In the school at Roskilde there are usually about one hundred and fifty students. During the winter term of five months the young men are in school; in the summer the young women take their turn. Pupils pay for board and lodging twenty crowns, a little more than five dollars a month, and for tuition, twenty crowns the first month, fifteen the second, ten the third, five the fourth, and nothing the fifth. These figures are themselves an indication of the thrift as well as the simplicity with which these schools are conducted. Twenty years ago, when they were first started, I was told the pupils used to sleep together, in a great sleeping room on straw mattresses, and eat with wooden spoons out of a common dish, just as the peasant people did at that time. This reminds me that just about this same time, at Tuskegee, pupils were having similar hardships. For one thing, I recall that, in those days, the food for the whole school was cooked in one large iron kettle and that sometimes we had to skip a meal because there wasn’t anything to put in the kettle. Since that time conditions have changed, not only in the rural high schools of Denmark, but among the country people. At the present day, if not every peasant cottage, at least every coöperative dairy has its shower-bath. The small farmer, who, a few years ago, looked upon every innovation with mistrust, is likely now to have his own telephone—for Denmark has more telephones to the number of the population than has any other country in Europe—and every country village has its gymnasium and its assembly hall for public lectures. I have before me, on my desk, a school plan showing the manner in which the day is disposed of. School begins at eight o’clock in the morning and ends at seven o’clock in the evening, with two hours rest at noon. Two thirds of the time of the school is devoted to instruction in the Danish mother-tongue and in history. The rest is given to arithmetic, geography, and the natural sciences. It is peculiar to these schools that most of the instruction is given in the form of lectures. There are no examinations and few recitations. Not only the natural sciences, but even the higher mathematics, are taught historically, by lectures. The purpose is not to give the student training in the use of these sciences, but to give him a general insight into the manner in which different problems have arisen and of the way in which the solution of them has widened and increased our knowledge of the world. In the Danish rural high school, emphasis is put upon the folksongs, upon Danish history and the old Northern mythology. The purpose is to emphasize, in opposition to the Latin and Greek teaching of the colleges, the value of the history and the culture of the Scandinavian people; and, incidentally, to instil into the minds of the pupils the patriotic conviction that they have a place and mission of their own among the people of the world.