year. This volume makes it possible to do the most desir-
able things for that year more easily and more effectively
than ever before.

Now as to some of those things and how to do them. I
hesitate to speak as a dogmatic pedagogue; but this is just
the matter on which I am particularly requested to speak in
this Introduction. Concrete details depend largely upon
the articulation with the regular text-book, and must vary
with the text used. I must confine myself to a few general
principles.

1. The volume is not designed for "hard" study, to be
tested scrupulously by minute questioning: it is meant for
reading. At the same time, it is planned so that, with a
little thought by the teacher, it may be a daily companion
to any standard text in Ancient History. Readings should
usually be assigned for a group of days ahead (two days to
five), to allow for variation in arrangement between this
book and the text; and students should then be expected --
and helped -- to go back at the proper times from passages
in the text to the appropriate passages in the Readings.
They should be taught to look for and to utilize Dr. Davis's
suggestions at the head of each "number" as to the most
essential things to look for in the extract. And almost
daily, while the correct habit is forming, the teacher will
find opportunity to ask, "What further light on this do you
find in the Readings?" "Did you get that idea from your
text-book or from a 'contemporary' authority?" "Does
the passage from Tacitus in the Readings support or
weaken this statement of your text?" Such practice should
be continued and varied until the student instinctively turns
from text to Readings and back again, supplementing each
by the other, in his consideration of each topic.

2. Now and then a suitable passage (not too long) may
even be used in the way more peculiar to "source books"
proper, for painstaking and exhaustive study, to establish

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