O N E of the main problems of the history teacher is how to bring the past to life and to give his pupils some understanding of the way people thought and acted in ages outside and unlike their own. This might be thought an easy task if the happenings to be taught were always dramatic-a series of revolutions, armadas and gunpowder plots. But history, as the record of all aspects of men’s past lives, con­ tains much that is important but which lacks the excitement of these examples and which is, on the surface, less promising material. This is the essential challenge of history teaching-it has to be accom­ plished by methods which take account of the limitations of young minds and yet remain true to the subject.