The children, by their attendance, give the best evidence that the Vacation School is in their opinion a good way of spending a holiday and the report gives greater detail as to the reason. The teachers tell how “listless manners give place to animation and energy, and how the tendency prevalent among the boys to loaf or aimlessly to idle away their holidays was checked by the introduction of an objective, the absence of which is chiefly responsible for the loafing tendency.... The absence of restraint appears to lead to more honourable and more thoughtful conduct, and little acts of courtesy and politeness increased in frequency as the holidays drew to an end.... Educationally the children benefit in increased manual dexterity, by the creation of motive, the training of the powers of observation, and the development of memory and imagination.... In many cases ... new capabilities were discovered, and talents awakened by the more congenial surroundings. Some children, who at first appeared dull and inattentive, brightened up and became most interested in one or more of their varied occupations.... Little chats on the Excursions revealed a marked widening of outlook.” In such testimony as this it is quite easy to find the reason why the children so greatly enjoyed themselves. They had a variety of new interests and they had the sense of “life” which comes in the exercise of new capacities. They were never bored and they felt well. The parents, whose burden during holidays is often forgotten, seem to have expressed great appreciation at the provision for the children’s care, and as for the teachers, one goes so far as to say that “the kind of experience gained is a teacher’s liberal education and training”. The Report as a result of such testimony, naturally recommends an extension of the plan of Vacation Schools, so that this summer a greater number may be provided. I would, however, submit that the testimony justifies something more thorough.