Editor HISTORY TEACHER’S MAGAZINE. I have just been examining THE HISTORY TEACHER’S MAGAZINE. Would like to ask if you know of a similar magazine for the grades. Can you also advise me as to the best reference books for the grades in that subject? A. V. ANS.--(1) There is no magazine devoted solely to the teaching of history in the grades. History, as well as other subjects, is treated in “The Teacher’s Magazine” and in the “School Review.” History in the grades will be given an increasingly important position in our own magazine. (2) The best reference book upon the teaching of history in the grades is the report of the Committee of Eight, mentioned in several places in this issue of the MAGAZINE. Miss Sarah A. Dynes has in preparation a book upon the subject. Editor HISTORY TEACHER’S MAGAZINE. I would like to add my tribute to the remarkable value of the new MAGAZINE for us history teachers. I am delighted that you recognize the importance of American government as worthy of a place of its own in your paper. We teachers of civics, who have been struggling for years to give this valuable subject a place in the curriculum just because a certain group of colleges and universities have persisted in refusing it college entrance credit, rejoice when public recognition is thus bestowed upon our subject. We return with fresh interest and courage to our efforts to teach the principles of citizenship to the boys and girls under our charge. As the basic idea of our course is citizenship, I confess I much prefer the term “Civics” to “American Government,” in spite of Professor Schaper’s contempt for such designation. It gives me a much broader basis for my work than the narrower term. M. L. C. HISTORICAL SOURCES IN PUBLIC HIGH SCHOOLS. Editor HISTORY TEACHER’S MAGAZINE: The article in the September issue of THE HISTORY TEACHER’S MAGAZINE entitled “One Use of Sources in the Teaching of History” is interesting both in its point of view and in the concrete illustration of the method presented by Professor Fling. The “methods” pursued by different teachers of history will vary largely and chiefly in consonance with the respectively dissimilar aims held in mind by the teachers. I must own that an experience of ten years in teaching history in the high schools of New York City has engendered a more modest purpose than that avowed by Professor Fling; my own aim is less ambitious than his and at the same time, perhaps, more comprehensive; it may not be, like his, based upon “my conception of educational theory and of the logic of historical science”; it is, however, based upon a first-hand knowledge of the intellectual attainments and limitations of girls and boys of high school age.