one of the useful arts, not merely for scholars, but for men and
women in many sorts of avocations. It is always useful, as well as
ennobling, to be able to trace knowledge to its sources. Work of this
sort involves more or less conference and discussion among classmates,
and calls for active aid from the teacher; and if the teacher does not
at first feel at home in these methods, practice will nevertheless
bring familiarity, and will prove most wholesome training. For the aid
of teachers and pupils, as well as of the general reader who wishes to
pursue the subject, I have added a bibliographical note at the end of
each chapter, immediately after Mr. Hill's "Suggestive Questions and
Directions."

This particular purpose in my book must be carefully borne in mind.
It explains the omission of many details which some text-books on the
same subject would be sure to include. To make a manual complete and
self-sufficing is precisely what I have not intended. The book is
designed to be suggestive and stimulating, to leave the reader with
scant information on some points, to make him (as Mr. Samuel Weller
says) "vish there wos more," and to show him how to go on by himself.
I am well aware that, in making an experiment in this somewhat new
direction, nothing is easier than to fall into errors of judgment. I
can hardly suppose that this book is free from such errors; but if in
spite thereof it shall turn out to be in any way helpful in bringing
the knowledge and use of the German seminary method into our higher
schools, I shall be more than satisfied.

Just here, let me say to young people in all parts of our country:--If
you have not already done so, it would be well worth while for you
to organize a debating society in your town or village, for the
discussion of such historical and practical questions relating to the