(_a_) He must be trained to contribute his share to the supply of the physical needs of the community. Obviously, in a school, the direct and complete application of this principle is impossible. It is laid down in the prospectus before referred to that “all must share, teacher and scholar alike, in the labour that lies at the basis of human life and unites all men through their common need”; and it is ordained that “the kitchen, the crafts-room and the garden shall rank equally with the classroom.” It is proposed to give the scholars “direct experience of agricultural processes and the preparation of the main articles of food, spinning, weaving, dyeing, sewing, carpentry, building, pottery, printing and any other crafts directly contributing to the life of the community.” Naturally, no child is required to become expert in all these occupations; but his training in them will presently serve to reveal his special aptitudes and to determine his own personal choice. It is not contemplated in this particular experiment that machinery will be introduced to any considerable extent; and while it is stated that machinery will not be excluded, it is obvious that it is regarded with some dubiety, if not hostility. But it is necessary to accept the position that the machine industry is here with us and is here to stay; and a proper perception of its true function will save us from assuming a fallacious attitude in regard to it. While the incentive to the development and improvement of large scale mechanical processes has been the pursuit of profit, the real office of these processes is to diminish the purely mechanical and menial operations which are necessary to life, and consequently to release a larger volume of human energy for tasks of a more independent and creative nature. There are certain necessities of life concerning which our requirements are that they should be good in quality and abundant in quantity—and as no question but of utility arises in relation to them, they may be assigned to the large-scale machine industry. This, however, does not in the least absolve us from including in our school curriculum a provision for the habituation of children to mechanical processes of this kind. But because these processes are necessarily monotonous and irksome, every effort should be made to introduce into them what elements of interest may be attached to them; and to reduce to the lowest possible point the current tendency to make the worker a mere accessory of the machine.