Heretofore the State course of study has not provided for a satisfactory history program in the high schools, but with this year a new course of study goes into operation which gives about three years to history. At the request of the State Department of Education Professor Walter L. Fleming, of the State University, has prepared a syllabus covering the work, with suggestions for map work, reading, note-books, etc. In the future two or even three years’ work in history may be required of the candidates for the freshman class. Considerable interest has been developed in certain fields of history by the Rally Day competition at the University. The high schools of the State send representatives to the High School Rally Day at the University in April. These pupils are chosen after local contests and sent to Baton Rouge. The pupils’ subjects for the debate and essay contests are published by the Program Committee. To prepare teachers adequately for their work two courses are offered at the State University, one in “Methods of Teaching History,” and another in “Aids in the Studying and Teaching of History.” Instruction covers use of texts, sources, reference works, map work, pictures, advertising, material useful in history teaching, etc. Great improvement is already noticeable and especially good work is done in Shreveport and New Orleans. Proceedings of the North Central History Teachers’ Association. The annual report of this association, containing the papers and discussions of the April meeting, was issued during the summer. As usual, it contains much which will repay careful reading and reflection even by those who were fortunate enough to be present at the meeting. Professor Samuel B. Harding, of Indiana University, in treating of “Some Concrete Problems in the Teaching of Medieval and Modern History,” opposed the plan of teaching this field of history on the “single nation” plan. With regard to the proportion of time to be allotted the parts of this course, he advocated giving roughly one-third to the period 800 A.D.-1500 A.D.; another one-third to the period ending with 1789, and the final one-third to the French Revolution and the 19th century. He suggested several devices for emphasizing the “time” problem, or chronology, urged the use of maps, and especially called attention to the greatest problem, how to make history concrete, how to make it definite. The speaker advocated the regular use of note-books and urged a greater use of pictures.