The cost is merely nominal, and the teacher or pupil will benefit much by studying out in detail the significant facts from maps in atlases or text-books. For =UNITED STATES HISTORY= there are maps of the country as a whole, of the Eastern Section, the Upper and Lower Mississippi Valley, the Pacific Coast, New England, the Middle Atlantic and the South Atlantic States, of North America and the World. For =ENGLISH HISTORY= there are maps of England, the British Isles, France and England, Europe and the World. For =ANCIENT HISTORY= there are maps of the Eastern World, Palestine, Greece, Italy, the Roman Empire, and Gaul. For =EUROPEAN HISTORY= there are maps of Europe as a whole, the Mediterranean World, Central Europe, France, Italy, England, the British Isles, and of the several Continents for the study of European colonization. For =GEOGRAPHY= there are maps of the world, of each of the Continents, and of many subdivisions of the Continents of Europe, Asia, and North America. For =ECONOMICS, HISTORY, AND GEOGRAPHY=, there is the new cross-ruled Coördinate Paper for depicting lines of growth and development. Price, 20 cents each Postage extra, 10 cents for one map; 2 cents for each additional map. Ten or more copies, 17 cents each; twenty-five or more copies, 15 cents each; carriage extra. McKINLEY PUBLISHING CO. 5805 Germantown Avenue PHILADELPHIA, PA. * * * * * AN IDEAL AND ITS ATTAINMENT What the Editors of the Magazine Have Done and What They Hope to Do =FOUR MONTHS OLD TO-DAY, DECEMBER FIRST=, is THE HISTORY TEACHER’S MAGAZINE. Not backed financially by any teachers’ organization, as are many pedagogical papers, it was planned and put forth upon their personal responsibility by a representative board of editors and by the publishers, acting upon the belief that the time was ripe for such a publication. They believed that the awakening consciousness of history teachers needed a national spokesman. They felt that the renaissance in history teaching, already showing itself in many schools, in a few books on methods, and in the activities of teachers’ associations, should be presented to a wider constituency. They believed that there was a vast amount of good experience in teaching which was not as fruitful as it should be, because it could not be brought to the attention of other teachers.