The most interesting article in the June number is an article by Professor Marshall of the Alameda (Cal.) High School on Present Tendencies in High School History Teaching. After discussing the question of pedagogy and the child-study for the high school he goes on to say regarding the tendencies of teaching that "the increased emphasis upon economic and social history is sound, for it broadens the view of the child, increases his understanding of the human kind, and gives him the substance for the forming of judgments. But when it comes to the shifting of emphasis, the pendulum begins to swing the other way. In ancient history I would push back the borders to the earliest dawn of civilization, broadening rather than contracting its limits. Greek history should not be curtailed to give more time to the Roman Empire. The Hellenic contribution to mankind is as vital as that of the Roman." For the European and English history he would also be conscious of the long past on which they rest, stating that all questions of the day thread their way far into the past. For American history he would push the colonial periods into their respective European settings and see them also as part of that great movement of Europe as a whole for colonial expansion. His view of the teaching of local history is interesting--and he is speaking for California conditions. Local contracts rather than broadens the vision of the child; too often the pupils can see no further than the boundary of his state, forgetting the general movement of which his state is only an incident. He also points out the scarcity of suitable and worthy texts on local history; and closes with the belief that "There are two places in the wide field of education where California history has its place; namely, in the grammar school, where a technical knowledge of the subject is unnecessary, and in the post-graduate work of the university, where the subject is a fruitful field for investigations." In the same number is also a thoughtful article: Suggestions for Beginners in the Teaching of History. * * * * * The TEXAS HISTORY TEACHERS' MAGAZINE for May contains an article by Professor Riker of Texas on The Art of Studying the Text-Book. High school teachers of European history will very likely find many valuable suggestions in it. Of special value is the article by Professor Kellar of Texas on Some Suggestions for Equipment in History Teaching in the High School. In the thirty-three pages he gives an excellent selection of books for high school purposes on Ancient, Medieval and Modern, English, American, History and Civics. The lists are arranged in separate lists, costing, respectively, $5, $10, $25, $50 and $100. * * * * *