distances, so that the relief-map should not convey an impression of false proportion. The other was a lesson in map-drawing from memory. All students had places at the slate round the room, and two minutes were given to draw the outline of a map previously prepared. Then one minute was given for the drawing of a particularly difficult isolated part of the outline. When this was done, a correct map was uncovered, and students were required to correct their own drawings. After the drawings had been individually criticised by the teacher, faults were generalized, and help was given. The special features of the science work at the Normal School, Willimantic, Connecticut, is the emphasis placed on manual training, and its practical connection with all science teaching. All students, men and women, are required to invent, or make with their own hands, simple apparatus for teaching the elementary facts of physics. I saw students in the workshops, making relief-maps and models for their lessons. One was constructing a very simple model of a water-wheel, to illustrate lessons on the conservation of energy; another was making a relief-map of paper pulp, on a ground of blue-painted wood. In this school the students do not, as a rule, follow stated text-books in science. Wide reading is encouraged, and there is an excellent library of standard text-books and works of reference. There is also a model library of children’s literature for the students’ use, and an exhibition of the latest devices for “busy-work.” “Busy-work” is the work done alone by one section of a class, while the other is being directly taught by the teacher. All sorts of occupations are devised by the clever teacher for impressing facts already learnt, and the “busy-work” hour is frequently employed in cutting out outline maps, sorting beads, counting beans, etc. The object of the exhibition of “busy-work” at Willimantic is to encourage examination and criticism of such devices with regard to their educational value. The figures representing the amount granted to this Normal School last year, for “busy-work” exhibits, library books, text-books, periodicals, etc., were kindly given to me by the Principal, and I note them here, as an illustration of the readiness of New England States to furnish school supplies and apparatus. A few details of expenditure for the past year, which was by no means an exceptional year, are: Text-books and School Supplies for Normal } 1,500 dollars. and Model School } Library 500 ” Periodicals 60 ” ------ Total amount, 2,060 ” ======