voyage；　and　have　to　learn　an　entirely　new　system　of　seamanship。
  They　will　have　to　serve　for　years　as　mere　apprentices。
  They　will　have　to　fight　their　way　to　the　top　against　every　possible
  form　of　opposition。　When　they　reach　the　bridge；　mutiny
  of　an　envious　crew　may　cause　their　death。　But　some　day；　a
  man　will　arise　who　will　bring　the　vessel　safely　to　port；　and　he
  shall　be　the　hero　of　the　ages。
  AS　IT　EVER　SHALL　BE
  ‘‘The　more　I　think　of　the　problems　of　our　lives；　the　more　I　am
  ‘‘persuaded　that　we　ought　to　choose　Irony　and　Pity　for　our
  ‘‘assessors　and　judges　as　the　ancient　Egyptians　called　upon
  ‘‘the　Goddess　Isis　and　the　Goddess　Nephtys　on　behalf　of　their
  ‘‘dead。
  ‘‘Irony　and　Pity　are　both　of　good　counsel；　the　first　with　her
  ‘‘smiles　makes　life　agreeable；　the　other　sanctifies　it　with　her
  ‘‘tears。
  ‘‘The　Irony　which　I　invoke　is　no　cruel　Deity。　She　mocks
  ‘‘neither　love　nor　beauty。　She　is　gentle　and　kindly　disposed。
  ‘‘Her　mirth　disarms　and　it　is　she　who　teaches　us　to　laugh　at
  ‘‘rogues　and　fools；　whom　but　for　her　we　might　be　so　weak　as
  ‘‘to　despise　and　hate。''
  And　with　these　wise　words　of　a　very　great　Frenchman　I
  bid　you　farewell。
  8　Barrow　Street；　New　York。
  Saturday；　June　26；　xxi。
  AN　ANIMATED　CHRONOLOGY；
  500；000　B。C。A。D。　1922
  THE　END
  CONCERNING　THE　PICTURES
  CONCERNING　THE　PICTURES　OF　THIS　BOOK　AND　A　FEW
  WORDS　ABOUT　THE　BIBLIOGRAPHY。
  The　day　of　the　historical　textbook　without　illustrations　has　gone。
  Pictures　and　photographs　of　famous　personages　and　equally　famous
  occurrences　cover　the　pages　of　Breasted　and　Robinson　and　Beard。　In
  this　volume　the　photographs　have　been　omitted　to　make　room　for　a
  series　of　home…made　drawings　which　represent　ideas　rather　than　events。
  While　the　author　lays　no　claim　to　great　artistic　excellence　（being
  possessed　of　a　decided　leaning　towards　drawing　as　a　child；　he　was
  taught　to　play　the　violin　as　a　matter　of　discipline；）　he　prefers　to
  make　his　own　maps　and　sketches　because　he　knows　exactly　what　he
  wants　to　say　and　cannot　possibly　explain　this　meaning　to　his　more
  proficient　brethren　in　the　field　of　art。　Besides；　the　pictures　were　all
  drawn　for　children　and　their　ideas　of　art　are　very　different　from　those
  of　their　parents。
  To　all　teachers　the　author　would　give　this　advicelet　your　boys　and
  girls　draw　their　history　after　their　own　desire　just　as　often　as　you　have
  a　chance。　You　can　show　a　class　a　photograph　of　a　Greek　temple　or　a
  mediaeval　castle　and　the　class　will　dutifully　say；　‘‘Yes；　Ma'am；''　and
  proceed　to　forget　all　about　it。　But　make　the　Greek　temple　or　the
  Roman　castle　the　centre　of　an　event；　tell　the　boys　to　make　their　own
  picture　of　‘‘the　building　of　a　temple；''　or　‘‘the　storming　of　the　castle；''
  and　they　will　stay　after　school…hours　to　finish　the　job。　Most　children；
  before　they　are　taught　how　to　draw　from　plaster　casts；　can　draw　after
  a　fashion；　and　often　they　can　draw　remarkably　well。　The　product　of
  their　pencil　may　look　a　bit　prehistoric。　It　may　even　resemble　the
  work　of　certain　native　tribes　from　the　upper　Congo。　But　the　child　is
  quite　frequently　prehistoric　or　upper…Congoish　in　his　or　her　own　tastes；
  and　expresses　these　primitive　instincts　with　a　most　astonishing　accuracy。
  The　main　thing　in　teaching　history；　is　that　the　pupil　shall　remember
  certain　events　‘‘in　their　proper　sequence。''　The　experiments　of
  many　years　in　the　Children's　School　of　New　York　has　convinced　the
  author　that　few　children　will　ever　forget　what　they　have　drawn；　while
  very　few　will　ever　remember　what　they　have　merely　read。
  It　is　the　same　with　the　maps。　Give　the　child　an　ordinary　conventional
  map　with　dots　and　lines　and　green　seas　and　tell　him　to　revaluate
  that　geographic　scene　in　his　or　her　own　terms。　The　mountains　will　be
  a　bit　out　of　gear　and　the　cities　will　look　astonishingly　mediaeval。　The
  outlines　will　be　often　very　imperfect；　but　the　general　effect　will　be
  quite　as　truthful　as　that　of　our　conventional　maps；　which　ever　since
  the　days　of　good　Gerardus　Mercator　have　told　a　strangely　erroneous
  story。　Most　important　of　all；　it　will　give　the　child　a　feeling　of　intimacy
  with　historical　and　geographic　facts　which　cannot　be　obtained　in　any
  other　way。
  Neither　the　publishers　nor　the　author　claim　that　‘‘The　Story　of　Mankind''
  is　the　last　word　to　be　said　upon　the　subject　of　history　for　children。
  It　is　an　appetizer。　The　book　tries　to　present　the　subject　in　such
  a　fashion　that　the　average　child　shall　get　a　taste　for　History　and　shall
  ask　for　more。
  To　facilitate　the　work　of　both　parents　and　teachers；　the　publishers
  have　asked　Miss　Leonore　St。　John　Power　（who　knows　more　upon　this
  particular　subject　than　any　one　else　they　could　discover）　to　compile　a
  list　of　readable　and　instructive　books。
  The　list　was　made　and　was　duly　printed。
  The　parents　who　live　near　our　big　cities　will　experience　no　difficulty
  in　ordering　these　volumes　from　their　booksellers。　Those　who
  for　the　sake　of　fresh　air　and　quiet；　dwell　in　more　remote　spots；　may
  not　find　it　convenient　to　go　to　a　book…store。　In　that　case；　Boni　and
  Liveright　will　be　happy　to　act　as　middle…man　and　obtain　the　books
  that　are　desired。　They　want　it　to　be　distinctly　understood　that
  they　have　not　gone　into　the　retail　book　business；　but　they　are　quite
  willing　to　do　their　share　towards　a　better　and　more　general　historical
  education；　and　all　orders　will　receive　their　immediate　attention。
  AN　HISTORICAL　READING　LIST　FOR　CHILDREN
  ‘‘Don't　stop　（I　say）　to　explain　that　Hebe　was　（for　once）　the
  ‘‘legitimate　daughter　of　Zeus　and；　as　such；　had　the　privilege　to　draw
  ‘‘wine　for　the　Gods。　Don't　even　stop；　just　yet；　to　explain　who　the
  ‘‘Gods　were。　Don't　discourse　on　amber；　otherwise　ambergris；　don't
  ‘‘explain　that　‘gris'　in　this　connection　doesn't　mean　‘grease'；　don't
  ‘‘trace　it　through　the　Arabic　into　Noah's　Ark；　don't　prove　its　electrical
  ‘‘properties　by　tearing　up　paper　into　little　bits　and　attracting　them
  ‘‘with　the　mouth…piece　of　your　pipe　rubbed　on　your　sleeve。　Don't
  ‘‘insist　philologically　that　when　every　shepherd　‘tells　his　tale'　he　is　not
  ‘‘relating　an　anecdote　but　simply　keeping　‘tally'　of　his　flock。　Just　go
  ‘‘on　reading；　as　well　as　you　can；　and　be　sure　that　when　the　children
  ‘‘get　the　thrill　of　the　story；　for　which　you　wait；　they　will　be　asking
  ‘‘more　questions；　and　pertinent　ones；　than　you　are　able　to　answer。
  （‘‘On　the　Art　of　Reading　for　Children；''　by　Sir　Arthur　Quiller…Couch。）
  The　Days　Before　History
  ‘‘How　the　Present　Came　From　the　Past；''　by　Margaret　E。　Wells；
  Volume　I。
  How　earliest　man　learned　to　make　tools　and　build　homes；　and　the
  stories　he　told　about　the　fire…makers；　the　sun　and　the　frost。　A　simple；
  illustrated　account　of　these　things　for　children。
  ‘‘The　Story　of　Ab；　by　Stanley　Waterloo。
  A　romantic　tale　of　the　time　of　the　cave…man。　（A　much　simplified
  edition　of　this　for　little　children　is　‘‘Ab；　the　Cave　Man''　adapted　by
  William　Lewis　Nida。）
  ‘‘Industrial　and　Social　History　Series；''　by　Katharine　E。　Dopp。
  ‘‘The　Tree　DwellersThe　Age　of　Fear''
  ‘‘The　Early　Cave…MenThe　Age　of　Combat''
  ‘‘The　Later　Cave…MenThe　Age　of　the　Chase''
  ‘‘The　Early　Sea　PeopleFirst　Steps　in　the　Conquest　of　the　Waters''
  ‘‘The　Tent…DwellersThe　Early　Fishing　Men''
  Very　simple　stories　of　the　way　in　which　man　learned　how　to　make
  pottery；　how　to　weave　and　spin；　and　how　to　conquer　land　and　sea。
  ‘‘Ancient　Man；''　written　and　drawn　and　done　into　colour　by　Hendrik
  Willem　van　Loon。
  The　beginning　of　civilisations　pictured　and　written　in　a　new　and
  fascinating　fashion；　with　story　maps　showing　exactly　what　happened　in
  all　parts　of　the　world。　A　book　for　children　of　all　ages。
  The　Dawn　of　History
  ‘‘The　Civilisation　of　the　Ancient　Egyptians；''　by　A。　Bothwell　Gosse。
  ‘‘No　country　possesses　so　many　wonders；　and　has　such　a　number
  of　works　which　defy　description。''　An　excellent；　profusely　illustrated
  account　of　the　domestic　life；　amusements；　art；　religion　and　occupations
  of　these　wonderful　people。
  ‘‘How　the　Present　Came　From　the　Past；''　by　Margaret　E。　Wells；
  Volume　II。
  What　the　Egyptians；　the　Babylonians；　the　Assyrians　and　the
  Persians　contributed　to　civilisation。　This　is　brief　and　simple　and　may
  be　used　as　a　first　book　on　the　subject。
  ‘‘Stories　of　Egyptian　Gods　and　Heroes；''　by　F。　H。　Brooksbank。
  The　beliefs　of　the　Egyptians；　the　legend　of　Isis　and　Osiris；　the
  builders　of　the　Pyramids　and　the　Temples；　the　Riddle　of　the　Sphinx；　all
  add　to　the　fascination　of　this　romantic　picture　of　Egypt。
  ‘‘Wonder　Tales　of　the　Ancient　World；''　by　Rev。　James　Baikie。
  Tales　of　the　Wizards；　Tales　of　Travel　and　Adventure；　and　Legends
  of　the　Gods　all　gathered　from　ancient　Egyptian　literature。
  ‘‘Ancient　Assyria；''　by　Rev。　James　Baikie。
  Which　tells　of　a　city　2800　years　ago　with　a　street　lined　with　beautiful
  enamelled　reliefs