In mechanics they have studied locks and clocks with reference to the adaptation of the various parts of the machinery. All this work makes a most excellent basis for more formal physics later on. Cooking gives opportunity for getting a great many ideas of heat and water, and of their effects. The scientific work taken up in the school differs mainly from that of other schools in having the experimental part—physics and chemistry—emphasized, and is not confined simply to nature study—the study of plants and animals. Not that the latter is less valuable, but that we find it possible to introduce the physical aspects from the first. If I do not spend a large amount of time in speaking of the music and art work, it is not because they are not considered valuable and important—certainly as much so as any other work done in the school, not only in the development of the child’s moral and æsthetic nature, but also from a strictly intellectual point of view. I know of no work in the school that better develops the power of attention, the habit of observation and of consecutiveness, of seeing parts in relation to a whole. I shall now say a few words about the administrative side of the school. At the outset we mixed up the children of different ages and attainments as much as possible, believing there were mental advantages in the give-and-take thus secured, as well as the moral advantages in having the older assume certain responsibilities in the care of the younger. As the school grew, it became necessary to abandon the method, and to group the children with reference to their common capacities. These groupings, however, are based, not on ability to read and write, but upon similarity of mental attitude and interest, and upon general intellectual capacity and mental alertness. There are ways in which we are still trying to carry out the idea of mixing up the children, that we may not build the rigid stepladder system of the “graded” school. One step in this direction is having the children move about and come in contact with different teachers. While there are difficulties and evils connected with this, I think one of the most useful things in the school is that children come into intimate relation with a number of different personalities. The children also meet in general assemblies—for singing, and for the report of the whole school work as read by members of the different groups. The older children are also given a half hour a week in which to join some of the younger groups, and, if possible, as in hand-work, enter into the work of the younger children. In various ways we are attempting to keep a family spirit throughout the school, and not the feeling of isolated classes and grades.