4. Individual attention. This is secured by small groupings—eight or ten in a class—and a large number of teachers supervising systematically the intellectual needs and attainments and physical well-being and growth of the child. To secure this we have now 135 hours of instructors’ time per week, that is, the time of nine teachers for three hours per day, or one teacher per group. It requires but a few words to make this statement about attention to individual powers and needs, and yet the whole of the school’s aims and methods, moral, physical, intellectual, are bound up in it. I think these four points present a fair statement of what we have set out to discover. The school is often called an experimental school, and in one sense that is the proper name. I do not like to use it too much, for fear parents will think we are experimenting upon the children, and that they naturally object to. But it is an experimental school—at least I hope so—with reference to education and educational problems. We have attempted to find out by trying, by doing—not alone by discussion and theorizing—_whether_ these problems may be worked out, and _how_ they may be worked out. Next a few words about the means that have been used in the school in order to test these four questions, and to supply their answers, and first as to the place given to hand-work of different kinds in the school. There are three main lines regularly pursued: (_a_) the shop-work with wood and tools, (_b_) cooking work, and (_c_) work with textiles—sewing and weaving. Of course, there is other hand-work in connection with science, as science is largely of an experimental nature. It is a fact that may not have come to your attention that a large part of the best and most advanced scientific work involves a great deal of manual skill, the training of the hand and eye. It is impossible for one to be a first-class worker in science without this training in manipulation, and in handling apparatus and materials. In connection with the history work, especially with the younger children, hand-work is brought in in the way of making implements, weapons, tools, etc. Of course, the art work is another side—drawing, painting, and modeling. Logically, perhaps, the gymnasium work does not come in here, but as a means of developing moral and intellectual control through the medium of the body it certainly does. The children have one-half hour per day of this form of physical exercise. Along this line we have found that hand-work, in large variety and amount, is the most easy and natural method of keeping up the same attitude of the child in and out of the school. The child gets the largest part of his acquisitions through his bodily activities, until he learns to work systematically with the intellect. That is the purpose of this work in the school, to direct these activities, to systematize and organize them, so that they shall not be as haphazard and as wandering as they are outside of school.