and the work before this section is begun by a first-class lecturer on the same subject, all are alive and ready to profit by a co-operative discussion. Not only this, but in a meeting of a group or organization such as this, where a definite kinship is felt, teachers are fitted to profit greatly from the so-called "Experience Meetings."

This same plan for organization could be equally applicable to other classes of teachers in the county, such as Intermediate, Advanced, Rural and High School.

Another plan at the disposal of the county superintendent, and which has been worked with very good success in one or two counties in California, is to send out to teachers before the instute convenes the problems or subjects in the form of questions, which are to be dealt with at the institute.

Again, the Reading Circle work might be successfully connected to the institute and form a common background for discussion. It is open to this objection, however, that it is (the material) too distant from the immediate wants of the teachers to seriously engross their attention and interest.

THE LECTURER.

After the proper grouping of the teachers has been formed and a common interest aroused, the next concern of the superintendent is the securing of the right sort of lecturer. He should be primarily a teacher rather than an orator and a man of first rank in the profession. The success of any institute is absolutely dependent upon him and to economize here by the employment of mediocre men and ordinary home talent is a poor policy. Oregon county superintendents have been somewhat handicapped in the past by a lack of sufficient funds for this purpose, which has necessitated the employment of local school men. Probably one general inspirational address ( and surely not more than two per day) should be arranged for the assembly session.

SOCIAL.

Another feature of the institute which seems to have been somewhat neglected in the planning of the program is the cultural and social, more particularly the latter. Each evening

of the session there could (and perhaps should) be arranged some social function such as informal receptions, music, plays, recitals, etc. In fact, the whole thing should be so planned and carried out that every minute of the teacher's time is filled, interesting and inspiring. The whole atmosphere surrounding the institute sessions must be such that every one can and will "join in the game," that he or she will feel himself or herself an integral part of the whole, rather than an onlooker.

In closing, I believe that Oregon has as good an institute provided for by law as any state in the union. But no law can make an institute. It can provide for the framework and the funds (and in the last named, Oregon's condition could be improved somewhat). But whether it is to be a living institution and a force for good in the state and advancement of the profession, depends almost entirely upon the county superintendent.