of the Continents, the United States and its subdivisions, of Europe and its several countries, of Palestine and of other parts suitable for the study of geography and secular or church history. The maps are printed upon strong paper, about 32 by 44 inches in size, and cost singly only twenty cents each (carriage 10 cents each); in quantities the price is as low as fifteen cents each (carriage 2 cents each). Especially adapted for use in geography classes in elementary schools, and in history classes in high schools, preparatory schools, and colleges. OUTLINE DESK MAPS Three sizes of skeleton and outline maps for use by students in geography or history classes. Sold in any desired quantity; small size (5 by 7 inches), 35 cents a hundred; large size (8 by 10 inches), 50 cents a hundred; double size (10 by 15 inches), 85 cents a hundred. The list includes the Continents, the United States, sections of the United States and of Europe, and many maps for the study of ancient, medieval, and church history. OUTLINE ATLASES AND NOTEBOOKS Composed of outline maps bound together to be filled in in colors by students; arranged for nine periods of history. Samples cheerfully furnished upon application by mail to McKINLEY PUBLISHING COMPANY, PHILADELPHIA, PA. The History Teacher’s Magazine Volume I. Number 2. PHILADELPHIA, OCTOBER, 1909. $1.00 a year 15 cents a copy Gain, Loss, and Problem in Recent History Teaching BY PROFESSOR WILLIAM MACDONALD, OF BROWN UNIVERSITY. The newer methods of history teaching which were authoritatively set forth for the first time in this country in the report of the Committee of Seven of the American Historical Association, and which during the past ten years have increasingly made their way in the better secondary schools, have had for their aim the emancipation of history from the bondage of mere mechanical routine, the clearer discrimination of essentials and non-essentials, the use of comparison and judgment as well as of memory in the mastery of historical knowledge, the systematic exploration of books other than the textbook, and the intelligent correlation of the subject with literature, art, economics, geography, and other kindred fields. That there should have been criticism, not seldom unfriendly, of the new methods and their results is only natural. The new procedure had to be learned by teachers as well as by pupils, and its application to the conditions of particular schools determined by careful study of local possibilities and needs. What was possible in a large and generously supported school was not equally attainable in a small and poor one; and it was inevitable that mistakes should be made even by those most interested in making the new work a success. No more in history than in language or mathematics, both of which have undergone pedagogical reformation in our day, was perfection to be won at the outset.