Another subject in which the history teacher should be interested is that of local names. The tendency of American legislators is to obliterate local names, particularly if they have not what is deemed a proper connotation, and substitute for them the names of petty politicians or, what is even worse, some system of numerals. Compare, for instance, the system of numbering public schools in New York City with that of naming them in use in some other cities; or that of numbering all streets and avenues and wards with the custom of keeping the old historic names. Much of the sentiment for us to-day would be taken from London, or Paris, or even our own Boston, if a numbering system, independent of local traditions, had been adopted two hundred years ago. The proper marking of historic spots is a matter of interest to any community, and the history teacher should be a leader in such an undertaking. Much is being done in this direction by individuals and societies, but much more needs to be done. In awakening public interest, even by showing the authorities that it is economically wise to mark such spots for the encouragement and convenience of visitors, the history teacher will win respect from the community. Historical pageants have been held in parts of Europe for centuries, but recently they have been revived upon a large scale, and already America has seen several which would rank high with those of Europe. The pageants at Quebec, Pittsburgh and Philadelphia in 1908, at Lake Champlain in 1909, and the Hudson-Fulton celebration in New York all furnish excellent opportunities for education in historical facts and development. Such lessons will grow in number with increasing respect for the past, and with the growing desire for meaning in pageantry, rather than noise and sound in parades. Here also the history teacher will find wide opportunity for all his knowledge and experience. Surely it is the fault of the teacher and not of history itself if the community ignores him and his subject. American History in the Secondary School ARTHUR M. WOLFSON, PH.D., Editor. FOUNDATIONS FOR THE STUDY OF THE FOREIGN RELATIONS OF THE UNITED STATES. The ratification of the Constitution of the United States marks the end of one period of American history and the beginning of another. At that point the teacher should pause and gather up with his class all the threads which he has thus far been following. The problems henceforth to be presented are those of a well-established, entirely independent nation.