THE HISTORY TEACHER'S MAGAZINE for September indicates by its articles that it is to continue the consideration of the Ancient History teaching. A good article deals with the European War and History Teachers, and holds that this war must have a deep interest "for every teacher whose mind is at all trained to grasp the true significance of events. The history teacher has now the opportunity to stand as an expert guide for his school community and for the larger community about the school." Two articles consider from different points of view the question of the ends for which history is studied and taught in the grades and high schools. One of them is on the Early Teaching of History in Secondary Schools giving the reasons for this study as seen in texts and books of instruction since 1743. The reasons are arranged as follows: moral training; provision for leisure hours; religious training; patriotism; overcoming international prejudice; training for citizenship; discipline. The second article is on The Reconstruction of History Teaching. Here Professor Gathany analyzes the question under the heads of Point of view, subject matter and results. The old school of history teaching, as he calls it, taught the subject as a body of knowledge and stopped there. The new school does this and goes further to ask other questions. In his own words he puts it: "This newer school says: study the past, but don't stop _right_ there. Study the past not simply to know the past _because_ it is the past, but study the past so as to know how the present has come to be. Don't stop right there even, says this recent school, but go a step further, and study the _present_, so as to understand the life that now _is_. Study the past and the present so that we may intelligently analyze the present and its problems. This school believes that historical facts or events are comparatively of little value unless they have a bearing upon the present world of thought and action. The real function of history teachings according to the new school is to develop _constructive_ and _interpretative power_ in order that we may rightly judge contemporaneous problems, movements, institutions, and public leaders. We are to study history not for history's sake, but for our sake and for our children's sake." The book reviews in this number of the History Teacher's Magazine are of their usual poor quality; while the list of recent historical publications is of its usual excellent quality. INDEX TO VOLUME 5, 1914 Adams, John Quincy, and the Oregon Question. (Meany), 207-214 Adams, John Quincy. Writings. Edited by W. C. Ford. (Note), 61, 217 Adams, E. D. The Power of Ideals in American History. (Note), 147 American and British Treatment of the Indians of Puget Sound. By W. J. Trimble, 32-54 American Historical Association. Meeting, December, 1913, 153-155 Anderson, Andrew. Death, 23 Andrews, Lyman Beach. Death, 25