The later eighteenth century teems with personalities, so that it is difficult not to crowd the canvas and to nullify all individual impression by the force of numbers. George III himself, much blackened by American semi-traditions of thought is not as uninteresting or as stupid or as objectionable as your pupil probably thought him. A just view of King George is a worthy aim to set up for at least one lesson. Lord North, too, always has an interest for Americans. But far above these are Pitt and Burke and Fox. O for the chance to deal with these men as we ought in the class room; to read what they said and to examine what they did! Green has drawn William Pitt the younger in his best style, pp. 790-791. For Burke one should go to Augustine Birrell’s “Obiter Dicta” for an essay that is light in its touch but keen. Trevelyan gives us Fox, though at too great length for busy men, and Macaulay--well, no class has entirely received its due unless it has heard the passage from “The Impeachment of Warren Hastings,” beginning “The place was worthy of such a trial. It was the great hall of William Rufus,” etc. Time and space fail us, and the age of reform must wait for discussion until next number, as well as the methods of review pertinent to the otherwise pleasant month of May. FOOTNOTE: [3] Charles Scribner’s Sons, 1909. Reports from the Historical Field WALTER H. CUSHING, Editor. HIGH SCHOOL RALLY DAY. An interesting instance of the influence of universities upon state high schools is to be seen in Louisiana. The Louisiana State University has arranged for an annual high school rally which this year will be held on April 29th and 30th. At the rally there are literary contests in English composition, in debating, in declamation, in vocal music, in spelling, in English composition for the eighth grade, and in history. There are also many athletic events. Prizes offered for the literary contests are usually scholarships in the University. The following is a description of the exhibit in history: “Exhibit of Work in History. The exhibits may consist of any or all of the following: Individual notebooks (containing topical outlines or summaries based upon the text or upon collateral reading); papers or reports to be read in the class; illustrations (pictures and maps); map work of students (single maps traced or based on outline maps, or atlases or wall outline maps filled in). “No prescribed notebook or map work is suggested. It is desired that the teacher use his or her own judgment as to the kind of work suited to the class. “The contest is limited to the tenth grade in each high school. The work of the entire class is to be exhibited. The grade must contain not less than five pupils. The teacher’s certificate as to the number in class should accompany the exhibit. “Neatness, accuracy, and good English will be considered as well as evidence of proficiency in historical studies.