The City Training Schools are purely professional institutions. They admit only graduates of High Schools of the city, and give them a course of one or two years in theory and practice of teaching. The amount of time given to theory varies a good deal in the different cities. Practice in teaching is usually gained in a practising school well equipped with good teachers, who help and guide the students in their work. In some instances, however, students gain their experience by teaching under supervision, in the schools of the city. Emphasis of the practical side of the teacher’s work seems to be a good feature of the training schools generally. In all the City Training Schools which I visited much opportunity was given for actual teaching, and for practically dealing with the problems of discipline and organization in the school-room. Such opportunities are multiplied by the system of substitute service, which seems to be organized in most of the cities of the United States. Students of the training schools, during the latter part of their course, are registered on a substitute list, and may be called to supply the place of teachers temporarily absent from the Common Schools. Responsibility taken for a week, or even a day, is excellent training for future teachers, and in cases where permanent vacancies occur the student who has shown herself capable in such an emergency is often appointed to the post. Among the largest and most successful of the City Training Schools is the Boston Normal and Rice Training School. This, although a City Normal School by name, differs in many respects from the City Normal Schools of New York and Philadelphia. Its work is strictly professional, and seems to correspond rather with the Training Schools of other cities than with those known as Normal Schools. The Rice Training School offers an ordinary course of two years, and an advanced course for further professional work. The practising school in the same building gives the opportunity to the students of teaching and observing children, and beyond this the “Supervisors of Public Instruction” in the city have made arrangements for allowing the students to watch and teach in some of the best Primary and Grammar Schools of Boston. Completion of the Boston High School course, or college graduation, exempts from the entrance examination of the school. Theoretical instruction in pedagogical subjects is given in the morning, teaching in the practising school occupies the afternoon hours. Psychology is taken almost every day throughout the course. Theory of the kindergarten is studied in the second term, and logic in the third. The history of education is also taken in outline.