Too much importance cannot be attached to the sentiment which has been thus created in the last half-dozen years. It was the necessary step in the preparation for more definite things. Its immediate value has been in the awakening of people to such an extent that they will not only put their children in school but will also tax themselves for educational purposes. General and local taxation, as a result, has been increasing at a significant rate. Indeed, some of the Southern states are now giving a larger proportion of their income from taxes to the use of education than the states of the North and West. They are everywhere building better schoolhouses, furnishing better equipment, and demanding better trained teachers. Consolidation of schools, free transportation, longer terms, expert supervision, the removal of educational matters from the blight of political influence, are the things which now make the educational atmosphere fairly electric with reform, and the next few years will show a growth that will please even the most ardent optimist. This general agitation has thus connected with it certain definite aims and methods of educational policy, which have already taken shape and are bearing fruit. Not the least important among them has been the effort to secure, above everything, trained teachers. Many of the states have either established Normal Schools for this purpose or have added to their Universities departments of Education. But it has been felt that even these were not sufficient to meet the demands for a trained teaching force. Hence in some of the states, in Georgia, Mississippi, and South Carolina, for example, summer schools with an attendance of from four to six hundred have been running for a number of years, and at Knoxville the great Summer School has been drawing from all over the South a choice body of teachers to the number of two thousand, and offering them the best instruction to be had, North or South. To the influence of these general schools is to be added that of the County Institutes, which of themselves have been an inestimable source of power. All have stood for an intelligent knowledge of the situation, for the missionary spirit of propaganda, for a broader and more accurate scholarship on the part of the teacher, for the application of expert, up-to-date methods of instruction and organization, and for the raising of the teacher’s work to the dignity of a great profession. The significance of all this is that this movement for popular education is laying its foundations in wisdom in that it sees that the teacher himself must first be taught.