It may be objected that the establishment of a more intricate historical method will add to the duties and labor of the history teacher. This may be true; and indeed ought to be true. The day ought to have passed when a college graduate who took in college but one course in history, and that in Oriental history, should be thought qualified to teach history in a secondary school. Such cases are not rare to-day; they would be rarer if the historical method were more definite and required better training. Professor Fling’s article in the September MAGAZINE and Professor Trenholme’s articles in this and subsequent numbers will furnish some details of historical method which should be valuable to every history teacher. In carrying out these suggestions the teacher may temporarily add to his or her own labors; but this will not be for long. Added efficiency will mean greater respect for the teacher and the subject; and increased respect will bring more assistants in history, more time devoted to the subject, and incidentally a stronger demand for good history teachers. Economically as well as intellectually the history teacher will profit by raising the standards of his profession. “AS HIRELING AND NOT AS CONSECRATE.” A noted journalist, who is also a writer on educational topics, and a trustee of a large eastern university, in writing to the editor respecting the establishment of THE HISTORY TEACHER’S MAGAZINE, said: “Your idea is an admirable one. It ought to do good.... With this teaching, as with all others, I fear the difficulty is the spirit in which it is done, as hireling and not as consecrate.” Is this charge true of the history teachers of the country? We know that history teachers were among the last to organize for common purposes; that to-day their associations are not as strong as those of teachers of the classics and of other subjects, that their class work is not as well organized as the work of that far more indefinite subject, secondary school English. Are these facts the result of a hireling spirit? We think not. Rather they are due to the unfortunate place which until very recent years, history has occupied in the elementary and secondary school roster. And yet, while we believe there existed and still exist valid impediments to the greatest success of the history teacher, it may be well for each of us to ask himself or herself the question. Am I doing the work as hireling and not as consecrate? At times we need such searching questions. And until the time when we have a great body of history teachers who are teaching the subject because they love it and love to teach it to others our history teaching will be heartless and sterile. European History in the Secondary School D. C. KNOWLTON, PH.D., Editor. THE STRUGGLE BETWEEN THE CHURCH AND THE MEDIEVAL EMPIRE. The Importance of the Church.