Nor far from the church, in another old field, there was a little broken-down, unsightly building which had never been touched by paint or whitewash. This was the school. The teacher went with the minister. He had about fifty or sixty children in his school, but the things that he taught them had no more relation to the life of that community than the preacher’s sermons had. The weakness and poverty of this little Negro settlement gave me, however, the chance that I wanted. I determined to try there the experiment of building up a model school, one that should actually seek to articulate school life into every-day life. I cannot give here a detailed history of this experiment, but I will briefly describe conditions as they exist to-day. In place of the old building to which I have referred, there is now a comfortable five-room house, resembling in style and general appearance the cottages of the more prosperous farmers of the neighbourhood. In this building, surrounded by its garden, with its stable and outbuildings adjoining, the teachers (a man and his wife) live and teach school. All of the rooms, as well as the garden and the stable, are used at different times in the day for teaching pupils the ordinary household duties of a farmer and his wife in that part of the country. Here the children learn to make the beds and to clean, dust, and arrange the sitting room. At noon they go into the kitchen, where they are taught to cook, and into the dining room, where they are taught to lay the table and serve a farmer’s meal. The flowers in the front yard are cared for by the children of the school. The vegetables in the garden are those which have been found best adapted to the soil and the needs of the community, and all are planted and cared for by the teachers and students. There is a cow in the barn, and near by are pigs and poultry. The children are taught how to keep the cow house, the pig sty, and the poultry house clean and attractive. The usual academic studies of a public school are taught in the sitting room. There is, however, this difference: the lessons in arithmetic consist for the most part of problems that have to do with the work that is going on at the time in the house, the garden, or on the farms in the surrounding community. As far as possible, all the English composition work is based on matters connected with the daily life of the community. In addition to the ordinary reading book, pupils in this school spend some time every week reading a little local agricultural newspaper which is published at Tuskegee Institute in the interest of the farmers and schools in the surrounding country.