To go back to the square which is marked the library (Chart III, A): if you imagine rooms half in the four corners and half in the library, you will get the idea of the recitation room. That is the place where the children bring the experiences, the problems, the questions, the particular facts which they have found, and discuss them so that new light may be thrown upon them, particularly new light from the experience of others, the accumulated wisdom of the world—symbolized in the library. Here is the organic relation of theory and practice; the child not simply doing things, but getting also the _idea_ of what he does; getting from the start some intellectual conception that enters into his practice and enriches it; while every idea finds, directly or indirectly, some application in experience and has some effect upon life. This, I need hardly say, fixes the position of the “book” or reading in education. Harmful as a substitute for experience, it is all-important in interpreting and expanding experience. The other chart (IV) illustrates precisely the same idea. It gives the symbolic upper story of this ideal school. In the upper corners are the laboratories; in the lower corners are the studios for art work, both the graphic and auditory arts. The questions, the chemical and physical problems, arising in the kitchen and shop, are taken to the laboratories to be worked out. For instance, this past week one of the older groups of children doing practical work in weaving, which involved the use of the spinning wheel, worked out the diagrams of the direction of forces concerned in treadle and wheel, and the ratio of velocities between wheel and spindle. In the same manner, the plants with which the child has to do in cooking afford the basis for a concrete interest in botany and may be taken and studied by themselves. In a certain school in Boston science work for months was centered in the growth of the cotton plant, and yet something new was brought in every day. We hope to do similar work with all the types of plants that furnish materials for sewing and weaving. These examples will suggest, I hope, the relation which the laboratories bear to the rest of the school. [Illustration: Chart IV.]