If we were to cross-examine even those who are most favorably disposed to the introduction of this work into our school system, we should, I imagine, generally find the main reasons to be that such work engages the full spontaneous interest and attention of the children. It keeps them alert and active, instead of passive and receptive; it makes them more useful, more capable, and hence more inclined to be helpful at home; it prepares them to some extent for the practical duties of later life—the girls to be more efficient house managers, if not actually cooks and sempstresses; the boys (were our educational system only adequately rounded out into trade schools) for their future vocations. I do not underestimate the worth of these reasons. Of those indicated by the changed attitude of the children I shall indeed have something to say in my next talk, when speaking directly of the relationship of the school to the child. But the point of view is, upon the whole, unnecessarily narrow. We must conceive of work in wood and metal, of weaving, sewing, and cooking, as methods of life not as distinct studies. We must conceive of them in their social significance, as types of the processes by which society keeps itself going, as agencies for bringing home to the child some of the primal necessities of community life, and as ways in which these needs have been met by the growing insight and ingenuity of man; in short, as instrumentalities through which the school itself shall be made a genuine form of active community life, instead of a place set apart in which to learn lessons. A society is a number of people held together because they are working along common lines, in a common spirit, and with reference to common aims. The common needs and aims demand a growing interchange of thought and growing unity of sympathetic feeling. The radical reason that the present school cannot organize itself as a natural social unit is because just this element of common and productive activity is absent. Upon the playground, in game and sport, social organization takes place spontaneously and inevitably. There is something to do, some activity to be carried on, requiring natural divisions of labor, selection of leaders and followers, mutual coöperation and emulation. In the schoolroom the motive and the cement of social organization are alike wanting. Upon the ethical side, the tragic weakness of the present school is that it endeavors to prepare future members of the social order in a medium in which the conditions of the social spirit are eminently wanting.