(x.) Physical properties of soils (1). (xi.) ” ” ” (2). (xii.) Mineral constituents of soils (1). (xiii.) ” ” ” (2). (xiv.) Transpiration of plants. (xv.) Specific gravity of minerals. Field excursions were made weekly, and methods of conducting children’s field excursions were suggested and discussed. The instruction in blackboard drawing, as illustrating geographical forms, was excellent. In all cases, the students worked on paper with charcoal, at the same time as the teacher drew on the wall slate. After making a sketch, the teacher erased her work at once, in order to secure rapidity in those who were copying. The members of the class then distributed themselves round the room at various parts of the wall slate, and were required to reproduce on the wall slate the drawing they had just made, the teacher meanwhile giving individual help and criticising. The subjects for blackboard drawing for the fifteen lessons of the course were: (_a_) Illustrations to show how Blackboard Drawing can be used. (_b_) Hills, valleys, mountains, plateaus. (_c_) River-basins, waterfalls, lakes, deltas. (_d_) Erosion, cliffs, cañons, terraces, gorges. (_e_) Mountains, ranges, parallel, etc. (_f_) Continent of N. America. Esquimaux huts; Indian wigwams; logging camps. (_g_) United States. Cotton fields, rice swamps, sand bars. (_h_) Mexico. Central America. Cacti; ruins. (_i_) S. America. Fiord coasts, volcanoes; tropical forests. (_j_) Africa. Deserts, sand-dunes, oases, canals. (_k_) Abyssinian Highlands: Nile Basin, pyramids, palms. (_l_) Australia Islands, coral, volcanoes. (_m_) Eurasia; plateaus of Thibet and Gobi. (_n_) India; Spain; Italy; banyan trees. (_o_) Norway and Sweden; glaciers, icebergs. Through the kind permission of Colonel Parker, I was able to hear all lessons and to see the entire working of the school. Daily visits for nearly a fortnight served to show, that much educational life was centered there, and that teachers who occupied responsible positions in all parts of the States were receiving new light and stimulation for the working out of their own particular problems. At the college of the well-known summer assembly at Chautauqua, New York, there was no professional instruction for teachers this year. I heard some excellent teaching in physics, German and French; but beyond the fact that many of the Chautauqua college students were teachers taking holiday courses of study to equip themselves better for future teaching, the work that I saw here had no direct bearing upon the training of teachers.