Eighth.--The farmer, the country woman, the country teacher, the country editor, the country doctor, and the country business man must all join hands for better living along every line in the country. Ninth.--The community is the proper unit for rural development. Tenth.--The community must learn how to educate, to organize, and to develop itself. In attempting to carry out the ideas expressed in the statements quoted above, emphasis has been laid upon educational rallies, school farms, farmers' Chatauquas, and other means which have as their aim the idea of arousing community pride and community coöperation, not only for the benefit and betterment of the school, but also for the benefit and betterment of the members of the community who are not of school age. A great deal of emphasis has been laid upon rural school extension work, that is, work carried on under the supervision of school officers but which really devotes its main efforts to adults who are living in rural communities. One of the most recent steps in this direction was the passing of the bill known as the "Smith Lever Act" by the Federal Congress in 1914, which ultimately carries with it an appropriation of over $4,500,000 for agricultural extension and rural welfare. Under this bill, Porto Rico receives $10,000 per year for extension work among the farmers, the work being carried out under the supervision of the Federal Experiment Station located at Mayaguez. Another movement which is prominent in rural school affairs at present, is the tendency toward a larger unit of organization for taxation and administration. The rural schools of Porto Rico are already under the municipal unit of school administration, which probably will not be changed, as close supervision demands rather small units of organization. In the report of the Commissioner of Education for 1915-16 a suggestion is made that the appropriation of money for schools throughout the Island be determined by the school population in a given community and not by the taxable wealth of that community. It frequently happens that the wealthiest municipalities are the ones which are least in need of additional school facilities, and this recommendation tends to make the unit for school taxation and appropriation of funds an Insular rather than a municipal unit, as we have to-day. The idea, of course, is based upon the fact that Porto Rico is small enough so that every citizen should be interested in the education of all the children of the Island, and that the movements in education should be Insular in unit rather than municipal.