Daily work began with exercises in which the whole school took part. The singing of a hymn afforded an opportunity for a singing lesson being given to the whole school, the principal acting as instructor. Then came the reading of Holy Scripture, or of selections from literature, and a short discourse by the principal, after which students were called upon to give quotations from the works of famous men and women, or to recite short poems which had been previously prepared. At the end of these public exercises, the students were required to dismiss according to word of command, to turn, march to music, and to drill as a class of children would have been required to do. This was intended to teach the students how to dismiss and drill a school or class. Lessons in psychology were given by the principal. The treatment of the subject was necessarily very elementary, and, indeed, superficial. I noticed that the teacher constantly digressed on practical points, and seemed to know exactly when digression would be of advantage to his pupils. Daily lessons on “Experiments” were also given. These were talks on some of the most elementary principles of science, and easy experiments showing how such principles might be illustrated in class. Capillary attraction was illustrated in a lesson I heard, and its bearing on everyday life was shown. Pupils were required to come out of their seats, and to arrange simple apparatus before the class. As they were quite unaccustomed to manipulate even the simplest materials, they seemed to find considerable difficulty even in drawing out glass tubing and clamping together glass plates. The feature of the school, perhaps, the most interesting, was the anxiety shown by these rural teachers to lose no opportunity for improvement, and the keenness with which they followed their daily lessons. Some of them were so untrained as to find great difficulty in following the word of command during drill, but these, who were painfully conscious of their defects, made rapid progress even in a week’s time. Summer Schools like that of Benton Harbour may give real help to the ill-prepared and untrained country teachers, in increasing their knowledge, and widening their interests. They offer advantages to those who have no opportunity for training, but their conditions are such as to prevent their becoming an adequate substitute for it. Indeed, their very existence acknowledges the fact that country teachers have no opportunities for preparation, and in itself sanctions a certain amount of superficiality.