
 
 "What I have learned from 
 studying General History." 
 
 I. — A long continued custom becomes 
 a law unless there is a legislation against 
 it. 
 
 2. — Ignorance among the common peo- 
 ple places the governmen*^ in the hands of 
 a few. 
 
 3. — A despotic government is the out- 
 come of a few imjust laws which the peo- 
 ple do not rebel against with sufficient 
 force. 
 
 4. — Oppression is the forerunner of a 
 mighty revolution. 
 
 5. — In order to obtain a high state of 
 civilization, a just government, and to win 
 affection, a ruler must seek the highest 
 good and strive to please the commo peo- 
 ple. 
 
 6. — A few good or a few bad men may 
 influence the destiny of a nation. 
 
 7. — A corrupt government leads to a 
 downfall of the nation which will be of the 
 same proportion as the corruptness. 
 
 8. — A century of writers is a century of 
 progress. 
 
 9. — Severe oppression in religion is usu- 
 ally followed by oppression in politics. 
 
 10. — Intellectual, thoughtful men must 
 be at the head of a nation. 
 
 We have learned this year in history of 
 the foundation, progress and downfall of 
 nations, beliefs, customs and systems. 
 
 Of nations we have learned that each, as 
 it came to the front, was upheld by patriot- 
 ism, morality, industry, courage and edu- 
 cation. So long as these virtues lasted it 
 progressed, but when they gave way to im- 
 
32 
 
 HISTORY. 
 
 morality, vice, ignorance and idleness it 
 fell. So it was with Greece. With her 
 early patriotism, purity, and courage came 
 success. Later when these virtues were 
 replaced by degredation and oppression 
 Greece fell. When Rome fell it was but a 
 shadow of the old republic. 
 
 In our study of history we have not re- 
 lied on memory as much as is usually done 
 but a statement of the most important 
 facts has been learned. With this as a 
 beginning by means of the literature of the 
 times, pictures of buildings, etc., we have 
 built up what history we have learned in 
 the past year. 
 
 " A Retrospect of History." 
 
 The history we have used differs from 
 other histories in that it gives the events 
 in a more loose and disconnected style 
 than those that give only the simple nara- 
 tive. It is more difficult to learn for there 
 are so many questions and studies. But 
 it makes the student think more, reason 
 out events, and gives him more ideas of 
 his own. When we take up another his- 
 tory written in another style it is difficult 
 to learn a narative for we become so famil- 
 iar with mere facts that it puzzles us to 
 have to make a long narative in our words. 
 I have learned much about history during 
 the past year, and although it comes hard 
 to me yet I like the study very well. 
 
 If I should not go to school any more 
 after this term yet I shall have the satis- 
 faction of knowing that I tried to improve 
 my time in the study of history, even if I 
 have wasted it in the study of things less 
 important. 
 
 What I have g-ained. by study- 
 ing' History. 
 
 The knowledge of historic facts which I 
 have gained is only a part of the results 
 of the years study. 
 
 The " Study " has helped me to derive 
 principles from facts, the extracts have 
 helped me to give a narrative, but the sum- 
 mary has failed in a great measure of its 
 object, namely, to fix names and dates in 
 my mind. 
 
 The reports and composition work 
 given in connection with our other work 
 has been very beneficial, giving a more 
 specific knowledge of a subject. 
 
 Studying Egyptian, Chaldean, and Ro- 
 man history has made Bible history more 
 plain to me. 
 
 The strong influence of religion upon 
 the life and education of the people has 
 taught the necessity of a pure religion. 
 
 A knowledge of the history of the Eu- 
 ropean nations has enabled me to under- 
 stand their present condition more clearly. 
 
 It will be very doubtful if I can tell the 
 date of the invention of the printing press 
 when I return to school next fall ; on the 
 other hand, if I am asked about Joan of 
 Arc, or the Teutons, I could do much 
 better. 
 
 In studying history, I have seen how 
 nations have risen under one man, then 
 when he was gone they have fallen. That 
 the men who are at the head of the people 
 are not of the best always. 
 
 Now the people have more to say in re- 
 gard to the government than they used to. 
 It is not a good government where the 
 people are not allowed to vote and hold 
 office. 
 
 I have Earned more of the historical au- 
 thoritie , buildings and works. That the 
 names of great men are never forgotten. 
 That the people have more respect for 
 each other and do not have slaves. That 
 such great and expensive buildings are not 
 being built as there was four or five hun- 
 dred years ago for the kings and queens. 
 That more attention is paid to education 
 
HISTORY. 
 
 33 
 
 and improvements towards inventions. 
 That the military system has been im- 
 proved. 
 
 What I have learned from one 
 year's study of General History. 
 
 [ The student who wrote the following 
 ■made himself k7iown to me at my request. 
 He assured me that, so far as he knew, 
 his comparison of the world'' s progress to 
 the growth of a life was original with 
 him. H. D. Foster!\ 
 
 Before I studied history the past was 
 almost a mass of darkness to me. What 
 knowledge I had of it was due to the Old 
 Testament and the lives of a few men, 
 such as Alexander, Columbus, and Na- 
 poleon. 
 
 That my knowledge of facts in history 
 has developed a great deal under the train- 
 ing I have received this past year, there is 
 no doubt in my mind. Whether I could 
 have developed any more under a different 
 system of studying, is impossible for me 
 to say, but I know that I have the general 
 facts of the world's progress so fixed in 
 my mind that it seems that I shall never 
 forget them. 
 
 The following facts are derived from the 
 year's work : 
 
 I. — The world's progress has been like 
 the growth of a life. 
 
 a. Early history of Egypt, Assyria 
 and Babylonia represent Infancy, time of 
 no will power. 
 
 b. Early history of Greek and Ro- 
 mans represent Simplicity of thought and 
 habits. 
 
 c. The West influenced by the East 
 represent Going astray of thought and 
 truth. 
 
 d. Growth of church, state, and pow- 
 er of emperor represent Self confidence. 
 
 e. Periods of crusades and following 
 century represent Dissipation of habits 
 and morals. 
 
 f. Fifteenth and sixteenth centuries 
 represent Repentance. 
 
 g. Seventeenth and eighteenth cen- 
 turies represent Growth in wisdom with 
 many downfalls. 
 
 h. Nineteenth century represents 
 Prime of life. 
 
 2. — The great nations of the world are 
 now enjoying peace and prosperity, which 
 have been bought by severe lessons paid 
 for in blood. 
 
 3. — That in all ages men have desired a 
 God. 
 
 4. — That the Christian religion has done 
 more toward advancing civilization than 
 any other one thing. 
 
 5. — That there has been more wars over 
 religion than any other thing. 
 
 6. — That in social life there has been a 
 gradual growth of artificiality. 
 
 7. — That literature has been the greatest 
 agent in establishing free thought. 
 
 The benefit I have received from 
 the study of " General History." 
 
 I know more about the history of the 
 world than I ever did before. When I 
 hear some great event referred to I know 
 with what nation to connect it, and in 
 what century to place it. I have some idea 
 of the progress of the different nations in 
 litei-rtture, art, and science. 
 
 I know something of the character and 
 life of a great many of the prominent men 
 in the histories of the different peoples 
 about which we have studied ; also of the 
 motives that prompted them in doing cer- 
 tain things. 
 
 I know something of the origin of the 
 arts and sciences, and can watch their pro- 
 gress as they have developed. 
 
 From the manner in which the recita- 
 tions have been conducted I have learned 
 to draw correct conclusions from a lot of 
 disconnected statements and to put them 
 
HISTORY. 
 
 in a form of a narative in my own mind at 
 least. I have made considerable progress 
 in making the ideas in my own mind clear 
 to the minds of others by means of good 
 English sentences. 
 
 I have learned to compare the policy of 
 one government with that of another and 
 see wherein they have failed or been suc- 
 cessful, also the reason why. 
 
 This last will be of great use to me if I 
 am ever to bring any influence to bear on 
 the policy of my own government. 
 
 I also know how to use books of refer- 
 ence to much greater advantage than I did 
 previous to my study of general history. 
 
 From State Normal School, Os- 
 wego, N. Y., E. A. Sheldon, 
 Prin. 
 
 Caroline L. G. Scales, Teacher of 
 
 History^ Normal School^ Oswego, N. Y. : 
 To show you what the pupils think of it, 
 I subjoin two or three specimens of their 
 criticisms of Miss Sheldon's History, 
 handed in at my request by a class who 
 had been using the book through the 
 term. Let me say that these criticisms 
 were given to me unsigned, that there 
 might be no temptation to modify or 
 exaggerate the real opinion of the in- 
 dividual. {April 14, 1887.) 
 
 I know that this method of working in 
 history has greatly strengthened my pow- 
 ers of reason, judgment, and perception, 
 and that I have much greater ability now 
 to draw conclusions and inferences from 
 mere facts, pictures, etc., which before 
 contained nothing to me but that repre- 
 sented on their face. In fact I seem to 
 see more interest and benefit in very many 
 things, and am constantly thinking : 
 "What might we infer from this?" At 
 times I have felt that my knowledge of 
 parts was narrow and incomplete, but 
 comparing it with my previous study of 
 
 history, I find it much broader than that I 
 then received. Altogether I have greatly 
 enjoyed the work in history, and should I 
 ever teach it, it shall be according to Miss 
 Sheldon's method. 
 
 This book gives a good general idea of 
 the history, literature, art, interests, and 
 material civilization of the different Eu- 
 ropean and Oriental countries, and is not 
 simply an appeal to one's memory, but to 
 his judgment and reason. Many people 
 think that if one has no previous knowl- 
 edge of history the study of this book 
 would be rather difficult. Perhaps this is 
 so, but if one can master this history the 
 study of others will be made much more 
 simple and interesting. The only fault 
 that can be found with it is that it is too 
 interesting. The subject is too great to 
 be hurried over in such a short time as we 
 are allowed for studying it, yet it may be 
 made of inestimable benefit to one, if 
 studied in the right way. It widens one's 
 knowledge, as it not only gives us many 
 things about history, but art and literature 
 are dwelt upon, and we may learn many 
 things about them. Curiosity is excited 
 by subjects that are brought up in class, 
 and a desire to know more about them 
 sends us to the silent lectures — the books. 
 It aids one by helping him to read care- 
 fully and thoughtfully, thus getting the 
 drift of a selection, even though the mean- 
 ing is often hidden. It quickens one's 
 perception, memory, powers of compari- 
 son and application, and helps him in 
 studying other lessons, for by being 
 thoughtful and careful in this branch of 
 study it cultivates carefulness in other 
 branches. The history is excellent in 
 thought, purpose, and execution. 
 
 I think the book admirably adapted to 
 normal work, as it stimulates independent 
 
HISTORY. 
 
 35 
 
 thought, and teaches us to arrive at con- 
 chisions for ourselves. Although it is said 
 not to cultivate the memory, still I have a 
 much clearer idea of the succession of 
 events than when I memorized general 
 history. History has been the most en- 
 joyable subject I have had in the school. 
 
 The work in history this term has been 
 of the most enjoyable character. As I 
 had never before made Ancient History a 
 study, of course I have gained viuch infor- 
 mation. I now see how the works of the 
 present day are but outgrowths of seeds 
 sown in past centuries. I like Miss Shel- 
 don's History very much, and think hardly 
 enough can be said of the superiority of 
 this work over the dry text-books which 
 some use. Not only have we studied the 
 
 battles, campaigns, and constitutional de- 
 tails, but the history of the art and litera- 
 ture, and in extracts can be seen the gen- 
 eral characteristics of the people. We 
 have not hurried over the ground to any 
 great degree, or made a special study of 
 memorizing dates, but can view historic 
 facts critically and broadly. This way of 
 study requires use of the reasoning facul- 
 ties, to gain correct answers to questions 
 asked from historical facts and from the 
 extracts given. 
 
 I think my work in history this term has 
 helped me to think and to look farther 
 than at the surface of things. I have a 
 better idea of general history and of how 
 one great event follows and grows out of 
 another than I ever had before. 
 
 THE FOLLOWING LETTERS FROM EXPERIENCED EDUCATORS 
 
 SHOW THE BENEFIT WHICH TEACHERS DERIVE FROM 
 
 THIS EXCELLENT BOOK : 
 
 Byron Groce, Teacher in Public 
 Latin School, Boston, Mass.: I like much 
 in Miss Sheldon's History, and sympa- 
 thize with its spirit, and believe it will be 
 very helpful in teaching teachers not to 
 be slaves to the letter of history, and in 
 teachmg pupils that the history of nations 
 means more than war and changes of 
 boundaries ; that it means law, order, pro- 
 gress, — in a word, civilization. 
 {March 4, 1887.) 
 
 Moses Merrill, Prin. Public Latin 
 School, Boston, Mass. : We have no inter- 
 est in the introduction of Sheldon's His- 
 tory into the Latin school beyond the 
 privilege of using the part relating to An- 
 cient History. That privilege we now 
 enjoy. {March 11, i8Sg.) 
 
 S. C. Smith, Master in English 
 High School, Boston : I can say I am very 
 much pleased with it. I wish it could be 
 introduced into our school, as it has 
 " strong points " I have never seen in any 
 other text-book on history. Any one who 
 has had experience in teaching history will 
 at once recognize familiar topics arranged 
 in a new and helpful manner. The book 
 possesses many excellences which readily 
 appear to the experienced eye. 
 (May 17, 1886.) 
 
 Wm. H. Sylvester, Junior Master, 
 
 English High School, Boston : Miss Shel- 
 don's History is a very interesting one. I 
 have had but little opportunity to use it 
 with a class, but I should like so to do, for 
 it would doubtless prove a stimulating 
 
36 
 
 HISTORY. 
 
 book. I try to make my history classes 
 interesting so that the boys may get a love 
 for historical reading, and I think this 
 could be accomplished better with Miss 
 Sheldon's book than with the book we now 
 use. At any rate, I should like to have a 
 chance to iry it. 
 
 John Tetlo^w, Prin, Girls^ Latin 
 School, Boston : Miss Curtis, the teacher 
 of Greek and Roman history in the Latin 
 school, is using Miss Sheldon's history for 
 reviews. For this purpose she finds the 
 book very serviceable. (June 6, 1S87.) 
 
 A. R. Curtis, Teacher in Girls' High 
 School, Boston: I have used the chapters 
 on Greece and Rome only in review 
 lessons, since it is not one of the author- 
 ized books. But I like these chapters 
 very much and I should be glad to have 
 the book added to the authorized list. 
 
 Geo. C. Mann, Prin. W. Roxlmry 
 High School: We think very highly of 
 Miss Sheldon's History, and should be 
 glad to have it on our list of authorized 
 text books. I am not prepared to say that 
 we should use it in all our classes, but we 
 should like an opportunity to give it a 
 trial. {March i, 1888.) 
 
 R. H. Perkins, Sup. of Schools, 
 Chicopee, Mass. : We have used Sheldon's 
 General History in our High School for 
 two years past, as a reference book, and are 
 pleased to state that we find it a thorough- 
 ly good book. The style of the presenta- 
 tion is clear and interesting ; it has many 
 sound and valuable features which make it 
 a most desirable book for High School 
 use. Its merits should win for it a large 
 adoption in the schools of the country. 
 {March 28, 18S9.) 
 
 A. C. Boyden, Prof. State Normal 
 School, Bridgewater, Mass.: We are 
 using Sheldon's General History as a sup- 
 
 plementary book in our classes. It is on 
 the right plan of historical study and our 
 classes find it very helpful in certain parts 
 of their work. 
 
 Some parts are not so exhaustively 
 dealt with as we wish and hence we have 
 to use it as supplementary. I am glad to 
 say this word for a book I like so well. 
 {May 13, 1889.) 
 
 W. "W. Waterman, Suft. of Schools, 
 Cliiiton, Mass. : We have used for some 
 time Sheldon's Studies in General His- 
 tory as a desk book in our High School. 
 Its use has been attended with excellent 
 success in awakening and promoting an 
 interest in the study, and in leading the 
 pupils to think a7id judge for themselves. 
 I think it is the right kind of a treatise to 
 be placed in the hands of the pupils for 
 regular class use. {April 13, 1889.) 
 
 Mary B. Whipple, Teacher of His- 
 tory in Worcester High School, Mass.: 
 Though not using it as a regular text-book, 
 I have frequently availed myself of single 
 lessons. I think I have never failed to 
 elicit replies which showed logical think- 
 ing and led to correct conclusions. The 
 questions produce freedom in thiftking 
 and at the same time direct and keep the 
 thought in right channels. It cannot be 
 otherwise than a delight for a teacher who 
 knows definitely what she wishes to teach, 
 to use Sheldon's General History. 
 {April I, 1889.) 
 
 Chas. E. Taylor, Pres. Wake For- 
 est Coll.,N.\C.: It IS valuable as a source 
 from which a student can derive materials 
 for constructive work. {May 3, 1889.) 
 
 Anna Miller, Jeffersonville, hid.: I 
 know no better text-book. I have used it 
 as a supplementary text for two years, with 
 most satisfactory results. It improves with 
 use. {April 2/^, 1889.) 
 
HISTORY. 
 
 27 
 
 Wm. H. Beach, Supt. of Schools, 
 Madison, Wis. : It has been used as a 
 table and reference book by all our teachers 
 who have the subject of history in charge. 
 It is very highly regarded. Some pupils 
 have become so much interested in it that 
 they have procured copies for themselves. 
 
 We would not do without the book, but 
 we use it as Supplementary to our regular 
 text-book. The law of the State govern- 
 ing the change of text-books in the schools 
 
 renders it somewhat difficult to make 
 changes. So I cannot promise an imme- 
 diate adoption of the book. But we are 
 using a number of copies and shall prob- 
 ably order more next fall when the classes 
 begin the study of general history. 
 {April 22, 1889.) 
 
 Albert E. Eg-ge, Ph. D., St. Olafs 
 School, No7-thfield, Minn. : A most excel- 
 lent book ; I am at present using it as a 
 reference book. {April S, 1S89.) 
 
 EMINENT "WRITERS, PRO- 
 RE- 
 
 THE FOLLOWING OPINIONS OP 
 
 FESSORS AND TEACHERS OF HISTORY \^7"ERE 
 CEIVED IMMEDIATELY AFTER THE PUBLI- 
 CATION OF THE BOOK: 
 
 J. R. Seeley, Regius Prof, of His- 
 tory, Cambridge Univ., Eng. : You have 
 taken a decisive step, and I hope you will 
 persuade many of your countrymen and 
 countrywomen to follow you. Till this 
 step is taken, both in historical writing 
 and historical teaching, I cannot imagine 
 that history can be anything more than 
 a delightful amusement. But I think you 
 and those teachers who use your book 
 will get from it the much higher delight 
 of feeling that you have given your pupils 
 a real guide, a new science. 
 {March 11, 1886.) 
 
 Alexander Johnston, Prof of 
 Jtirisprudence and Political Economy, 
 Priticeton Coll., N. J.: Give a boy a 
 competent instructor and this text-book, 
 and if he does not get more than di-y bones 
 out of history, it will be because he is not 
 fitted for such food. The book is a long 
 step in advance. {Jan. 4, 18S5.) 
 
 Dr. "William T. Harris, Concord, 
 Mass. : I think that it is by far the most 
 successful attempt to introduce the new 
 method of studying history — the method 
 of investigation — that I have ever seen. 
 I unhesitatingly commend the book for the 
 schoolroom. 
 
 Moses Coit Tyler, Prof of Amer- 
 ican History, Cornell Uttiv. : I have ex- 
 amined it with deep interest and satis- 
 faction. I think the idea is developed 
 with great skill and tact, and that its 
 method will prove a means of giving new 
 life and fruitfulness to the study of his- 
 tory. The intellectual training of such a 
 method is very great. {/an. 27, 1886.) 
 
 Chas. J. Little, Prof of History, 
 Syracuse Univ.: This is a book "after 
 my own heart." Its wide-spread intro- 
 duction into American schools will begin 
 a new epoch in the study of history. 
 {Ju7ie 12, 18S6.) 
 
 Herbert Tuttle, Asst. Prof of His- 
 tory, Cornell Univ.: The Seminary system 
 of instruction is one in which I am a firm 
 believer, and this book will permit it to 
 be used even with the less advanced 
 students. {Jan. 22, 18S6.) 
 
 J. Esten Cooke, Boyce, Va., Mem- 
 ber of the American Historical Associa- 
 tion : It impresses me as a work of very 
 great learning, and as the result of pro- 
 found study embracing very large tracts of 
 thought. {Jan. 20, 18S6.) 
 
38 
 
 HISTORY. 
 
 Robt. C. Winthrop, Boston, Mem- 
 ber of the American Historical Associa- 
 tion : Such books cannot fail to be prized 
 by teachers and learners. {Jati. 9, 1886.) 
 
 Ex-Gov. Alexander H. Rice, Bos- 
 ton, Member of the American Historical 
 Association: It appears to me the very 
 best book for its purpose that I have 
 ever seen. Its plan is original and lucid ; 
 it points out the way for the student to 
 accomplish the work proposed vifithout 
 doing it for him, and it leads on to very 
 exhaustive results. Its use will be likely 
 to do away with much of the dryness of 
 which many pupils complain in the study 
 of history, and to leave upon the mem- 
 ory distinct and permanent impressions. 
 {Feb. 19, 1886.) 
 
 E. O. Chapman, State Suft. of 
 Schools, N.y. : The student who follows 
 in the path marked out by Miss Sheldon 
 will find abundant entertainment, and 
 the historical outlines presented will be 
 so fixed in his mind that he cannot for- 
 get them if he would. More than this, 
 the book is better calculated to inspire a 
 desire for further reading than any other 
 text-book on history that I have seen. 
 {May 1, 1886.) 
 
 B, S. Morgan, State Superintendent 
 of Schools, W. Va. : I think this book 
 one of the best books of its kind now 
 before the public. {May 10, 1886.) 
 
 James B. Angell, Pres. of Univ. of 
 Mich. : The plan is certainly unique, 
 and must have been wrought out of long 
 experience. You seem to me to have 
 executed it admirably, {yan. 22, 1886.) 
 
 W. P. Allen, Prof of History, Univ. 
 of Wis. : It is an intelligent and skilful 
 aid in the study of history on the right 
 principle. iy^t- 26, 1886.) 
 
 John J. Tigert, Instr. in History, 
 Vanderbilt Univ. : Like most teachers of 
 history, I am thoroughly dissatisfied with 
 
 current methods and results, and am 
 convinced that this is a step in the right 
 direction. {Feb. 1, 1886.) 
 
 Marshall S. Snow, Prof, of History, 
 Washington Univ., St. Louis, Mo. : 1 1 
 seems to me that the plan of the work 
 and its execution are worthy of the warm- 
 est praise. It cannot fail, I am sure, to 
 be a stimulating book, and to suggest to 
 students the true way of writing as well as 
 of studying about past events and their 
 influence upon mankind. 
 {April 19, 1886.) 
 
 W. E. Huntington, Dean of Coll. 
 of Liberal Arts, Boston Univ. : Its origi- 
 nal plan of treatment, and the wide, fer- 
 tile sources of information suggested by 
 the lists of questions, must meet with 
 general approval. {April 20, 1886.) 
 
 W. P. Atkinson, Prof of History, 
 Mass. Institute of Tech7iology, Boston : 
 It is an encouraging sign of a wholesome 
 revolt against the dull lesson-learning of 
 " compendiums " in favor of truer and 
 better methods. I feel very sure that it 
 will prove a boon to all intelligent teach- 
 ers of the subject. {Jan. 3, 1886.) 
 
 J. B. Clark, Chair of History, St?iith 
 Coll., Northatnpton, Mass. : Its method 
 seems to me to be admirable, and the 
 execution is worthy of the plan. 
 
 Katherine Coman, Prof, of History, 
 
 Wellesley College, Mass. : History could 
 not be taught in a lifeless fashion from 
 such a book. It is suggestive of the 
 very best methods, and should provoke 
 both teacher and student to good work. 
 {Jafz. 18, 1886.) 
 
 E. Benj. Andrews, Prof of History, 
 Brown. Univ., Providence, R.L: I am 
 impressed with the author's diligent 
 attainments. It must prove an excel- 
 lent book for teachers who have not the 
 time or the books to enable them to be- 
 come acquainted with these sources in 
 
HISTOR Y. 
 
 39 
 
 the original. I shall notice the work to 
 the R.I. Teachers' Reading Circle. 
 (^Feb. 6, 1886.) 
 
 Henry Ferguson, Prof, of History, 
 Trinity Coll., Hartford, Conn. : I am 
 extremely well pleased with the plan of 
 the book, and also with its execution. 
 The passages from the original authori- 
 ties are happily selected, and will, I 
 think, tend to excite the interest and 
 pique the curiosity of intelligent boys 
 and girls, and so lead them to investiga- 
 tion for themselves. {April 17, 1886.) 
 
 Prof. Henry M. Baird, Univ. of ike 
 
 City of New York : The only proper way 
 of learning history is by some sort of 
 independent search. The most practi- 
 cable and beneficent plan then, is to 
 compress the " sources " within the com- 
 pass of a single handy volume, which 
 can be mastered in the course of a few 
 months ; but still to make it a volume of 
 " sources." It is to supply such a want, 
 as I understand it, that Professor Shel- 
 don has prepared these " Studies in Gen- 
 eral History " ; and I am convinced that 
 they will be found both suggestive to 
 teachers and stimulating to scholars. 
 {Jan. 23, 1886.) 
 
 Geo. S. Morris, Univ. of Michigan, 
 Member of American Historical Associa- 
 tion : In praise of this method too much 
 cannot be said, as it seems to me ; since 
 its necessary result is to make of the 
 study of history, not a mere work of me- 
 chanical memorizing, but a true and 
 active culture of the intelligence. 
 {Jan. 6, 1886.) 
 
 Austin Scott, Prof of History, 
 Rutgers Coll., New Brunswick, N.f. : I 
 have used it, as a reference-book and as 
 a guide-book, with advantage. The plan 
 is excellent, the execution good. 
 {April 17, 1886.) 
 
 Samuel M. Shute, Prof, of English 
 Literature, The Columbian Univ., Wash- 
 
 ington, D.C. : I shall recommend its use 
 to my class in history. {June 17, 1886.) 
 
 Robert Ellis Thompson, Prof 0) 
 History, Univ. of Penn., Philadelphia : 
 The general purpose of the book must 
 commend it to every teacher of this diffi- 
 cult subject. I intend to urge my classes 
 in history to procure it for subsidiary use. 
 {April 28, 1886.) 
 
 S. H. Gay, Member of American His- 
 torical Associatioji {joint author of Bty- 
 ant's History of United States), West 
 New Brighton, Staten Island, N. Y. : 
 There is ample room for improvement 
 in the text-books of schools, and in none 
 so much as in those which profess to 
 teach history. Teachers who have 
 wearied over them will best know how to 
 welcome a book from which the pupil 
 will not only gain knowledge worth hav- 
 ing, but will learn at the same time its 
 real value, and how best to gain it. 
 
 G. E. H. Weaver, Prof, of Hisfoty, 
 Swarthmore Coll., Pa. : I have been very 
 much pleased with the method, and the 
 whole make-up and appearance of the 
 work. It would be very good for the 
 class in general history in the prepara- 
 tory school here. {March 20, 1886.) 
 
 Theodore L. Seip, P>-es. of Muh- 
 lenberg Coll., Allentown, Pa. : If this 
 book finds its way into general use, as it 
 deserves, it will revolutionize the old 
 method of teaching and learniiig history. 
 I take pleasure in commending it to the 
 favorable attention of teachers of history. 
 {May 4, 1886.) 
 
 Paul F. Rohrbacher, Prof of His- 
 tory, Western Univ. of Pennsylvania, 
 Allegheny : I am dehghted with it. 
 While comprehensive in its design, it is 
 simple in style, interesting in its matter, 
 and sure to awaken a lively interest in 
 the study of history. It will not fail to 
 make the student think, enable him to 
 
40 
 
 HISTORY. 
 
 compare events, and thus reach the hap- 
 piest results. I shall recommend its 
 adoption. {^April 26, 1886.) 
 
 R. T. Taylor, Pres. of Beaver Coll., 
 Pa.: I think we shall introduce it next 
 year. {^May 11, 1886.) 
 
 J. B. Wolfe, Pres. of Gladeville Coll., 
 Wise C. H., Va.: I have concluded to 
 adopt it. I think it an excellent book, 
 and feel confident it will give satisfaction. 
 {April 24, 1886.) 
 
 J. E. Taylor, Pres. of Wake Forest 
 Coll.,N.C.: I am much pleased with it, 
 and shall recommend it in our catalogue 
 for parallel reading in the history course. 
 {March 30, 1886.) 
 
 Prof. E. S. Joynes, South Carolina 
 Coll., Columbia: Beginning to look into 
 it, I found it so interesting that I have 
 continued to look through it. Besides 
 being deeply interesting, it is original, 
 unique, and of altogether exceptional 
 value. {Jan. 7, 1883.) 
 
 Henry E. Shepherd, Prof, of Eiig- 
 lish. Coll. of Charleston, S.C. : The gen- 
 eral plan seems to me an excellent one, 
 especially the combination of literary 
 history with the development of civiliza- 
 tion. It ought to command a wide suc- 
 cess, and I trust it will. {April 19, 1886.) 
 
 George H. Ho-we, Prin. of Talla- 
 dega Coll., Ala. : It is just what I ex- 
 pected to find, — an admirable book. 
 The method is familiar to me, and I am 
 very glad to see it in print. We shall 
 probably introduce it. {March 27, 1886.) 
 
 Charles Woodward Hutson, 
 
 Prof of History, Univ. of Mississippi, 
 Oxford : I feel sure that it will prove of 
 great value. I am going to try it with my 
 class in history. {Jan. 5, 1886.) 
 
 Virginia D. Farmer, Teacher of 
 History in M. F. Coll., Mansfield, La.: 
 I commend it highly. {May 6, 1886.) 
 
 F. D. Shaver, Prof, of History, 
 Bishop Coll., Marshall, Tex. : I have 
 been surprised and delighted. It makes 
 it possible for schools with limited li- 
 brary privileges, to do work in historical 
 studies in the spirit and method of our 
 best equipped institutions. It furnishes 
 material without which no proper teach- 
 ing of history is possible, but which, 
 hitherto, has been found only in the 
 larger libraries. I shall have no hesita- 
 tion in adopting it for the work next 
 year. {April 20, 1886.) 
 
 L. A. Johnson, Pres. pro tern.. Trin- 
 ity Univ., Tehuacana, Tex. : It will be 
 introduced into our preparatory school 
 next term. . {June 18, 1886.) 
 
 Arthur Yager, Prof, of History, 
 Georgetown Coll., Ky. : I like it so much 
 that I write this note to ask that you 
 will immediately inform me at what price 
 you propose to furnish it to college stu- 
 dents. {Jan. 22, 1886.) 
 
 Allan Curr, Prof, of History, Daugh- 
 ters Coll., Harrodsburg, Ky. : I consider 
 it not only admirably adapted to its de- 
 signed purpose, but also the best book of 
 the kind I have seen. I hope now to 
 make such arrangements as may result 
 in its use next session. 
 {April 19, 1886.) 
 
 Hunter Nicholson, Univ. of Ten- 
 nessee, Knoxville : I hope to see the 
 book introduced in this university, and 
 shall welcome every opportunity for com- 
 mending it to good teachers. 
 {April I, 1886.) 
 
 Since writing you I have gone care- 
 fully through the book with a view to 
 using it at a normal institute this sum- 
 mer. This re-examination has con- 
 firmed my previous good opinion. 
 {June 13, 1886.) 
 
 I. W. Andrews, Prof, of Political 
 Philosophy, Marietta Coll., Ohio; It is 
 
HISTORY. 
 
 41 
 
 clear that the author is familiar with tlic 
 ground traversed, which is saying a great 
 deal. I find the statements historically 
 correct, and do not doubt that the work 
 has been very carefully done. 
 {Jan. 25, 1S86.) 
 
 Geo. W. Knight, Prof, of History, 
 Ohio State Univ., Columbus : I am thor- 
 oughly pleased with the plan upon which 
 it is constructed, and I believe the author 
 has carried out that plan successfully. 
 The essential facts upon which to duild 
 history are there, (ffan. 20, 1885.) 
 
 L. G. Adkinson, Pres. of Moore's 
 Hill Coll., bid. : I think it solves the 
 problem of how to teach history. We 
 shall use it in our work next year, 
 {May I, 1886.) 
 
 J. D. Crawford, Pi-of. of History, 
 Univ. of Illinois : This work seems 
 adapted to piake students of histoyy, 
 whose investigations will be only begun 
 and directed when this book is finished, 
 whose tastes will be so formed that more 
 and yet more reading must follow. 
 (Jan. 21, 1886.) 
 
 Sue M. D. Fry, Prof. of'Histoty, 
 IVesleyan Univ., Bloomingto7i, III. : I am 
 very much pleased with it, and intend to 
 introduce it into the Illinois Wesleyan 
 University next year. {June 21, 1886.) 
 
 S. W. Parr, Prof of History, Illinois 
 Coll., yackso?iville. III, : I shall use it in 
 my class next year. {April ^p, 1886.) 
 
 W. H. Fischer, P7-of of History, 
 Whcaton Coll., III. : I will introduce the 
 book as soon as our course shall be 
 enlarged to give a little more time. 
 {April 24, 1886.) 
 
 C. E. Welbur, Prof, ^f History and 
 English language, Adrian Coll., Mich. : 
 I am confident that it is the most effec- 
 tive way of studying history, especially 
 by students of some maturity. 
 {March i, 1886.) 
 
 O. B. Hag-en, Prof, of History, Galcs- 
 ville Univ., Wis. : Nothing can be more 
 natural and vivid. The work ought to 
 meet a very warm reception. 
 {March 30, 1886.) 
 
 James H. Canfield, Prof, of His- 
 tory, Univ. of Kansas : 1 here can be no 
 question that the system is the correct 
 one — the best in every respect — where 
 all the needed accessories can be had. 
 The Sheldon manual does much in the 
 way of supplying these, and supplying 
 them ready for use. As I said at first, 
 the work seems to have been very con- 
 scientiously performed ; and I shall put 
 its merits to the test of the class-room as 
 soon as the next Freshman class enter 
 upon their duties. ijctn-- 30, 1886.) 
 
 Jas, T. Anderson, Prof of History, 
 Central Coll., Fayette, Mo. : I indorse its 
 plan most heartily, and would most cer- 
 tainly use it, if I had a class in general 
 history. {June 19, 1886.) 
 
 W. C. Gadtaey, Pres. Morrisville, 
 Coll., Mo. : It is correct in design, novel 
 in execution, and as a class-book will be 
 found to be superior. {March 20, 1886.) 
 
 G. P. Macklin, Pres. Avalon Coll., 
 AIo. : We have adopted it as our text. I 
 am convinced that it will greatly aid in 
 the teaching of history. {April 20, 1886.) 
 
 J. M. Chaney, Pres. of Kansas City 
 ladies' Coll., Independence, AIo. : It is 
 our purpose to use it as a text-book the 
 coming session. {June 17, 1886.) 
 
 Ella A. Thomson, Prof, of Ilistoty, 
 M E. Coll. of Neb., York : I regard it as 
 a superior work. I intend to use it in 
 my classes next year. 
 
 L. S. Cornell, Supt. of Public Instruc- 
 tion, Deliver, Col. : I am well pleased 
 with the method of presenting the sub- 
 ject, as well as the clear and comprehen* 
 
42 
 
 HISTORY. 
 
 sive analysis of so much history in such 
 a small volume. It will certainly be a 
 popular book. (jfune 19, 1886.) 
 
 E. Wicker, Prof, of History, Colorado 
 Coll. : I have been using it for supple- 
 mentary work in my class, with good 
 results. The history is well arranged, 
 and is calculated to produce an eager 
 research on the part of the pupil. I 
 hope to be able to introduce it as a text- 
 book. (Aj>ril 20, 1886.) 
 
 Joseph B. Toronto, Prof of His- 
 tory, Univ. of Deseret, Salt Lake City : 
 I have adopted it without hesitation for 
 use in my classes the coming year. 
 (7«;/e II, 1886.) 
 
 J. R. Herrick, Pres. Univ. of Dakota : 
 It is my purpose to have it introduced 
 into the University of Dakota. 
 {April 20, 1886.) 
 
 Mrs. E. C. Norton, Teacher of His- 
 toiy, Yankton Coll., Dak. : I should like 
 to see it tried in our classes. 
 {April 24, 1886.) 
 
 Bernard Moses, Prof, of History, 
 Univ. of California, Berkeley : I can 
 heartily commend it. {Fe6. 16, 1886.) 
 
 C. A. Leonard, Prof, of History, Cen- 
 tral Univ., Richmofid, Ky. : I am secur- 
 ing the very best results with the book 
 — far better than my most sanguine 
 hopes ever led me to expect. I exam- 
 ined the class to-day on the work gone 
 over, and found them quite ready in 
 their answers, and, above all, possessing 
 a good, correct understanding of the 
 subject-matter. I am glad such a book 
 has been written. It is destined to revo- 
 lutionize the study of general history and 
 make pupils think for themselves. 
 
 P.S. — Nothing could be better. You 
 may use my name in unqualified com- 
 mendation of the book. {^an. 15, 1886.) 
 
 E. J. Colcord, Teacher of History, 
 Vermont Academy, Saxton's River, Vt.: 
 
 It is the only book that I know of claim- 
 ing to be a text-book on general history 
 which I feel quite ready to place in the 
 hands of a class without qualification. 
 I fully expect to find it a most useful 
 auxiliary. (Jan, 15, 1886.) 
 
 Jane E. Leonard, Teacher of His- 
 tory, State Normal School, Indiajia, Pa. : 
 I have used it in my class since the first 
 pages came from the press, and I never 
 used a book in my life which so fully met 
 my idea of what a text-book should be. 
 {Feb. 2, 1886.) 
 
 Clara Conway, Prin. Clara Con- 
 way Inst., Memphis, Tenn. : It is unques- 
 tionably superior to any text-book of 
 which I know. In the hands of the 
 skilful teacher it will be a tremendous 
 power ; in the hands of the unskilled, it 
 must be the best helper among historical 
 books towards knowledge, discipline, 
 mental strength, and culture. 
 {yan. 9, 1886.) 
 
 Jennie I. Ware, Teacher in charge 
 of History, Worcester High School, Mass. : 
 To me, its advantages over other general 
 histories consist in the selection of the 
 most helpful illustrations, the translations 
 given from original sources, and the 
 questions in the " studies," capable of 
 producing some individual thought in 
 the pupil. {Jan. 8, 1886.) 
 
 Mary E. Whipple, Teacher of His- 
 tory in the Worcester High School, Mass. : 
 The questions are just the ones to pro- 
 duce thought in the mind of the pupil, and 
 are so definitely and clearly stated as to 
 receive the desired answers. I have not 
 the least doubt as to the practical work- 
 ing of the book, and should heartily 
 commend its yse in high schools and 
 academies. (Dec. 15, 1885.) 
 
 Helen M. Parkhurst, Teacher of 
 History, Worcester High School, Mass. : 
 The questions necessitate thought and 
 reasoning on the part of the pupil, and 
 
HISTORY 
 
 43 
 
 are admirably fitted to effect that object. 
 I see no reason why it should not succeed 
 perfectly as a regular text-book. I think 
 the work cannot be too highly com- 
 mended. {Dec. 15, 1885.) 
 
 Mary A. Brig-ham, Brooklyn Heights 
 Seminary : I consider it the most valua- 
 ble history that I have ever used. It will 
 be made one of the regular text-books 
 of the school. {June 16, 1886.) 
 
 Harriet J. Brown, Teacher of His- 
 toiy. The Misses Masters' School, Dobbs 
 Ferry, N.Y.: The dullest girls in the 
 class are waking up. The brightest 
 girls are proud beyond measure because 
 every lesson seems to be an achievement 
 of their own. They have made discover- 
 ies. The result, so far as I am concerned, 
 is, that I never before felt so much 
 enthusiasm in teaching history, although 
 I have always been fond of the subject. 
 {Oct. I, 1885.) 
 
 G. H. Davis, Bayshore, L.I. : I find it 
 true that the book is a carefully chosen 
 historical library. The pupils delight in 
 studying it. {Feb. 13, 1886.) 
 
 Miss C. Rounds, Private School, 
 Brooklyn, N. Y. : I like the history very 
 much, and my pupils are enthusiastic 
 about it. {June 16, 1886.) 
 
 Jas. MacAlister, Siipt. of Schools, 
 Philadelphia, Pa. : It invites attention 
 from every school that is desirous of 
 making history a study of living interest, 
 a means of liberal culture, and a disci- 
 pline for the mind, which no other subject 
 possesses in a larger degree. It will 
 be found especially valuable in normal 
 schools. {May 6, 1886.) 
 
 Henry A. Wise, Supt. of Public 
 Instruction, Baltimore : I consider it an 
 excellent historical manual. Its method 
 is based on correct principles. 
 (April 20, 1886.) 
 
 A. J. Clark, Supt. of Schools, San 
 Francisco, Cal. : I have closely examined 
 the work, and consider it the best that I 
 have seen. {April 24, 1886.) 
 
 H. S. Tarbell, Supt. of Schools, Prov- 
 idence, P.I. : I find it to be a remarkably 
 original, able, and suggestive book. It 
 cannot fail to have great influence for 
 good. {May 10, 1886.) 
 
 Geo. A. Littlefleld, Supt. of Public 
 Schools, Newport, P.I. : It is a work 
 which meets a great want, and which is 
 evidently destined to a prosperous career. 
 {Jutte 5, 1886.) 
 
 J. M. B. Sill, Supt. of Schools, Detroit, 
 Mich. : I have looked it over sufficiently 
 to become deeply interested in it. The 
 plan is admirable, a decided improve- 
 ment on the usual text-book in this 
 branch of study. {April 19, 1886.) 
 
 S. T. Button, Supt. of Schools, New 
 Haven, Comi. : It suggests not only the 
 right matter, but the proper tnethod also. 
 {Jan. 28, 1886. )■ 
 
 Henry F. Harrington, Supt. of 
 Public Schools, New Bedford, Mass.: I 
 do not believe that a schoolbook has 
 been published for many years possess- 
 ing the remarkable merit which charac- 
 terizes Sheldon's General History. Its 
 method and arrangement are singularly 
 original, and are as admirable as they are 
 fresh and unique. And they derive their 
 chief value from the evidence of an 
 adequate scholarship doing its work 
 with consummate sagacity and discrim- 
 ination. No teacher, no student, who 
 would appreciate the advantage to be 
 derived from a singularly efficient helper 
 towards a true understanding of the facts 
 and philosophy of history, can afford to 
 be without the book in question. 
 {June 18, 1886.) 
 
 Wm. Connell, Supt. of Schools, Fall 
 River, Mass. : It presents the subject in 
 
44 
 
 HISTORY. 
 
 a new but normal light to the student. 
 It introduces him to the original sources 
 of history, and from this material he is 
 furnished with the occasions to compare, 
 to generalize, to differentiate, to form 
 judgments, and to reach conclusions for 
 himself. {June i6, i886.) 
 
 A. P. Stone, Supt. of Schools, Spring- 
 field, Mass. : I regard it as an excellent 
 work. In the revolution which is now 
 taking place in teaching history, this 
 book will be of great service in the 
 schoolroom and to the general student 
 of history. (J/^^e 15, 1886.) 
 
 E. H. Davis, Supt. of Schools, Chelsea, 
 Mass. : It seems to me that you have 
 one of the most attractive, as well as 
 useful, volumes yet issued on this im- 
 portant subject. {April 29, 1886.) 
 
 J. H. Davis, Supt. of Schools, Somer- 
 ville, Mass. : It cannot fail to promote 
 thoughtful investigation, and to awaken 
 and foster a deep interest in the study of 
 history. {Ju7ie 15, 1886.) 
 
 Wm. B. Hatch, Supt. of Schools, 
 Haverhill, Mass. ; It is built on the right 
 plan. Were it in general use in our 
 higher schools, I am confident that 
 pupils would get more meat and less 
 husk. {April -^o, 1ZZ6.) 
 
 F, Kelsey, Supt. of Schools, Nashua, 
 N^.H. : It seems to me an admirable 
 work, and I trust you will count me as 
 one who " takes kindly " to this new way 
 of studying history. {fcin. 28, 1886.) 
 
 S. A. Ellis, Supt. of Schools, Roch- 
 ester, N. Y. : I cannot conceive how a 
 text-book on the subject of history could 
 be more original in its plan, or more 
 admirable in its execution. If I am not 
 mistaken, it will go far toward revolution- 
 izing our methods of teaching history. 
 {Ju7ie 16, 1886.) 
 
 Ed-wrard Smith, Supt. of Schools, 
 Syracuse, N. Y. : If any change should 
 
 be made in that subject in the high 
 school, I should favor this book. 
 {April 21, 1886.) 
 
 M. W. Scott, Supt. of Schools, Bing- 
 hamton, N. Y, : Our teachers in history 
 who have examined it speak highly of 
 its merits as a text-book. 
 {June 10, 1886.) 
 
 M. J. Michael, Supt. of Schools, 
 Rome, N. Y. : Its plan of study is ad- 
 mirable, and shows the work of a master- 
 mind in the art of teaching. 
 {Jime 18, 1886.) 
 
 John Miller, Supt. of Public Schools, 
 Newburgh, N. Y. : I hope we may adopt 
 it. {April zg, 1886.) 
 
 A. W. Edson, Supt. of Schools, Jersey 
 City : You are to be congratulated on the 
 publication of so excellent a book. It 
 must infuse new life into the study of 
 history. {May 4, 1886.) 
 
 Wm. N. Barringer, City Supt., 
 Newark, N.J. : I have examined it with 
 care. I like the plan very much. It is 
 well adapted to aid the research of the 
 pupil. {June 15, 1886.) 
 
 Martin V. Berg-en, Supt. of Schools, 
 Camden, N.J. : Should any change be 
 made, I should most certainly recom- 
 mend it. {June 18, 1886.) 
 
 L. O. Foose, Supt. of Schools, Har- 
 risburg. Pa.: It is fresh, unique, and 
 suggestive, and will certainly awaken 
 interest on the part of both pupil and 
 teacher. {Jan. 9, 1B86.) 
 
 H. S. Jones, Supt. of Schools, Erie, 
 Pa. : It is a needed and valuable depart- 
 ure from the usual text-book style of 
 historical study. {June 17, 1886.) 
 
 John Morrov^, Supt. of Public 
 Schools, Allegheny, Pa. : I consider it an 
 
HISTORY. 
 
 45 
 
 excellent book, and have no doubt of its 
 popularity wherever used. 
 (June i8, 1886.) 
 
 D. S. Keith, Siift. of Schools, Altoona, 
 Pa, : I am pleased with its arrangement, 
 and think it well adapted to the wants of 
 pupils. {ya?i. 22, 1886.) 
 
 H. R. Roth, Sitpt. of City Schools, 
 Meadville, Pa. : So far as I am concerned, 
 it shall have due attention when the time 
 comes for the annual selection of texts. 
 {ya?i. II, 1886.) 
 
 R. M. Streeter, Szipt. of Schools, 
 Titusville, Pa. : I know of no better text- 
 book for the subject. (June 17, 1886.) 
 
 Charles F. Foster, Supt. of Schools, 
 Chester, Pa. : I regard it better adapted 
 to the accomplishment of the purpose for 
 which it is designed in the outfit of the 
 student than any other book of the kind 
 which I have seen. {jfune 18, 1886.) 
 
 Superintendent Public Schools, 
 
 Norfolk, Va. : It is an admirable piece 
 of work. {June 16, 1886.) 
 
 Usher W.Cutts, City Supt., Orange, 
 N.y. : I thoroughly like the plan of the 
 book. It seems to be the one best cal- 
 culated to make pupils real studeiits of 
 history. (Jt^ne 15, 1886.) 
 
 Li. H. Jones, Siipt. of Schools, Indian- 
 apolis : It is an admirable book in plan 
 and in execution. Having seen the author 
 teach so successfully by this plan, I am 
 now greatly gratified to see her work take 
 such shape as to give to teachers of this 
 subject the benefit of her methods. 
 {April 20, 1886.) 
 
 Wm. H. Wiley, Stipt. of Schools, 
 Terre Haute, Ind. : It is a first-class book. 
 {April 29, i886.) 
 
 Jno. S. Irwin, Supt. of Schools, Fort 
 Wayne, Ind. : Beyond any other we know 
 
 of, it furnishes the true basis for histori- 
 cal study, {Jan. 19, 1886.) 
 
 E. A. Gastman, Supt. of Schools, 
 Decatur, III. : We are much pleased with 
 it. The plan is novel, and ought to 
 awaken great interest on the part of the 
 pupils. {Afay 14, 1886.) 
 
 H. G. Winslow, Supt. of Schools, 
 Racine, Wis. .■ It is certainly a very inter- 
 esting and useful book, opening up, as 
 it does, new methods and new views in 
 the study of history. {April 19, 1886.) 
 
 J. M. Greenwood, Supt. of Instrtic- 
 tion, Kansas City, Mo. : It is without a 
 peer. {Jan. 9, 1886.) 
 
 W. F. Staton, Supt. of Schools, At- 
 lanta, Ga. : I have placed it in the hands 
 of the committee on text-books for ex- 
 amination with reference to its introduc- 
 tion into our schools. {April 20, 1886.) 
 
 W. H. Baker, Supt. of Schools, 
 Savannah, Ga. : If we make any change, 
 I shall urge its introduction in our schools. 
 {April 2i, 1886.) 
 
 Henry P. Archer, Supt. of City Pub- 
 lic Schools, Charleston, S.C.: It is emi- 
 nently practical, and is, in my opinion, a 
 decided improvement on the text-books 
 now in use. {April 26, 1886.) 
 
 Rich. C. Meade, Supt. of Schools, 
 Atchison, Kan. : I can say without hesi- 
 tation that it is the best book of its kind 
 that I have ever seen. {April 21, 1886.) 
 
 D. C. Tillotson, Supt. of Schools, 
 Topeka, Ka?i. : To find a text-book spark- 
 ling with good things for both pupil and 
 teacher, and without one "dry" page, 
 makes the soul of the teacher rejoice. 
 {April 19, 1886.) 
 
 E. Stanley, Supt. of City Schools, 
 La7vrence, Kan. : I have given it a care- 
 ful and critical examination, and am con- 
 
46 
 
 HISTORY. 
 
 vinced that it possesses many points of 
 excellence, {June 17, 1886.) 
 
 W. S. Perry, Supt. of Schools, Ann 
 Arbor, Mich. : No such matter as it con- 
 tains is accessible to a majority of teach- 
 ers of history in high schools, and to them 
 it will be invaluable, as showing some 
 of the sources of history, and as furnish- 
 ing some of the material from which his- 
 tory is made. {April 24, 1886.) 
 
 I. N. Mitchell, Supt. of Schools, Grand 
 Rapids, Mich. : I beheve it to be the best 
 working class-book, i.e., tool, of which I 
 have any knowledge. {April 22, 1886.) 
 
 S. G. Burkhead, Supt. of Schools, 
 Saginaw, Mich. : It is indeed unique, 
 and I believe would be eminently satis- 
 factory. {April 19, i885.) 
 
 Henry J. Robeson, Supt. of Schools, 
 Port Huron, Mich. : It is undoubtedly 
 the best work now in the market for 
 high-school or academic pupils. 
 {May 13, 1886.) 
 
 Henry N. Frencli, Supt. of Schools, 
 Kalamazoo, Mich. : I am delighted with 
 its plan and scope. {June 18, 1886.) 
 
 J. B. Young, Supt. of Schools, Daven- 
 fort, la. : The method of study that it 
 suggests will not only foster a taste for 
 reading, but lead to independent inves- 
 tigation. {April 19, 1886.) 
 
 James B. Bruner, Supt. of Public 
 Instruction, Omaha, Neb. : It is, in many 
 respects, the best text-book on the sub- 
 ject that I have ever examined, 
 {June 18, 1886.) 
 
 E. B, Neely, Siipt. of Public Schools, 
 St. Joseph, Mo.: This book ought to 
 inaugurate a new era in the study of his- 
 tory, and if I am not mistaken, it will 
 prove to be the most popular work on 
 the subject that has yet been published. 
 {Jan. 20, 1886.) 
 
 C. B. Thomas, Supt. of East Saginaw 
 Public Schools, Mich. : We like it. Its 
 design and arrangement are unique, and 
 exceedingly suggestive to both teacher 
 and scholar. Probably no other text- 
 book on history is so well fitted to invite 
 and facilitate research, to provoke study 
 and investigation, as this. Had we not 
 recently put another into use, we would 
 give it immediate place in our list of 
 books. {June 18, 1886.) 
 
 Darius Ste^ward, Rochester, Minn. : 
 The publication of Sheldon's General 
 History carries that department of school 
 work a long step in advance. Teachers 
 and pupils of the present will accept this 
 plan of work with thanks, and those of 
 the future, as a matter of course. 
 {July 3, 1886.) 
 
 W. M. West, Supt. of City Schools, 
 Faribault, Minn. : I like it very much. 
 It seems to me that it must aid in devel- 
 oping the "historical imagination," in 
 forming better habits of historical study, 
 and in giving pupils (or teachers) truer 
 ideas of the sources from which history 
 is made. I intend that our schools shall 
 use it next year. {April 25, 1886.) 
 
 L. F. Curtis, Supt. of City Schools, 
 San Jose, Cal. : I am very much pleased 
 with it. It is certainly a marked step in 
 advance of the old methods in historical 
 study, — "a new departure" which will 
 be greatly appreciated by progressive 
 teachers everywhere. {June 12, 1886.) 
 
 Kate W. T. Tupper, City Super in- 
 tendent of Schools, Portla?id, Ore. : It 
 gives me pleasure to express my hearty 
 commendation of it. It has been on my 
 desk the past six months and under 
 daily examination. I shall hope for the 
 pleasure of using it in class some time in 
 the future, for I believe that the " histori- 
 cal sense " can be more satisfactorily 
 developed by its use than by the use of 
 any other school text I have ever seen. 
 {June 22, 1886.) 
 
HISTORY. 
 
 47 
 
 H. R. Roth, Supt. of City Schools, 
 Meadville, Pa. : The Manual makes 
 your work on this subject the most de- 
 sirable and complete I know. 
 (June 2.2., 1886.) 
 
 A. H. Campbell, Prin. State Normal 
 School, Johnsofi, Vt. : I find it a unique 
 book. It gives an insight into the mak- 
 ing of history as no other book of my 
 acquaintance does. {March 17, 1886.) 
 
 A. C. Boyden, State Normal School, 
 Bridgewater, Mass. : Anything that will 
 drive the students away from the old 
 memoriter form of history study is to be 
 welcomed by teachers. I think this a step 
 in the right direction. (June 14, 1886.) 
 
 Miss T. "W. Lewis, Teacher of His- 
 tory, State Normal School, Providence, 
 R.I. : I have examined it carefully, and 
 it gives me pleasure to say that I think 
 it promises better than anything else I 
 have seen. Its plan is unique ; yet it is 
 wholly in accordance with the most ra- 
 tional methods of teaching. 
 
 It is adapted to stimulate thought to a 
 wonderful degree, and to change the dry 
 memorizing of details, so common in our 
 secondary schools, into a broad philo- 
 sophical consideration of causes and re- 
 sults, and of the onward march of civili- 
 zations. I can desire nothing better for 
 our high schools, academies, and normal 
 schools, than a general adoption of this 
 book and a supply of teachers who can 
 use it intelligently. I shall give it a trial 
 in the class-room in September. 
 (Jcly 10, 1886.) 
 
 Samuel J. Sornberger, State Nor- 
 mal School, Cortland, N. Y. .■ I have been 
 using it as supplementary to other matter 
 in class-room work, and I find it of great 
 value. (April 27, 1886.) 
 
 Miss S. M. Efner, Teacher of His- 
 tory, State Normal School, Brockport, 
 N. Y. : The plan is original and practical. 
 (April 26, 1886,) 
 
 D. C. Murphy, Teacher of Historical 
 Science, Central State Normal School, 
 Lock Haven, Pa. : I find it excellent and 
 well adapted to class-work. 
 
 (April 19, 1886.) 
 
 J. A. Cox, Prin. of State Normal 
 School.^ West Liberty, W. Va. : I have no 
 hesitancy in recommending it to all 
 schools wishing an excellent text-book 
 on general history. (April 19, 1S86.) 
 
 E. E. Smith, Prin. of State Normal 
 School, Fayetteville, N. C. : It is new, 
 practical, and inspiring. I hope to have 
 it adopted for classes in our school. 
 (April 20, 1886.) 
 
 J. Ross Lee, Prof, of General His- 
 
 tofy, Normal University, Ada, Ohio : 
 I am convinced that it possesses many 
 points of superiority. I anticipate its 
 general introduction as a text-book. 
 (June 17, 1886.) 
 
 Robt. M. Lusher, Prin. of the late 
 
 Pcabody Normal Seminary, New Orleans, 
 La. : I am satisfied that all teachers of 
 history will be delighted with it. 
 (April 24, 1886.) 
 
 J. T. McCleary, Teacher of History, 
 State Normal School, Mankato, Minn. : 
 The book marks an era in the method 
 of historical study in schools. 
 (April 22, 1886.) 
 
 The more I examine the studies, the 
 more I am impressed with the spirit of 
 investigation which the studies almost 
 impose upon the student. The classes 
 which use the book as it is intended to 
 be used, will be able to " weigh and con- 
 sider" historical evidence. 
 (June 24, 1886.) 
 
 C. W. G. Hyde, Instructor in History, 
 State Normal School, St. Cloud, Minn. : 
 I hail it as a most valuable aid in lifting 
 history above the position of a mere 
 memory study. It compels tnought ; and 
 
48 
 
 HISTORY. 
 
 if there be such a thing as a science of 
 history, the earnest student cannot do 
 otherwise than extract it from these 
 " Studies." {April 24, 1886.) 
 
 J. H.Miller, Campbell Normal Univ., 
 Holton, Kan.: I have seen no general 
 history with so many good qualities. Its 
 character is elevating; its order, natural. 
 I consider it the best work of the kind 
 published. {.May 30, 1886.) 
 
 S. L. Maxson, Pri7i. of Albion Acad- 
 emy aftd Normal Institute, Wis. : I have 
 examined it carefully, and am satisfied 
 that it excels anything in that line of 
 study I ever met with. We have given 
 it a regular place in our list of studies, 
 and shall try to make it a popular study, 
 as it deserves. {June 12, 1886.) 
 
 Wm. Stryker, Teacher of History 
 in Kansas Normal Coll., Fort Scott, 
 Kan. : I find that it contains the most 
 matter in the smallest space, and ar- 
 ranged in the best manner of any history 
 I have ever seen. {J^"' 21, 1886.) 
 
 Nellie G. True, Teacher of History, 
 Waterville High School, Me. : During 
 the past quarter, I have used it for sup- 
 plementary work in my classes with vetj 
 profitable results. It is the most helpful 
 and original general history I have ever 
 seen. {April 26, 1886.) 
 
 M. H. Purring-ton, Prin. of Kenne- 
 
 bunk High School, Me. : I have never 
 seen a work on general history so well 
 adapted to give a rational comprehen- 
 sion of the events and circumstances 
 which make up history. The historic 
 process is so vivid and entertaining that 
 the work cannot fail to please as well as 
 instruct. Nothing would give me greater 
 pleasure than to adopt it in my school. 
 {April 19, 1886.) 
 
 S. W. Landon, Prin. of Burlington 
 High School, Ft. : The constant use of it 
 
 for some time as a reference book con- 
 vinces me that it is one of the best helps 
 to the study of history ever offered our 
 schools. It is admirably designed to 
 stimulate the pupil to work outside of 
 the text-book, and with remarkable wis- 
 dom it directs him where to work. 
 {May 8, 1886.) 
 
 S. C. Smith, Master in English High 
 School, Boston : I can say I am very 
 much pleased with it. I wish it could 
 be introduced into our school, as it has 
 "strong points" I have never seen in 
 any other text-book on history. Any 
 one who has had experience in teaching 
 history will at once recognize familiar 
 topics arranged in a 7tew and helpful 
 manner. The book possesses many 
 excellences wliich readily appear to the 
 experienced eye. {Alay 17, 1886.) 
 
 C. P, Townsend, Worcester High 
 School, Mass. : It seems to me not only 
 one of the best text-books I have ever 
 seen, but also, from its arrangement, its 
 illustrations, suggestive quotations from 
 Greek authors, and its questions, obliging 
 the student to think for himself, an inter- 
 esting and inspiring book of history for 
 the general reader. 
 
 D. W. Abercrombie, Prin. of Wor- 
 cester Academy : Its method is undoubt- 
 edly the correct method in theory, and 
 must have great value in practice. Its 
 method is so undeniably correct that it 
 shall have another close inspection with 
 a view to its introduction into the acad- 
 emy. {June 16, 1886.) 
 
 W. W. Colbum, Prin. of Spring- 
 field High School, Mass. : It is, in my 
 opinion, admirably arranged for a syste- 
 matic and thorough study of history. 
 {June 16, 1886.) 
 
 F. P. McGregor, Prin. of Lawrence 
 High School, Mass.: It is, in my judg- 
 ment, the best work on the subject now 
 published. {Jfune 17, i886.) 
 
HISTORY. 
 
 4'J 
 
 Ray Greene Huling, Prin. of New 
 Bedfo]-d High School: I regard the 
 method as a great improvement on the 
 common memorizing of text-books upon 
 the subject. I lilce the book and wish it 
 a wide success. {June i6, 1886.) 
 
 Mary E. Austin, Teacher of History, 
 New Bedford High School, Mass. : I have 
 heard Mr. H. F. iiarrington, our super- 
 intendent, praise the book; and from 
 only a hasty examination I should judge 
 the book merited all the praise it had 
 received, and much more. {July 6, 1886.) 
 
 Li. Dame, Prin. of Consolidated High 
 School, Newburyport, Mass. : Every one 
 who is called upon to teach this subject 
 has abundant reason to be extremely 
 grateful to the author for this contribu- 
 tion to our list of text-books. It seems 
 to me it must be extensively adopted in 
 high schools throughout the country. 
 (June 17, 1886.) 
 
 A. J. Georg'e, Teacher of History, 
 Brookline High School, Mass. : I am glad 
 to put myself on record as being in hearty 
 accord with both the spirit and method 
 of Sheldon's History. I confidently ex- 
 pect that the results of its use will be to 
 shelve forever the " drum and trumpet " 
 histories now so common in our schools. 
 {June 17, 1886.) 
 
 Elizabetli C. Shepley, Providence 
 High School, R.I. : It is by far the most 
 enjoyable school-book on history which 
 I have ever seen. {May 29, 1886.) 
 
 Miss E. M. Boyden, Teacher of 
 Ancient History, High School, Brooklyn, 
 N.Y.: Miss Sheldon has the true secret 
 of making the subject of liistory both 
 interesting and profitable. 
 {April 17, 1886.) 
 
 Lucy M. Salmon, Teacher of His- 
 tory, Free Academy, Rochester, N. Y. : I 
 think it will be of great service in giving 
 
 new ideas in regard to teaching histor}'. 
 {June 25, 1886.) 
 
 Wm. E. Mead, Prin. of Troy High 
 School, N. Y. : Nothing with which 1 am 
 acquainted illustrates more clearly the 
 topical method than this text. 
 {March 31, 1886.) 
 
 Emma E. Allerton, Teacher of His- 
 tory, Poughkeepsie High School, N. Y. : I 
 think the plan quite novel and very phil- 
 osophical. Undoubtedly the book can 
 be made a success. I think Miss Shel- 
 don has taken a step far in advance of 
 our ordinary text-books of history. 
 {April 20, 1886.) 
 
 Anna Nicholl, Hackcttstoimt, N.J. : 
 I like it better than any I have ever used 
 or ever seen ; I shall not be satisfied in 
 future to use any other text-book. I take 
 pleasure in giving my hearty approval of 
 the book in all respects. {June 15, 1886.) 
 
 Miss E. R. Haxton, Teacher of His- 
 tory, High School, Meadville, Pa. : It is 
 a very fine history ; indeed, by far the 
 best of its kind that I have seen, embody- 
 ing, as it does, the newest methods of 
 teaching that subject. I hope that I may 
 have the pleasure of using it in my 
 classes. {J'"^- 25, 1886.) 
 
 W. Howard Palkner, Teacher of 
 History, Rugby Academy, Philadelphia, 
 Pa. : It is in all respects an excellent 
 work, accurate, concise, and admirably 
 adapted for a text-book. 
 {March 23, 1886.) 
 
 Agnes Irwin, Prin, of Private School, 
 Philadelphia : I think the plan admira- 
 ble, and the book excellent. It will be 
 of great use to most teachers, and a help 
 to all. {Jurie 16, 1886.) 
 
 A. J. Robinson, Instructor in History, 
 Baltimore City Coll., Md. : I have used 
 the book to some extent in my classes 
 
50 
 
 HISTORY. 
 
 here, and find it to be all that is claimed 
 for it. The method of treatment is better 
 than that of any text-book in history pub- 
 lished in this country that I have seen, 
 (June 15, 1886.) 
 
 Williara P. Pox, PHn. of Richmond 
 High School, Va. : I like the plan of the 
 book, and think it well calculated to 
 stimulate study and investigation, and to 
 lead the pupils to grasp the important 
 facts and to form independent judg- 
 ments. {May 3, 1886.) 
 
 Theston H. Johnston, Teacher of 
 History, High School, Cleveland, O. : It 
 is suggestive for the pupil and helpful for 
 the instructor, but each must be a stu- 
 dent to gather all the good which the 
 author has made available. 
 {June 19, 1886.) 
 
 Mabel Cronise, Teacher of History, 
 Toledo High School, O. : It is a very 
 valuable work, clear, concise, and yet 
 with no important subject omitted. 
 {Feb. 9, 1886.) 
 
 C. P. Lane, Prin. of Ft. Wayne High 
 School, Ind. : It seems to me fully to sus- 
 tain the promise of the advance sheets. 
 We shall start in this study a class of 
 about forty, some time in April, or per- 
 haps earlier. {Jan. 28, 1886.) 
 
 J. C. Black, Prin. ofLogansport, High 
 School, Ind.: Am well pleased with it. 
 It is constructed on the right principle. 
 {April 29, 1886.) 
 
 Mrs. M. E. Gettemy, Prin. of High 
 School, Galesbujg, III. : I believe that 
 this book will do more towards produc- 
 ing this result than any heretofore placed 
 in the schoolroom. It must stimulate 
 to thought, and that which stimulates to 
 thought must awaken interest. I look 
 for a revolution in the method of teach- 
 ing history. {May i, 1886.) 
 
 Cora W. Blodg-ett, Teacher of His- 
 tory, St. Paul High School, Minn. : I 
 have been using it in supplementary 
 work, and am very much pleased with 
 it. It carries out completely the method 
 which I am using. As suggesting addi- 
 tional lines of study and of thought, it is 
 of great value. I like the questions, the 
 illustrations, and the extracts especially. 
 {April 28, 1886.) 
 
 J. H. LeTVis, Prin. of Hastings High 
 School, Min?i. : I think that I shall use 
 it next year. {Jmie 20, 1886.) 
 
 Mina B. Selby, Teacher of History, 
 Iowa City High School, la. .-It supplies 
 a need which I have always felt in teach- 
 ing history. The illustrations and the 
 quotations from all important historical 
 documents are well calculated to arous-e 
 interest and fix attention. {June 22, 1886.) 
 
 Helen E. Morton, Teacher of His- 
 tory, Tabor High School, la. : I have 
 been using it for some two weeks in a 
 very small class in " philosophy of his- 
 tory." I am pleased with the work done 
 and the interest inspired. 
 {April 2^, 1886.) 
 
 Almira Hayes, Teacher of History, 
 Kansas City High School, Mo. : No 
 words of mine can convey to you my 
 appreciation of it. It is so unlike other 
 general histories ! New life and interest 
 are given to old matter. I have been 
 educating myself in its spirit. I am sure 
 that it must make students of history, 
 and develop a searching criticism of state- 
 ments, and power to connect cause with 
 result, as no history I have seen can do. 
 {April 21, 1886.) 
 
 Villa B. Shippey, Teacher of His- 
 tory, Omaha High School, Neb. : I have 
 been using it as a guide in my work since 
 the first pages were published. Miss 
 Sheldon places history, as it should be, 
 among the disciplinary subjects. I hope 
 
HI STORY. 
 
 5] 
 
 the time will soon come, that we may 
 devote more time to history, and that 
 this book will be in the hands of the 
 pupils. I can heartily endorse all that 
 has been said in favor of the work. 
 {May 17, 1886.) 
 
 Belle Macomaic, Teacher of History, 
 Nebraska City High School : I find it to 
 be very practical. It is the best text-book 
 of history I have seen. I hope to have 
 the class use it next year. 
 {April 19, 1886.) 
 
 Kate Elliott, Assist. Teacher, Girls' 
 High School, San Francisco, Cal. : I re- 
 gard it as one of the greatest aids in the 
 study of history. It is full of suggestion, 
 and I cannot but feel that the study car- 
 ried forward on the plan proposed in this 
 book will be both profitable and pleasant 
 to the pupil. {Ju7ie 22, 1886.) 
 
 Fred H. Clark, Prin. of Los An- 
 geles High School, Cal.: It is one of 
 the most perfect guide-books for study 
 that it has ever been my fortune to 
 examine. 
 
 Journal of Education, London, 
 Eng. : Taken altogether, these studies 
 suggest the contents of a lecturer's note- 
 book, and, if they are so, Miss Sheldon's 
 lectures must have been of first-rate 
 quality. 
 
 The Critic, New York: We do not 
 know any text-book in history designed 
 so skilfully to make the scholars think. 
 
 N. E. Journal of Education : We 
 
 heartily commend this work to teachers, 
 school and college officers, believing that 
 a careful examination of its plan and 
 methods of teaching and studying gen- 
 eral history will lead to its adoption. 
 
 New York School Journal : The 
 
 Student's Manual showed that the au- 
 thor knows the true method of histori- 
 cal teaching more thoroughly than any 
 teacher who has written on this subject 
 in this country. 
 
 Education, Boston: It is warmly 
 commended by critics as of great value 
 in the class-room. 
 
 Studies in Greek and Ro7nan History; 
 
 Or, Studies in General History, from 1000 B.C. to 476 A.D. By Mary D. 
 Sheldon, recently Professor af History in Wellesley College. 5}^ by 7^ 
 inches. Cloth, xvi -t- 250 pages. Price by mail, ^l.io; Introduction 
 price, ^l.oo. 
 
 AT the request of several teachers in leading city high schools, we 
 shall bind separately those portions of " Sheldon's Studies in Gen- 
 eral History" and of the " Teacher's Manual" which relate to Greece 
 and Rome, including the small amount of prefatory Ancient History. 
 These portions will make works respectively of 250 and 75 pages, and 
 will meet the needs of students preparing for college, of schools in 
 which Ancient History takes the place of General History, and of stu- 
 dents who have used an ordinary manual, and wish to make a spirited 
 and helpful review. 
 
HISTORY. 
 
 Opinions of Superintendents, Professors, and Teachers, who have care- 
 fully exannined the book :— 
 
 Henry Raab, State Supt. of Public 
 Instruction, Springfield, III. : I have no 
 hesitancy in saying that botli method and 
 material presented in the work incite the 
 student to further study, — a feature every 
 good book ought to possess. I consider 
 the work a valuable addition to our edu- 
 cational literature. {A«^- 19, 1886.) 
 
 A. L. Chapin, Fres. Beloii Coll., 
 Beloit, Wis. : I hope the book will help 
 to bring forward better teachers and to 
 lead on interest in historical study in 
 all our schools. (J^fy i, 1886.) 
 
 ■William P. Holcomb, Swarthmore 
 Coll., Pa. : I am highly pleased with it. 
 It is the most suggestive text-book for 
 teachers that I know of; and for stu- 
 dents, it is the one best adapted to make 
 them think and observe, and to break 
 up the pernicious habit of merely memo- 
 rizing facts, {Sept. 14, 1886.) 
 
 B. C. Winslow, Pro/, of History, 
 Wabask Coll., Crawfordsville, Ind. : I 
 am exceedingly pleased with Sheldon's 
 History, but, under present arrange- 
 ments, I cannot use any text-book at 
 first. I shall recommend Sheldon's, 
 and use it for reference all I can ; but 
 the instruction, will have to be by lec- 
 tures and the " laboratory method " 
 chiefly. Were I to introduce any Gen- 
 eral History, there would be no hesita- 
 tion as to what I should take. 
 {April 20, 1887.) 
 
 Rev. E. F. Bartholomew, Pres. 
 
 Carthage Coll., Carthage, III. : The 
 plan and the method commend them- 
 selves to me. I think very favorably 
 of the seminary method of teaching 
 history. It must supplant the old 
 method; and the text-book based on 
 this plan is in the line of progress, and 
 is sure to gain success. {Feb. 21, 1887.) 
 
 N. M. Wheeler, Prof, of History, 
 Univ. of Southern California, Los An- 
 geles .-In the hands of a capable teacher, 
 it ought to effect a revolution wherever 
 introduced. Others cannot do worse 
 with it than they now do, and may catch ' 
 the true spirit of investigation and ra- 
 tional study in spite of themselves. 
 
 Miss M. Porter, Emi?ience Coll., 
 Ky. : It is the best text-book on any 
 subject that I am familiar with. It is 
 helpful in teaching everything, and has 
 already been suggestive in my other 
 work. ( Oct. 13, 1886.) 
 
 Theo. B. Noss, Prin. State Nor- 
 mal School, Califo?-nia, Pa, : The plan 
 is well adapted to awaken the true 
 spirit in the study of history. The 
 method of furnishing data, from which 
 the student can, in a sense, make his 
 own history, is as useful as it is novel. 
 {Jan. 15, 1887.) 
 
 G. S. Albee, Pres. of State Normal 
 School, Oshkosh, Wis. : I have examined 
 the book very carefully, and am so much 
 pleased with it that it has been forwarded 
 to our teacher of history with suggestion 
 that it be used in next class. It is one of 
 the first books published in any branch 
 which teaches the student a method of 
 study by its plan instead of by cheap 
 formal directions. No student can com- 
 plete this work without clearly perceiv- 
 ing the broad distinction between the 
 reading and the study of a work. 
 {Aug. 9, 1886.) 
 
 J. DuShane, Supt. of Schools, South 
 Bend, Ind. : I have but words of praise 
 for Sheldon's History. It is on the right 
 plan and in the right spirit. I shall rec- 
 ommend that it be introduced into our 
 schools as soon as practicable. 
 {Jan. 13, 1887.) 
 
10 
 
 HISTORY. 
 
 Sanford L. Cutler, Prin. Laxvrence 
 Academy, Groton, Mass. : Classes that 
 use it will have no temptation, and, in 
 fact, no opportunity to indulge in the 
 parrot-like committing to memory which 
 too often takes the place of real study. 
 The book, it seems to me, must add a 
 new interest to the study of history, and 
 will demand and well repay the best 
 efforts of both teacher and pupil. 
 {Jan. 8, 1887.) 
 
 C B. Roote, Associate Prin., Green- 
 wich Academy, Greetvwich, Conn. : In 
 my judgment the book stands alone. It 
 is impossible to compare it with other 
 text-books of history : contrast rather 
 than comparison is the word that comes 
 to mind. Although I may not benefit 
 the book by pronouncing it the best, yet 
 I feel that I must say that, if anything. 
 I am certain that an honest teacher of 
 history, with no special training in that 
 branch and with few books to consult, 
 would find this book suggestive and 
 stimulating in the highest degree ; and 
 instead of its proving over-difficult to 
 handle even with an average class, it 
 would be found, if used with thought, an 
 actual saving of labor. {Jan. 7, 1887.) 
 
 Lucy G. Crocker, Yonkers, N. Y. : 
 I find it a most admirable work, and feel 
 that it will make what has always been 
 one of my great pleasures, — the teach- 
 ing of history, — more of a pleasure and 
 profit than hitherto. The method, in its 
 whole, is not unlike that pursued by 
 teachers to a certain extent ; but to have 
 so full a scheme spread out and pre- 
 pared facilitates class-work, and simpli- 
 fies, in a most judicious manner, the 
 work of both teacher and pupil. 
 (Sept. 8, 1886.) 
 
 W. C. Stone, Prin. Oswego Falls 
 Union School, N. Y. : I expected to find 
 Miss Sheldon's History the best text-book 
 on general history published ; my expec- 
 tations are fully realized. 
 
 She has succeeded in applying Pes- 
 talozzian principles to the study of his- 
 tory. No other author does this. I 
 am more than ever convinced that 
 hers is the only true method of studying 
 history, and am applying her method 
 as far as I can in teaching United 
 States history. (y«:«- 19, 1887.) 
 
 Frank W. Whitney, Prin. Chico- 
 
 pee High School, Chicopee, Mass. : It 
 comes the nearest to being an ideal text- 
 book in history of any that I have exam- 
 ined. Any word that can be said in 
 favor of the " inductive method " of 
 teaching is a recommendation to the 
 book. I am free to say that I am pleased 
 with it. I should like to have it used in 
 our High School. {Aug. 24, 1886.) 
 
 Harriet R. Chase, Young Ladies' 
 School, Providence , R.I. : It is the 
 best we have yet seen. {Oct. 14, 1886.) 
 
 Francis N. Thorpe, Prof, of His- 
 tory, Normal Training School, Philadel- 
 phia : I am persuaded that, in scope, 
 method, and spirit, it is not surpassed 
 by any of the other general histories ex- 
 tensively used in fitting-schools and in 
 college classes. 
 
 I like Sheldon's use of authorities ; 
 the quotations from such, and the brief 
 presentation of some material out of 
 which books are made, is in conform- 
 ity to the demands of the present study 
 of history, {yan. 7, 1887.) 
 
 Miss Amelia P, Butler, Lexing- 
 ton, Ky.: I like it exceedingly; the 
 method is excellent. It is just such a 
 book as is needed in the South, where 
 it is very hard to induce the young ladies 
 to produce any original work, or do any 
 real thinking. I have succeeded in in- 
 troducing it into a small class of the 
 older students. {March 19, 1887.) 
 
 C. H. Dye, Priit. Franklin Academy, 
 Neb. : I think it admirably adapted to 
 academic use. {Feb. 14, 1887.) 
 
HISTORY. 
 
 11 
 
 Charles N. Peak, Prin. High 
 School, Aurora, Ind. : All teachers are 
 agreed that the study and teaching 
 of history should be greatly improved. 
 From a careful examination of Sheldon's 
 History, I am led to believe that it is a 
 step in the right direction. When we be- 
 gin our classes in General History next 
 year, I shall carefully consider Sheldon's 
 before adopting any. (jfan. lo, 1887.) 
 
 M, D. Hornbeck, Pres. Wesleyan 
 Seminary, Danville, III. : The author 
 seems to understand the whole field 
 of Outline History, and has exhib- 
 ited rare judgment in the selection of 
 her topics. This text, properly used, 
 must quaUfy students in General His- 
 tory better than any other in use up to 
 the present. I have not introduced the 
 book yet, but shall do so next year, 
 {Feb. 24, 1887.) 
 
 R. H. Halsey, Prin. of High School, 
 Oshkosh, Wis. : With such a text-book, 
 the pupil has a responsibility thrust 
 upon him, and is stimulated to meet 
 
 that responsibility and do independent 
 work in a way that no amount of " cut 
 and dried " history could ever induce. 
 I shall greatly mistake if this book does 
 not perform a valuable service in enliv- 
 ening the teaching of general history in 
 our high schools and academies. 
 {Aug. 16, 1886.) 
 
 William L. Weber, Prin. Browns- 
 ville District High School, Dancyvllle, 
 Tenn. : The more I look into this vol- 
 ume the more I like it, especially the 
 feature of making the pupil depend 
 on himself. This method furnishes the 
 straw, but expects the pupil to make his 
 own bricks. Its introduction into any 
 school will, I am sure, raise the standard 
 of history teaching. As soon as I am 
 able to change text-books, I shall be 
 glad to use it. 
 
 T. D. Finch, Ped Bank, N.J.: I 
 am quite delighted with Sheldon's His- 
 tory. It cannot fail to make history 
 more interesting and more practical. 
 {Oct. 13, 1886.) 
 
 PRESS NOTICES. 
 
 Prof. J. H. Allen, tji Unitarian 
 Review, Boston : There is no effort after 
 literary style or continuous narrative, but 
 a wealth of suggestion and illustration 
 very extraordinary in a text-book. The 
 illustrations include extracts from literary 
 and other movements of almost all sorts 
 and periods, as well as maps and pictures, 
 showing such skill in selection and exe- 
 cution as to give the book a high value 
 for those who do not easily get at libra- 
 ries or museums of art. An introduc- 
 tory epistle " to the student " explains the 
 author's method, by showing how an 
 original investigator would actually set 
 about the explanation of the things that 
 make up the history of England; and 
 this method is carried out, in brief, 
 through the volume in the form of sum- 
 
 maries and tabular views of institutions 
 and famous names, with very numerous 
 extracts, such as we have indicated. 
 Thus, in an incredibly brief space, 
 the characteristic features of a race or 
 period are made to stand out in clear 
 relief, — ranging from the Egypt of Che- 
 ops to the Italy of Victor Emmanuel 
 and the socialism of Lassalle. The 
 method is reenforced by numerous well- 
 selected questions, and the volume closes 
 with an excellent index. The vexed 
 question how to spell Greek and other 
 foreign names is sensibly decided by 
 giving them in their most familiar Eng- 
 lish forms. {March, 1887.) 
 
 The Nation : It is upon a wholly 
 novel and original plan, — one which, if 
 
12 
 
 HISTORY. 
 
 well carried out in detail and faithfully 
 followed by the teacher, must produce 
 admirable results. The " studies " are 
 real studies, not lessons. As a whole, 
 the material is selected with admirable 
 judgment ; and even where we have 
 been at first inclined to question the 
 wisdom of the selection, we have, on 
 further examination, generally found 
 that the author was in the right. 
 {Aug. 19, 1886.) 
 
 The N.Y. Evening Post : To lay 
 out such a sketch of the essential in his- 
 tory is not an easy task, especially for the 
 modern period; but Miss Sheldon has 
 accomplished it with much skill and 
 good judgment ; and, by keeping care- 
 fully to her plan, has succeeded in em- 
 bracing in a moderate-sized volume a 
 complete vi>ew of the course of history, 
 from the early Egyptian Empire to the 
 present day. (.Aug. 23, 1886.) 
 
 TEACHER'S MANUAL, TO ACCOMPANY SHELDON'S 
 GENERAL HISTORY. 
 
 S. W. Jour, of Ed..: We commend 
 it highly. It is especially adapted as a 
 guide to accompany the use of that ex- 
 cellent text-book, Sheldon's General His- 
 tory. It may be profitably used by the 
 teacher in connection with any text- 
 book. It is of great value to the teacher 
 who teaches by topics, and permits the 
 pupils to use a variety of books. The 
 competent teacher who uses this book, 
 understands the spirit of its suggestions, 
 and follows its directions intelligently, 
 cannot fail to impart to his pupils much 
 valuable information, inspire them to 
 diligent research, and draw frorn them 
 intelligent recitations, ( October, 1886.) 
 
 The Critic, New York : The preface 
 is in itself an earnest that the book will 
 be what we indeed find it to be : an 
 original, concise, and suggestive manual 
 for teachers given to that best method of 
 teaching which consists, not in telling 
 pupils facts, but in eliciting facts and 
 thoughts from the pupils. 
 
 Correspondence Univ. Jour., 
 
 Chicago, III. : It is full of excellent sug- 
 gestions for teaching history, and has 
 valuable tabular forms by which memory 
 may be aided and the study of history 
 simplified. As illustrations of the " sem- 
 inary " method of teaching history, these 
 
 volumes are valuable contributions to our 
 modern text-book literature. 
 
 Wisconsin Jour, of Ed. : With 
 the accompanying manual, now accessi- 
 ble to teachers, the work is not so diffi- 
 cult as might be supposed, and its firuits 
 are very satisfactory. {November, 1886.) 
 
 Zion's Herald, Boston : It will re- 
 quire thought and careful preparation 
 on the part of the teacher, and this, we 
 are happy to know, is the demand of the 
 hour in our higher schools and semi- 
 naries. (Aug. II, 1887.) 
 
 N. Y. School Journal: The ad- 
 vantages of this method are, saving the 
 tedium of the tread-mill and bringing 
 the student day by day into living sym- 
 pathy with thoughts, events, and feelings. 
 All that was said in commendation of 
 the former book, we repeat in reference 
 to this. Teachers who thoroughly under- 
 stand and faithfully follow this book, 
 will produce far better results than is 
 possible under the tread-mill method of 
 olden times. 
 
 The Independent, N.Y.: In the 
 hands of a good teacher no method 
 could be more stimulating. 
 {Sept. 2, 1885.) 
 
HISTORY. 
 
 13 
 
 The Teacher, Philadelphia, Pa. : In 
 a recent number of The Teacher, we 
 called attention to the remarkable merits 
 of Miss Sheldon's work on General His- 
 tory, — to its peculiar method of treat- 
 ment, its originality, its catholicity, its 
 singular value, in fact ; and now we 
 desire to notice this Teacher's Manual 
 of the Studies. The first work contains 
 the problems of history and the material 
 needed to answer them ; the latter work 
 contains the answers to these problems, 
 embodied in tabulations, and a running 
 commentary of text. We cannot speak 
 too highly of the plan of the work, nor 
 of its execution. The author has shown 
 considerable ingenuity in her selection 
 of material and admirable historical 
 judgment, the selections from the writ- 
 ings of the ancients being particularly 
 appropriate. {Aug. 2, 1886.) 
 
 Intelligence, Chicago, III.: Upon 
 the appearance of the Studies, we com- 
 mended the book highly as being out of 
 the usual line and making conspicuous 
 an unusual phase of historical study. 
 {^Sept. 25, 1886.) 
 
 Normal Register, Salina, Kan. .• 
 The student is made to reason just as he 
 would in the study of mathematics. He 
 remembers facts just as he would re- 
 member algebraic formulae. If he for- 
 
 gets them, he is able to derive them 
 again. This book will make the study 
 of history a pleasure to thousands who 
 have heretofore had an apathy for it. 
 
 Literary World, london, Eng.: 
 Taken together the two books, though 
 complied principally for use in American 
 schools, furnish a good course of history, 
 ancient and modern, for general use. 
 {Aug. 6, 1886.) 
 
 Christian Union, N. Y. : We spoke 
 with high commendation not long ago 
 of Sheldon's Studies in General History. 
 The author has now put forth a volume 
 intended to accompany the use of that 
 excellent work as a Teacher's Manual. 
 Both books follow the German so-called 
 " seminary " method, and aim to compel 
 students to do original work with orig- 
 inal material. (July 8, 1886.) 
 
 The Schoolmaster, Loitdon:, Eng. .• 
 Teachers whose pupils are working their 
 way through the Student's Edition will 
 find this Teacher's Manual quite indis- 
 pensable.. The summaries are ably 
 drawn up, while the general remarks on 
 leading epochs and national characteris- 
 tics are interesting, and show much 
 power of taking a broad and coijipre- 
 hensive view of historical details. 
 (July 22, 1886.) 
 
 GREEK AND ROMAN HISTORY. 
 
 Unity, Chicago, III. : This is pictur- 
 esque history, prepared, as nearly as 
 history may be, on the inductive plan, 
 making, of choice fragments from origi- 
 nal sources, telescopes which bring the 
 domestic life and the thought of the 
 elder world very near to the child-mind. 
 These extracts are linked by a few crisp 
 comments, which suggest much more 
 than they tell, and followed by questions, 
 not of the ordinary text-book fashion, 
 but fresh and thought-provoking. The 
 
 maps are clear and beautiful and the 
 illustrations unusually well chosen. The 
 book is a treasure for pupils and teach- 
 ers. {Dec. 4, 1886.) 
 
 The Canada School Journal: 
 
 We think it admirably adapted not only 
 to convey to students clear conceptions 
 of the leading facts and characteristics of 
 ancient history, but to make the study 
 interesting, stimulating, and attractive. 
 {Feb. I, 1887.) 
 
14 
 
 HISTORY. 
 
 Canada Ed. Monthly : Studies in 
 General History has met with the en- 
 thusiastic reception which it deserved, 
 and many students will be glad that the 
 publishers, in the present volume, have 
 republished separately that part of it 
 which treats of the history of Greece 
 and Rome. {November, 1886.) 
 
 John Way, Jr., Supt. Sewickley 
 Academy, Seioickley, Pa. ; Miss Shel- 
 don's Greek and Roman History is one 
 of the few really good school-books. 
 {Feb. II, 1887.) 
 
 Miss Sarah P. Eastman, Dana 
 Hall, Wellesley, Mass. : We think it by 
 far the best book, for certain classes, which 
 we have ever seen. ( Oct. 25, 1886.) 
 
 Isaac B. Burgess, Classical Mas- 
 . ter, Rogers' High School, Newport, R.I. : 
 I shall use it at once in fitting boys for 
 Harvard. The peculiar excellences of 
 the book are a remarkably clear, concise, 
 and striking arrangement of essential 
 facts and a plan of study, that requires 
 honest, orderly thought. (Dec. 8, 1886.) 
 
 The Tablet, London, Eng. : We 
 will at once confess that we are much 
 taken with it, that we like it very much, 
 and that we can recommend it very 
 much, and we will give our reasons. 
 The authoress professes to lay before us 
 the sources of these histories, and she 
 does this in a manner calculated to im- 
 press them upon our memories, whether 
 we are following a course of lectures or 
 reading up for ourselves. She first gives 
 us a map of the country, and bids us 
 look at its configuration, pointing out 
 therefrom its natural resources. She is 
 particular that we shall know the princi- 
 pal original and also the modern author- 
 ities for the history; from them she gives 
 extracts bearing upon her most impor- 
 tant deductions ; and these she puts be- 
 fore us in a pleasant way, if we only 
 choose to read at the same time some 
 
 standard history. For example, in the 
 chapter on " Historic Greece," or " Hel- 
 las," she refers us to the contemporary 
 sources of the history, — Herodotus, the 
 lyric poets, various monuments and re- 
 mains of these early times, then Thu- 
 cydides, Plutarch, Aristotle, Xenophon; 
 among the moderns, Grote and Curtius. 
 She gives us, in tabulated series, the 
 famous personages of the period, their 
 birth-places, date, and the cause of their 
 fame. Not satisfied yet, she asks us ques- 
 tions, to see whether we have mastered 
 her teaching, and, to conclude, gives 
 suitable extracts translated from the 
 writings of the great men of the time. 
 This sort of thing is done with regard to 
 each branch of her subject ; and we can- 
 not say that we have ever seen a more 
 pleasing way of helping to the study of 
 history. Both professors and scholars 
 will be saved much trouble by using this 
 as a text-book or note-book. It must have 
 cost the authoress a great deal of time 
 and toil. As she was professor of history 
 in an American college, she saw what 
 would materially assist her pupils. For 
 them she has composed, and to them 
 she has dedicated, the fruit of her labors. 
 Indeed, we doubt whether anybody but 
 one who has taken an active part in 
 teaching could have produced a work 
 so suited to either professor or scholar. 
 The book needs only to be known. Its 
 compendious nature is shown by the 
 fact that it extends to only two hundred 
 and fifty pages. The table of contents 
 and the illustrations will make it still 
 more useful. {Feb. 5, 1887.) 
 
 London Literary World : It is 
 
 calculated to give, in a very brief form, 
 some idea of the vast period it covers, 
 and teachers of Greek and Roman his- 
 tory, in particular, will find it a useful 
 adjunct to the larger text-books. The 
 practice of telling the story as much as 
 possible in the words of the originals is 
 especially to be commended. 
 {Dec. 10, 1886.) 
 
HISTORY. 
 
 15 
 
 Saturday Review, London, Eng. : 
 Studies in Greek and Roman History is 
 a laudable attempt to initiate the young 
 into the mysteries of history-making by 
 setting before them fragments of the ma- 
 terials out of which historians construct 
 their works. Thus, instead of taking 
 everything for granted, and accepting 
 without gainsaying the historian's views 
 of the characters, motives, and actions of 
 the puppets which he produces on his 
 stage, the student is set to think for him- 
 self, and to form his own conception of 
 the figures that by some caprice of fate 
 loom out through the mist that shrouds 
 their contemporaries. By this means 
 every man becomes his own historian, 
 and sees past events in the light of his 
 own judgment, instead of reflected in the 
 mirror of another's mind. There can be 
 no doubt that this is the only rational 
 way of teaching history. It involves 
 much labor and much knowledge on the 
 part of the teacher, but would save the 
 learner a vast amount of needless read- 
 ing. A few brief lines of contemporary 
 chronicle, recording a reign or a long- 
 drawn-out war, grow under the pen of the 
 historian into chapters or even volumes. 
 History is read by two classes of people, 
 — those who wish to be told what they 
 ought to think, and those who only care 
 to know what examiners will ask them. 
 These last are anxious to take the " view " 
 of any given event which the examiners 
 will expect of them. Miss Sheldon's 
 book breaks through the trammels of 
 such teaching. It sets the facts before 
 the students as told by contemporaries, 
 and bids them form their own conclu- 
 sions, as they would about the incidents 
 of the actual world around them. 
 (April 2S, 1887.) 
 
 The Nation: It needs no further 
 commendation to any person who is 
 familiar with the remarkable merits of 
 the parent work. We will only add one 
 thing : that this method, hke every method 
 of original and independent excellence, 
 
 calls for teachers of skill and thought- 
 fulness. (Nov. 4, 1886.) 
 
 Zion's Herald, Boston: It is an 
 excellent manual for high schools and 
 academies. We have great confidence in 
 the historical text-books of Miss Shel- 
 don. She is a rare teacher herself, and 
 knows the necessities of the class-room. 
 {Nov. 3, 1886.) 
 
 Boston Advertiser: We remem- 
 ber histories that were not so attractive 
 nor so enlivening to the imagination. 
 (Nov. 9, 1886.) 
 
 Educational Record, Quebec, Can- 
 ada: There are throughout the book 
 evidences of the writer's excellent 
 method of teaching history, which, when 
 adopted by other teachers, will make 
 the subject and the text-book popular 
 with the pupils. According to Miss 
 Sheldon's plan, the study of history is an 
 intellectual operation and not a mere 
 memorizing of the record of events. 
 The illustrations in the book are very 
 good, the facts are recorded in simple 
 and concise language, and the arrange- 
 ment is all that could be desired in a 
 text-book. (January, 1887.) 
 
 N. E. Jour, of Ed. : It must be a 
 luxury to study or teach Greek or 
 Roman history with such an admirably 
 classified work, full of aids from first to 
 last for appreciating and memorizing all 
 that is of interest and importance in this 
 history. The preface is a valuable con- 
 tribution in itself. (Nov. 4, 1886.) 
 
 Educational Courant, Louisville, 
 Ky. : The plan is far superior to Jie old 
 method of memorizing dates and facts. 
 It vitalizes history and develops the 
 historical instinct in pUpils by setting 
 them at work to study the materials for 
 themselves. It is a vigorous, progressive 
 book, and one that will do much good. 
 (November, 1886.) 
 
16 
 
 in STORY. 
 
 The Dartmouth, Hanover, N.H. : 
 The idea of the work is an original one, 
 and the work itself will be hailed by the 
 students as an aid for both study and 
 original investigation. (^Nov. 5, 1886.) 
 
 The Fountain, York, Pa. : It is re- 
 freshing to find a text-book with a plan so 
 unique and suggestive to the diligent and 
 inquiring student. Whilst the book is 
 not large in size, it is so thoroughly filled 
 with the essential facts of history that it 
 will not be found necessary largely to 
 consult other sources. This method of 
 studying history leads the learner to 
 judge and interpret for himself what he 
 may find in the history of his own land, 
 and whilst the plan is truly philosophic, 
 it will develop thought and thus afford 
 the best discipline. {MarcA, 1887.) 
 
 The Dial, Chicago, III. : It will be 
 found of great service to the teacher in 
 the way of stimulus and suggestion. 
 {^November, 1886.) 
 
 Wis. Journal of Ed. : This is the 
 first part of the author's excellent manual 
 of General History. That book has met 
 with unqualified approval from the ablest 
 teachers of history. (^November, 1886.) 
 
 The Advance, Chicago, III.: We 
 have here a history which is unique. It 
 is intended for the student, and to him it 
 opens a field of investigation which can- 
 not fail to be valuable as well as inspir- 
 ing. He niust put this and that to- 
 gether and form his own conclusions, 
 and if he does this conscientiously and 
 earnestly, he will find himself strength- 
 ened and benefited as no continuously 
 written narrative could benefit. 
 {Nov. II, 1885.) 
 
 The Congregationalist, Boston : 
 The author's special purpose is to train 
 her pupils to think for themselves, and in 
 
 a sense to become historians by the en- 
 deavor to discriminate and blend men- 
 tally, in such wise as to gain a connected 
 and permanent understanding of the 
 subject. The book is of superior ex- 
 cellence. (Ocl. 28, 1886.) 
 
 Va, Ed. Journal: The historical 
 methods of this author were recently 
 noticed with approval in the Joicrnal. 
 They seem well calculated to arouse 
 interest, stimulate thought, and cultivate 
 the judgment. Pupils are thrown in a 
 good degree upon their own resources. 
 They must examine, canvass, and decide 
 for themselves. Sufficient directions are 
 given to guide them into the proper 
 methods, but they must do the work for 
 themselves. 
 
 Literary World, Boston : Th. con^ 
 tents are like the colors on the palette, out 
 of which the painter makes the picture, but 
 are not the picture itself; or like the sand 
 and bricks and timber out of which the 
 mechanic builds the house, but are not 
 the house. The book assembles the raw 
 materials of Greek and Roman history, 
 and not setting before the reader any 
 finished statement, sets him on to make 
 up his own statement. The book there- 
 fore calls foir brains, skill, and energy in 
 the user, but its use would be fine exer- 
 cise. {December, 1886.) 
 
 Intelligence, Chicago : As we said 
 when this author's General History first 
 appeared, she is the most suggestive and 
 ingenious text-book historian that we have 
 met. The present book is in no way in- 
 ferior to its predecessor. In it will be 
 found extracts from documents which are 
 inaccessible to teachers ordinarily. It 
 contains also many valuable tables and 
 illustrations. Every teacher of Ancient 
 History will find it a very excellent book 
 to have. 
 
Outline Maps of the United States. 
 
 Prepared by Edward Channing, Ph.D., and Albert B. Hart, Ph.D^ 
 Instructors in History in Harvard College. 
 
 Description, 
 
 The Large Map is printed on strong white paper, in four sections, 
 each 26 X 42 inches ; the sections are divided by the 95th meridian 
 and the 37th parallel. They may be used separately or pasted to- 
 gether. There is no lettering upon the map, except the numbering of 
 the parallels and meridians, — the location of the principal cities being 
 indicated by dots. Price, 15 cts. per section; 50 cts. complete. 
 
 The Small Map is printed on tough white paper, in blue ink, and 
 is II J X 18 inches in size, including a broad margin on the right-hand 
 side, which furnishes ?,y\c& for written comments. The names of the 
 principal rivers and the numbers of the parallels and meridians appear 
 on this map. Price, 2 cts. each ; $1.50 per hundred. 
 
 Application, 
 
 Physical Geography. By the simple use of shading and colors, 
 the maps may be made the basis of reproductions or original sketches 
 of physical geography, thus saving the cost of elaborate wall and other 
 maps, and allowing teachers to exercise their individual knowledge. 
 
 Geology. They are also in use to illustrate geological lessons and 
 lectures. 
 
 Meteorology. Conditions of climate, isotherms, and isobares may 
 be shown upon the maps with great ease. 
 
 Statistical M^ps- The increasing use of maps for exhibiting econ- 
 omic facts is facilitated by the use of these outlines. The maps in the 
 Census Reports and Scribner's Statistical Atlas may be reproduced on 
 the same or a larger scale. Among the subjects capable of this form of 
 illustration are : the distribution of population ; race elements ; language 
 elements; illiteracy 5 the distribution of manufactures, wealth, agricul- 
 tural products ; etc., etc. 
 
 Political Maps. As a basis for historical and political maps, the 
 boundaries of the present States and Territories appear on the maps in 
 faint lines. The pupil is thus taught to connect obsolete divisions with 
 those now existing. A great variety of special maps may be drawn, 
 among them the following : the Colonies and the United States at 
 successive epochs ; the distribution of electoral votes ; the distribution 
 of votes in Congress on the tariff and other important questions ; an- 
 nexation of territory ; divisions into sections ; divisions created by the 
 great compromises; the Confederate States; etc., etc. 
 
 [over. 
 
ITse. 
 
 The Large Maps are suitable for large classes or for public lectures. 
 
 They may be seen with clearness for a distance of upwards of forty feet. 
 The Small Maps are useful to the teacher or lecturer where a map 
 may be passed from hand to hand. They will be found convenient for 
 recording geographical facts in graphic form, and for copying rare or 
 exiDcnsive maps. To the student or pupil the following, among other 
 uses, may be suggested: (i) special maps maybe reproduced during 
 or after the lecture, as an exercise ; (2) a series of such special maps 
 will form an historical atlas for preservation ; (3) examinations on 
 geographical topics can be most easily conducted by putting into the 
 hands of the pupil a blank map and requiring him to fill it out ; (4) the 
 pupil may be required to locate and name towns, gulfs and bays, lakes 
 and rivers, States and Territories ; (5) an interesting exercise will be 
 the location of areas of staple products, or the range of animals and 
 plants. 
 
 Mounting, 
 
 The large maps can be readily hung from horizontal wires by meai^s 
 of an ordinary spring clothes-pin ; or they may be tacked flat on a frame ; 
 or they may be mounted on spring rollers. The paper is suiSciently 
 strong to need, with ordinary care, no cloth backing. It is better to 
 «tore them flat, folding or rolling as little as possible. 
 
 Coloring. 
 
 In coloring the blanks the following suggestions should be observed. 
 Make the colors as bright and distinct from each other as possible. 
 Chalk crayons answer very well for one use, but crock the paper if 
 rolled, folded, or laid against another sheet. For the small maps ordi- 
 nary colored lead pencils are sufficient. Still better are water colors, 
 the cheapest grades being suitable. Care should be taken, when work- 
 ing with the large map, to prepare a quantity of the tint in the begin- 
 ning, and to provide large brushes. The paper receives water colors 
 well, but should be stretched and tacked down tightly so as to avoid 
 undue contraction. The large maps will take oil colors ; they should 
 be mixed thin, and several days should be allowed for drying. The 
 maps will be much plainer if the large water spaces are filled in with 
 blue, or if at least the coasts are marked out by several parallel lines of 
 blue. Mountains may be indicated by cross-hatchings of brown, or 
 simply by long patches of that color; yellow is apt to disappear by 
 gaslight. 
 
 D. C. HEATH & CO., Publishers, 
 
 Boston, New York, and Chicago. 
 
Old South Leaflets. 
 
 Messrs, D. C. Heath & COo 
 take pleasure in announcing that, by- 
 special arrangement with the Di- 
 rectors of the Old South Studies in 
 History and Politics, they have be- 
 come the publishers for schools and 
 the trade of the new general series 
 of Old South Leaflets, The Old South Leaflets, which have 
 been published, during the last five years, in connection with 
 the annual courses of historical lectures at the Old South 
 Meeting House in Boston, have attracted so much attention and 
 proved of so much service, that the Directors have determined 
 upon the publication of this general series, with the needs of 
 schools, colleges, private clubs and classes especially in mind. 
 The Leaflets are prepared by Mr. Edwin D. Mead. They are 
 largely reproductions of important original papers, accompanied 
 by useful historical and bibliographical notes. They will consist, 
 on an average, of sixteen pages, and will be sold -at the low 
 price of five cents a copy or three dollars per hundred. The 
 aim is to bring them within easy reach of everybody. The Old 
 South work is a work for the education of the people, and 
 especially the education of our young people, in American his- 
 tory and politics, and its promoters believe that few things can 
 contribute better to this end than the wide circulation of such 
 Leaflets as those now proposed. It is hoped that professors in 
 our colleges and teachers everywhere will welcome them for 
 use in their classes, and that they may meet the needs of the 
 societies of young men and women now happily being organized 
 in so many places for historical and political studies. Some 
 idea of the character of this series may be gained from the fol- 
 lowing list of the subjects of the first sixteen numbers, which 
 are now ready, A large proportion of these early numbers 
 lelate to the Constitution and the history of its growth, which 
 are now subjects of special interest to historical students. 
 
 No. 1. The Constitution of the United States. 2- The Articles of 
 Confederation. 3- The Declaration of Independence. 4- Washington's 
 Farewell Address. 5- Magna Charta. 6- Vane's " Healing Question." 
 7. Charter of Massachusetts Bay, 1629. 8- Fundamental Orders of Con- 
 necticut, 1638. 9. Franklin's Plan of Union, 1754. 10- Washington's 
 Inaugurals. 11. Lincoln's Inaugurals and Emancipation Proclamation. 12, 
 The Federalist, Nos. i and 2. 13. The Ordinance of 1787. 14. The Con- 
 stitution of Ohio.* 16- Washington's Circular Letter to the Governors of 
 the States, 1783. IQ. Washington's Letter to Benjamin Harrison, 1784. 
 — etc. Price, five cents per copy ; one hundred copies, three dollars. Directors 
 of Old South Studies, Old South AJecting House, Boston. 
 * Double number, price ten cents. 
 
Contimted from first inside page of cover. 
 
 HolbrOOk Hig'h Sch. , Holbrook, Mass. 
 Groton High School, CTroton, Mass. 
 Kingston High Sch., Kingston, Mass. 
 Blackstone High School, Mass. 
 
 Thomaston High School, Conn. 
 Westport High Sch., Westport, Conn. 
 High School, Birmingham, Conn. 
 
 Meriden High Sch., Meriden, Conn. 
 Bristol High School, Bristol, Conn. 
 High School, Clifton Springs, N.Y. 
 
 Central High Sch., Philadelphia, Pa. 
 Girls' High School, Louisville, Ky. 
 Corinth High School, Corinth, Miss. 
 Kansas City High School, Mo. 
 Zanesville High School, Ohio. 
 
 Bellevue High School, Bellevue, Ind. 
 Wabash High School, Wabash, Ind. 
 Ft. Wayne High School, Ind. 
 
 Danville High School, Danville, Ind. 
 South Bend High Sch., So. Bend, Ind. 
 WinamaC High Sch., Winamac, Ind. 
 
 Greencastle High School, Ind. 
 Treaty High School, Treaty, Ind. 
 Rockford High Sch., Rockford, 111. 
 Mendota High School, Mendota, 111. 
 East Side High Sch., Champaign, 111. 
 Milford High School, Milford, 111. 
 Ypsilanti High Sch., Ypsilanti, Mich. 
 Pentwater High School, Mich. 
 
 Jackson High Sch., Jackson, Mich. 
 Bast Sagina^v" High School, Mich. 
 Fond du Lac High School, . Wis. 
 Florence High Sch., Florence, Wis. 
 St. Cloud High School, Minn. 
 
 Corning High School, Corning, la. 
 Sidney High School, Sidney, la. 
 
 Humboldt High School, Kan. 
 
 Greensburg High School, Kan. 
 
 Baxter Springs High School, Kan. 
 Howard High Sch., Howard, Kan. 
 
 Boulder High School, Col. 
 
 Rogers High Sch., Rogers, Ark. 
 
 The following is a partial list of colleges and schools into luhich 
 SHELDON'S GREEK AND ROMAN HISTORY has been 
 introduced : — 
 
 Trinity College, 
 Erskine Coll.. 
 Carleton Coll., 
 Hamline Univ., 
 Washburn Coll., 
 Pinkerton Acad., 
 Watson Acad., 
 Morrisville Acad., 
 Dana Hall, 
 "The Elms," 
 Cook Acad., 
 State Normal Sch., 
 Se^wickley Acad., 
 La'wrenceville Sch 
 
 N.C; 
 
 Due West, S.C. 
 
 Northfield, Minn. 
 
 Minn. 
 
 Topeka, Kan- 
 
 Derry, N.H. 
 
 Epping, N.H. 
 
 Vt. 
 
 Wellesley, Mass. 
 
 .Springfield, Mass. 
 
 Havana, N.Y. 
 
 Slippery Rock, Pa. 
 
 Sewickley, Pa. 
 
 N.J. 
 
 Teachers' Beading Circle, N.J. 
 Miss Nourse's Sch., Cincinnati, O. 
 Ellsworth High Sch., Ellsworth, Me. 
 Concord High Sch., Concord, N.H. 
 Keene High., Sch., Keene, N.H. 
 
 Windsor High Sch., Windsor, Vt. 
 Boston High and Latin Schs.,Mass. 
 Cambridge Latin Sch., Mass. 
 
 Rogers High Sch., Newport, R.l. 
 Providence High Sch., R.I. 
 
 Springfield High Sch., Springfield, O. 
 Morris High Sch., Morris, Minn. 
 
 Los Angeles High Sch., Cal. 
 
 A large number of schools have also signified their intention of 
 adopting these books during the coming year (1889-90). 
 
History. 
 
 LIBRARY OF CONGRESS 
 
 lllllllillllllllilL 
 
 018 511 780 7 • 
 
 Sheldon's General History. For high school and college. The only history fol- 
 lowing the "seminary" or laboratory plan now advocated by all leading teachers. 
 Price, $i.6o. 
 
 Sheldon's Greek and Roman History. Contains the first 250 pages of the 
 
 above book. Price, f i.oo. 
 Teacher's Manual to Sheldon's History. Puts into the instructor's hand the 
 
 key to the above system. Price, So cents 
 
 Sheldon's Aids to the Teaching of General History, Gives list of essen- 
 tial books for reference library. Price, 10 cents. 
 
 Bridgman's Ten Years of Massachusetts. Pictures the development of the 
 Commonwealth as seen in its laws. Price, 75 cents. 
 
 Shumway's A Day in Ancient Borne. With 59 illustrations. Should find a 
 
 place as a stipplenientary reader in every high school class studying Cicero, Horace, 
 Tacitus, etc. Price, 75 cents. 
 
 Old South Leaflets on U. S. History. Reproductions of important poHtical 
 and historical papers, accompanied by useful notes. Price, 5 cents each. Per hun- 
 dred, $3.00. 
 
 This general series of Old South Leaflets now includes the following subjects : The 
 Constitution of the United States, The Articles of Confederation, The Declaration of 
 Independence, Washington's FarewelLAddress, Magna Charta, Vane's " Healing Ques- 
 tion," Cliarter of Massachusetts Bay, 1629, Fundamental Orders of Connecticut, 163S, 
 Franklin's Plan of Union, 1754, Washington's Inaugurals, Lincoln's Inaugurals and 
 Emancipation Proclamation, The Federalist, Nos. i and 2, The Ordinance of 17S7, 
 The Constitution of Ohio, Washington's Letter to Benjamin Harrison, Washington's 
 Circular Letter to the Governors. 
 
 Allen's History Topics. Covers Ancient, Modem, and American history, and gives 
 an excellent list of books of reference. Price, 25 cents. 
 
 Fisher's Select Bihliog. of Ecclesiastical History. An annotated list of 
 
 the most essential books for a Theological studen't library. Price, 15 cents. 
 
 Hall's Methods of Teaching History. " Its excellence and helpfulness ought 
 
 to secure it many readers." — The Nation. Price, $1.30. 
 'Wilson's the State. Elements of Historical and Practical Politics. A text-book 
 
 for advanced classes in high schools and colleges on the organization and functions of 
 
 governments. In Press. 
 
 D. C. HEATH «& CO., Publishers, 
 
 BOSTON, XICW YORK AXD CHICAGO.