=Some Methods of Teaching History=, Fred Morrow Fling, Professor of European History, University of Nebraska. =Reports from the History Field=, Walter H. Cushing, Secretary, New England History Teachers’ Association. =American History in Secondary Schools=, Arthur M. Wolfson, Ph.D., DeWitt Clinton High School, New York. =The Teaching of Civics in the Secondary School=, Albert H. Sanford, State Normal School, La Crosse, Wis. =European History in Secondary Schools=, Daniel C. Knowlton, Ph.D., Barringer High School, Newark, N. J. =English History in Secondary Schools=, C. B. Newton, Lawrenceville School, Lawrenceville, N. J. =Ancient History in Secondary Schools=, William Fairley, Ph.D., Commercial High School, Brooklyn, N. Y. =History in The Grades=, Armand J. Gerson, Supervising Principal, Robert Morris Public School, Philadelphia, Pa. Managing Editor, Albert E. McKinley, Ph.D. * * * * * The History Teacher’s Magazine Volume I. Number 1. PHILADELPHIA, SEPTEMBER, 1909 $1.00 a year 15 cents a copy THE MAGAZINE. Editorial comment upon the plans for the conduct of the MAGAZINE is unnecessary. A general statement of the character of the paper will be found on the first page of the cover, and a list of the editors is given on the second page. Professor McLaughlin’s letter shows the existing need, and the field which the paper should occupy. But the best introduction to their fellow teachers of history and civics which the editors can have, is to be found in the nature of the articles printed in this number. It has been the aim to make these articles stimulating, leading to higher professional standards; to make them practical, leading to valuable suggestions for the conduct of history classes; and to have them conduce to the formation of a stronger union, a better _esprit de corps_, among history teachers. THE HISTORY TEACHER. Leaving normal school, college, or graduate school, the young teacher of history, if he or she is fortunate enough to get a chance to teach his own subject at once, enters a high school, or small college, where, in many cases, he is permitted to work out his own pedagogical salvation. From alma mater he has brought a knowledge of certain methods of history teaching practised upon him by his own instructors, together with detailed information respecting several narrow fields of human history. Rarely has he received in college or graduate school any intimation of the best methods to be pursued in secondary school history teaching. Rarely does he in his new position receive much inspiration or advice concerning his actual class work from his administrative superiors. Left to his own resources, often losing contact with his former instructors and intellectual leaders, he may lose energy, ambition, outlook, and become at last a dreaded teacher of a dreadful subject.