=Some Improvement.=--It is not intended here to assert or to convey the impression that there has been no progress in any direction in the rural schools. It is the personnel of the country school--the strength and power of initiative in the teachers of that day--that is here referred to. Although there has been some progress in many lines it has not been in the direction of stronger teachers. The textbooks in use to-day in various branches are decidedly superior to those used in former days, although some of these older books were by no means without their points of strength and excellence. Indeed, I sometimes think that textbooks are often rendered less efficient by being refined upon in a variety of ways to conform to the popular pedagogical ideas of the day. It is no doubt true also that there has been, in the last thirty or forty years, much discussion along the lines of psychology and pedagogy and the methods of teaching the various branches. The professional spirit has been in the air, and there has been much writing and much talking on the science and art of teaching. But it must be confessed that, while this is desirable and in fact indispensable, much of it may be little more than a mere whitewash; much of it is simply parrot-like imitation; much of it is only "words, words, words." Far be it from me to underestimate the value of this professional and pedagogical phase of the teacher's equipment. Nevertheless, when all is said and duly considered, it is personality that is the greatest factor in the teacher. A good, sound knowledge of the subjects to be taught comes next; and last, though probably not least, should come the professional preparation and training. Without the first two requisites, however, this last is worth little. It is a lamentable fact that, in almost every section of our country, there are persons engaged in teaching rural schools, who are not only deficient in personal power but whose academic education is not such as to afford an adequate foundation for professional training. =Strong Personalities in the Older Schools.=--As an example of strong personalities I remember one teacher who in middle life was recognized as a leader in his community; another one, after serving an apprenticeship in the country schools, became a prominent and successful physician; a third became a leading architect; a fourth, a lawyer; a fifth went west and became county judge in the state of his adoption; a sixth entered West Point Military Academy and rose rapidly in the United States army. These instances are given to show that many of the old-time country teachers were men of force and initiative. They became to their pupils ideals of manhood worthy to be patterned after. These all taught in one neighborhood, but similar strong characters were no doubt engaged in the schools of surrounding neighborhoods. What rural school of to-day in any state can boast of the uplifting presence of so many men teaching in one decade?