Current History, JOHN HAYNES, Dorchester High School, Boston, Mass.
American History in Secondary Schools, ARTHUR M. WOLFSON, Ph.D., DeWitt Clinton High School, New York.
The Teaching of Civics in the Secondary School, ALBERT H. SANFORD, State Normal School, La Crosse, Wis.
European History in Secondary Schools, DANIEL C. KNOWLTON, Ph.D., Barringer High School, Newark, N. J.
English History in Secondary Schools, C. B. NEWTON, Lawrenceville School, Lawrenceville, N. J.
Ancient History in Secondary Schools, WILLIAM FAIRLEY, Ph.D., Commercial High School, Brooklyn, N. Y.
History in the Grades, ARMAND J. GERSON, Supervising Principal, Robert Morris Public School, Philadelphia, Pa.
HENRY JOHNSON, Teachers’ College, Columbia University, New York.
GEORGE H. GASTON, Wendell Phillips High School, Chicago, Ill.
JAMES F. WILLARD, University of Colorado, Boulder, Col.
H. W. EDWARDS, High School, Berkeley, Cal.
WALTER L. FLEMING, Louisiana State University, Baton Rouge, La.
MARY SHANNON SMITH, Meredith College, Raleigh, N. C.
A meeting of the editors and correspondents of THE HISTORY TEACHER’S MAGAZINE will be held in Teachers’ College, Columbia University, New York, on Tuesday, December 28, at 3.30 o’clock. The meeting will be an open one, and the attendance is requested not only of the editorial staff, but also of contributors and others interested in extending the usefulness of the Magazine. Such a conference, giving opportunity for comparison of views, should strengthen the policy of the paper. It is planned to make the editorial conference an annual matter, meeting at the same time and place as the American Historical Association.
The teacher of history in secondary school or college has a better opportunity to influence the community in which he lives than the teacher of almost any other subject; and if to history it be his or her lot to add economics and government as well, the field of influence should be correspondingly widened. Mathematics, formal English, exact science, the foreign languages, one and all, must give way in human interest to that of biography and history. At the beck and call of the historian there are all our records of what man has thought and said and done. Shall the history teacher leave those fields untouched? Shall he keep his knowledge to himself alone? Shall he limit himself to text-book work in the class-room, and do nothing to extend the interest in his subject throughout the community? If this is his practice, no wonder his subject is treated with disdain by school directors, no wonder that he cannot get a library of books upon his subject, no wonder that he becomes an irresponsive fossil.