'The working of these ideas is well seen already in the outdoor life of the school. We see it when houses are getting their teams together to join a competition for a shield, say. We see the mutual help, the voluntary practice, the consultations of the captain with others. We see it in the work in the Cadet Corps. We see it in the preparation for a play--this time, the _Midsummer Night's Dream_. We see it in the new work in the library, and we see it as clearly as in anything in the preparation for a conversazione. No more valuable training can be given than this last--well worth all the many kinds of sacrifice it entails. From it, at any rate, the spirit of competition is, I think, altogether removed. Boys, we believe, set forth to do their work as well as they possibly can--but not to beat one another.... I dwell upon these things because we hope that all boys will become workers at last, with interest and zeal, in some part of the field of creation and inquiry, which is the true life of the world. It is from such workers, investigators, searchers, the soul of the nation is drawn. We will first of all transform the life of the school, then the boys, grown into men--and girls from their schools grown into women--whom their schools have enlisted into this service, will transform the life of the nation and of the whole world.' CHAPTER IV THE RE-ESTABLISHMENT OF RELATIONS BETWEEN SCHOOL AND REALITY § 1 In the previous chapter I have told how Sanderson was taught by his laboratories and library the possibility of a new type of school with a new spirit, and how he grew to realise that an organisation of such new schools, a multiplication of Oundles, must necessarily produce a new spirit in social and industrial life. Concurrently with that, the obvious implications of applied science were also directing his mind to the close reaction between schools and the organisation of the economic life of the community.