BIBLIOGRAPHY It is not the aim of tiiis bibliography to mention all of even the im- portant books in various languages that relate to the period in question. The writers are well aware that teachers are busy people and that high- school libraries and local public libraries usually furnish at best only a few historical works. It is therefore most important that those books should be given prominence in this list which the teacher has some chance of procuring and finding the time to use. It not infrequently happens that the best account of a particular period or topic is in a for- eign language or in a rare publication, such as a doctor's dissertation, which could only be found in one of our largest libraries. All such titles, however valuable, are omitted from this list. They can be found men- tioned in all the more scholarly works in the various fields. PART I EARLIEST MAN, THE ORIENT, GREECE AND ROME The ancient world seems so remote and unreal to the young student who is taking it up for the first time that it is very necessary to empha- size strongly the reality of man's early career. This can be done in a number of ways, but most effectively by visualization. If a class of high- school boys and girls could be taken through the British Museum and shown the tools and implements used by early man, the letters dictated by Hammurapi to his secretary and written on clay in 2100 B.C., and the letters written by Roman citizens in the days when the apostles were preaching early Christianity; or if they could enter the National Museum at Cairo and look into the very flesh and blood faces of Egyptian kings who ruled the Orient centuries before Moses lived ; or if our young people could visit the Berlin Museum and see there, cut in stone, relief pictures of the Egyptian ships which sailed the Mediterranean in the thirtieth century B.C., there would be little difficulty in impressing these visitors with the reality of the ancient world, and the importance of the inheritance which the early world has left us. 697
