raphy, or the science of ancient writings.

(_e_) Diplomatics, or treatises on official documents.

(_f_) Epigraphy, or the science of inscriptions.

(_g_) Numismatics, or the study of coins.

(_h_) Languages.

3. Secondary Authorities.

(_a_) Textbooks.

(_b_) Large historical works, e.g., Parkman's, Bancroft's,
McMaster's, Fiske's.

(_c_) Biographies of historical personages, e.g., _The Life of
Cavour_; _The True George Washington_; _Bismarck_.

(_d_) Compendiums of History, e.g., Green's _Short History of the
English People_.

(_e_) Special treatises of historical epochs, e.g., Thwaites' _The
Colonies_; Wilson's _Division and Reunion_.

(_f_) Encyclopaedic articles, e.g., "Waterloo" in _Encyclopaedia
Britannica_; Cyclopedias of History; Paul Monroe's _Cyclopaedia of
Education_.

(_g_) Dictionaries of historical names and references, e.g., Low's
_Dictionary of English History_ or Larned's _History for Ready
Reference_, 6 vols.

(_h_) Philosophical, legal, and constitutional treatises bearing on
history, e.g., Bryce's _American Commonwealth_; Ostrogorski's
_Democracy_ and _The Party System_; Montesquieu's _The Spirit of
the Laws_.

(_i_) Historical novels, e.g., Hugo's _Les Miserables_; historical
dramas, e.g., Shakespeare's _Merchant of Venice_; historical poems,
e.g., Longfellow's _Courtship of Miles Standish_; historical essays
and monographs, e.g., articles in the _Historical Review_ and other
contemporary magazines.

(_j_) Writings on local history, e.g., Cooley's _History of
Michigan_; Putnam's _Primary and Secondary Education in Michigan_;
Michigan Pioneer Collection Articles.

QUERIES

1. How can primary source material be employed by teachers of history
in the elementary and high school?

2. To what extent ought it to be employed?

3. Would the course of history offered, the year in which it is taught,
and the character of the school and its pupils, affect the answer? If
so, how?

4. What place in the high school has such a book as Hill's _Liberty
Documents_?

5. To what extent do the observations made by you coincide with your
views respecting the use of primary source material?

6. Make a list of ten or more "source materials" you personally could
use in your teaching of history. Why would you select the "material"
you have?

1. How can the quasi-primary source material be used in