The session on Saturday morning, April 2d, was fully attended, and interest in the program which had been arranged by the president, Carl E. Pray, of the State Normal School at Milwaukee, held the audience until a late hour. Miss Lillian Thompson, of the Englewood High School, Chicago, gave a spirited and practical talk upon “The Use of Pictures in History Instruction.” That Miss Thompson has made a study of child nature, as well as of pictures, was evident. She said, the teacher must put herself in the pupil’s attitude and must realize his poverty of ideas and mental images. She must be tactful and sympathetic in satisfying the pupil’s curiosity, and in leading him to see the essentials in pictures. Besides, the teacher must study the pictures and plan carefully the presentation of them. Not the lecture but the question method is the best for lower high school classes. Much wisdom, drawn from experience, was packed into a brief paper read by Professor G. C. Sellery, of the University of Wisconsin. This paper cannot be adequately summarized in a few words. The old method of teaching history insisted upon the learning of certain facts by force of memory. Now we have a higher ideal--we ask pupils to understand, rather than to remember. But we have gone too far in this direction: pupils gain much discipline, but little knowledge. What is the remedy? Treatment that will yield discipline requires time; hence, teach fewer topics and teach them in detail, but emphasize the essentials. Then by reviews drill upon the facts that should be remembered. Discipline and knowledge are the two sides of the shield of history teaching. “The Use and Abuse of Note Books” was the subject of a paper thoroughly worked out by Professor Albert H. Lybyer, of Oberlin College. A well-balanced position was maintained between the proper use of note books as a means to certain ends, and their abuse in the hands of pupils. No more use of them was recommended than could be properly supervised by the teacher. There should be no note book requirement in the grammar grades.