In May 1862 one of the members of the Public Schools Commission asked Dr. Moberly, the Headmaster of Winchester, whether it was the habit in his school to teach modern or ancient history by set lessons, and he got the frank reply, ‘No; I should not know how to do it.’ And C. E. Graves, in the course of his evidence before the same Commissioners, said of the Greek history that he had studied a few years earlier at Shrewsbury, ‘We used to get it up from a small book by a German, written in Latin.’ The century that has passed since then has seen astonishing changes both in the content and in the methods of education, and in particular the promotion of historical studies to a place of central importance has made considerable alterations in the frontiers even if it has not been the result of deliberate ‘re-drawing the map of learning’, and it certainly constitutes one of the main factors which the contemporary cartographers of education must take into account.