=CHANGE OF ADDRESS.= Both the old and the new address must be given when a change of address is ordered. =ADVERTISING RATES= furnished upon application. EDITORS =Managing Editor=, ALBERT E. MCKINLEY, PH.D. =History in the College and the School=, ARTHUR C. HOWLAND, Ph.D., Assistant Professor of European History, University of Pennsylvania. =The Training of the History Teacher=, NORMAN M. TRENHOLME, Professor of the Teaching of History, School of Education, University of Missouri. =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. CORRESPONDENTS. HENRY JOHNSON, New York City. MABEL HILL, Lowell, Mass. GEORGE H. GASTON, Chicago, Ill. JAMES F. WILLARD, Boulder, Col. H. W. EDWARDS, Berkeley, Cal. WALTER F. FLEMING, Baton Rouge, La. EDITORIAL POLICY. It is not the purpose of the editors of the MAGAZINE to espouse any particular pedagogical policy. Articles may appear in the paper which advocate new policies or radical changes of method in the school or college curriculum; but such papers express the views of the contributors only, and not necessarily of the editorial staff of the paper. Rather it is their wish to make the paper a mirror of the best thought and practice in the profession, and to this end they will welcome correspondence and contributions upon all phases of questions arising in the teaching of history. Let us have a frank and full discussion of the problems facing the teacher, and of the best way of solving the problems; not fads or hobbies, but sound experience and strong pedagogical ideals. The editors invite the coöperation of their readers in making the paper a “clearing-house for ideas in the profession.” ELEMENTARY SCHOOL HISTORY.