Ninth.--The teacher should be able to discriminate between essentials and non-essentials and omit the latter, thus giving more time to the problems of country life. He should get away from the formalism of textbooks, using them only as tools, and adapt all his work to the needs and interests of the community. He should not attempt to be too scientific, but should teach in terms of child life. And even in his intercourse with the patrons of the school he should put himself, in manners and conversation, on terms of equality with them. The teacher should learn to use his energy for better and more definite planning, and in the schoolroom should do for the children fewer of those things that may be done by the pupils themselves. There is no reason why pupils should not be taught to study and work independently, and the school that fulfills its highest mission trains children to become independent workers. Especially is this true in the country, where pupils should work as well as study and recite. Mere academic training in the rural school will defeat the purpose of the school and will be very apt to produce young men and young women who are dissatisfied with the conditions under which they must live after leaving school. PRESENT-DAY RURAL SCHOOL MOVEMENTS WITHIN the last few years, rural education in the United States has received a great deal of attention, and many plans have been suggested for the betterment of rural teaching. Conferences of state and national educators have been held for the purpose of discussing the rural school question, and out of the mass of school movements, discussions, and ideas which have been presented, there are some which might be made applicable to the situation as it exists in Porto Rico. The following ideas seem to indicate the spirit which underlies rural education of the present day. They are the result of a conference held in Kentucky in 1914 by people who were especially interested in rural school problems: First.--The greatest social need of the century is the organization and consequent up-building of the rural life of America. Second.--This must be the outgrowth of the self-activity of rural life forces. Third.--Outside forces can only assist in the work. Fourth.--There is a need of raising the general level of living in the country in order to keep the brightest and best people from leaving the country in too great numbers. Fifth.--To educate the young in the schools, to elevate their ideals, to arouse their ambitions without raising the level of living and offering them a broader field for the exercise of their talents, may do as much harm as good. Sixth.--The school is only one of the agencies for community up-building. Seventh.--There must be coöperation among the rural life forces, all working together for a common end.