general claim to comprehensive culture and awareness unafraid the legend of her vicarious exposure. Mr. Frank Sanborn's school, which I have already mentioned and to which the following alludes, was during the years immediately preceding the War, as during those of the War itself, the last word of what was then accounted the undauntedly modern, flourishing as it did under the patronage of the most "advanced" thought. The "coeducational" idea had up to that time, if I mistake not, taken on no such confident and consistent, certainly no such graceful or plausible form; small boys and big boys, boys from near and boys from far, consorted there and cohabited, so far as community of board and lodging and of study and sport went, with little girls and great girls, mainly under the earnest tutoring and elder-sistering of young women accomplished as scholarly accomplishment in such cases was then understood, but with Mr. Sanborn himself of course predominantly active and instructional, and above all with the further felicity of the participation of the generous Emerson family by sympathy and interest and the protective spread of the rich mantle of their presence. The case had been from the first a frank and high-toned experiment, a step down from the tonic air, as was so considerably felt, of radical conviction to the firm ground of radical application, that is of happy demonstration--an admittedly new and trustful thing, but all the brighter and wiser, all the more nobly and beautifully workable for that. With but the scantest direct observation of the attempted demonstration--demonstration, that is, of the excellent fruit such a grafting might produce--I yet imagine the enacted and considerably prolonged scene (it lasted a whole decade) to have heaped perfectly full the measure of what it proposed. The interesting, the curious, the characteristic thing was just, however, I seem to make out--I seemed to have made out even at the time--in the almost complete absence of difficulty. It might almost then be said of the affair that it hadn't been difficult enough for interest even should one insist on treating it as sufficiently complicated or composed for picture. The great War was to leave so many things changed, the country over, so many elements added, to say nothing of others subtracted, in the American consciousness at large, that even though the coeducational idea, taking to itself strength, has during these later years pushed its conquests to the very verge of demonstration of its inevitable limits, my memory speaks to me of the Concord school rather as of a supreme artless word on the part of the old social order than as a charged intimation or announcement on the part of the new. The later arrangements, more or less in its likeness and when on a considerable scale, have appeared, to attentive observation, I think, mere endlessly multiplied notes of the range of high spirits in the light heart of communities more aware on