Psychical hygiene now presents itself on the threshold of the school with its new precepts, precepts which economically are certainly no more onerous than those entailed by the first triumphant entry of physical hygiene. They require, however, that schoolrooms be enlarged, not in deference to the laws of respiration, for central heating, which makes it possible to keep windows open, renders calculations based on cubic measure negligible; but because space is necessary for the liberty of movement which should be allowed to the child. However, as the child's walking exercise will not be taken indoors, this increase of space will be sufficient if it permits free movement among the furniture. Still, if an ideal perfection is to be achieved, we may say that the "psychical" class-room should be twice as large as the "physical" class-room. We all know the sense of comfort of which we are conscious when a good half of the floor space in a room is unencumbered; this seems to offer us the agreeable possibility of _moving_ about freely. This sensation of well-being is more intimate than the possibility of breathing offered to us in a room of medium size crowded with furniture. Scantiness of furniture is certainly a powerful factor in hygiene; here physical and psychical hygiene are at one. In our schools we recommend the use of "light" furniture, which is correspondingly simple, and economical in the extreme. If it be washable, so much the better, especially as the children will then "learn to wash it," thus performing a pleasing and very instructive exercise. But what is above all essential is, that it should be "artistically beautiful." In this case beauty is not produced by superfluity or luxury, but by grace and harmony of line and color, combined with that absolute simplicity necessitated by the lightness of the furniture. Just as the modern dress of children is more elegant than that of the past, and at the same time infinitely simpler and more economical, so is this furniture.