How has it come about that the playground and school recess have been so generally given up? Is it altogether on account of appearances? Teachers plead that the children ought to be preserved from association with objectionable playmates. This may do for the touch-me-not, only child, but in American society it is never a strong plea. That small fraction which seeks to educate its children as a class can do so in a few schools limited to church, plutocracy, Quakerism, or some such narrow basis. But the schools of a free State are, above everything, founded on the essential equality of individuals in the State, and the possibility of every one to rise to a successful and honorable manhood. If there is one conviction above another strengthened by experience, it is that, in their choice of companions and susceptibility to influence, children are governed by their innate qualities, and these qualities are fixed by heredity and home influences long before the school age. In so large a community as a public school there is companionship for all, for it certainly represents the town itself. Let no one be afraid of the democratic instincts of childhood. I believe the playground is abolished because it interferes with that deadly order and craze for supervision which is sought for as the prime condition both inside and outside the schools. Order of a wholesome sort is not inconsistent with the free recess of a big school. I watched in Los Angeles a great school as it was marshaled out to play and back again at the sound of a drum. After a quarter of an hour of unrestrained sport, several hundreds were gathered in lines at the tap of the drum, facing the cheerful schoolhouse in the mild bright sun, their faces radiating contentment and good will while they straightened up at the mere hint of the teachers on duty. In San Francisco I once found a certain primary school keeping doll's day, when every girl brought her doll to school and exhibited her at recess. The school yard was a barren inclosure within a high board fence, but a joyful place to that young company. To what purpose are teachers urged to study psychology? The children in their seats are emptied of everything that pertains to their souls. Not to study, because the teacher will explain everything, and to behave just well enough to get safe out of school, is the simple code which covers the conduct of average children. To extend this code to ideas of social duty--the highest--is not possible while they do not form a society. Cultivation of friendship is just as much out of the case; awakening of ideals, an impossibility. But thrown together half an hour or more each day, the dead machinery that pulls the bells and adds the marks within the school walls gives way to life; and here a man who sympathizes with childhood has all the opportunity he needs, and probably much more than he can use, in providing for that life where a code of reciprocity and honor must be established. It is not as the