It is a commonplace that history and admirably supplement each other, but it is open to question whether the greatest possible advantage has been taken of this fact in planning highschool courses in the two subjects. There is abundant available reading-matter which has historical value as well as literary significance and which is quite as well worth reading as many of the English classics already in the reading-lists. Indeed, some of the books now commonly read may serve the purposes of history as well as of if read from that point of view. Moreover, historical material affords excellent subject-matter for oral and written expression, for the pupil has something definite to say, and this he must needs learn to state clearly and with precision. Further, there is ample opportunity in teaching history to help the pupil to establish the desirable habit of reading rapidly, intelligently, and with discernment. The plan of work hereinafter set forth has been adopted in the belief that by making the most of the possibilities of these two subjects a certain number of recitation periods per week can be saved while meeting all legitimate requirements. In view of the many subjects which clamor for attention, a saving of even two periods a week for one year is worth some consideration. In order to forestall obvious criticisms, it may as well be stated at once that the validity of the method of procedure here suggested has not been subjected to scientific investigation and is not verified by irrefutable statistical data. Nor has it been under observation long enough to draw final conclusions as to its ultimate success. The only statement to be made at present is the unscientific one that the plan seems to work well. It is therefore offered rather as a suggestion than as a certified specific. This, however, may be 480