ABSTRACT
This paper arises from the confluence of concerns of the two authors. One was exasperated to discover a few years ago that college freshmen often have only the vaguest idea of the length, the flow, the richness, and the sequence of human history. The other, a school librarian, was part of a special integrated arts program funded by the Newton Massachusetts school system. The present project is both an attempt to see that at least some students of the next generation come to college with a better sense of history, and a device for the integration of the achievements of human art around an historical core.
