churches was famous throughout the country; and while there were many individual vocalists and composers of considerable merit, the development of choral singing reached an extremely high point. It was an intensely religious community and was full of religious activities of many kinds. It was perfectly plain that the real business and joy of life lay not in the production of roofing-slates but in the exercises of creative self-expression to which the men appeared to turn naturally and instinctively when the business of making a livelihood was over. This is a parable for the educator. While the business of producing the necessities of life should be so conceived and ordered as to make participation in it as much a pleasure as a duty, it is not to be gainsaid that the joy and the ultimate wealth of life lies in the free and self-directed activity of self-expression whether by the individual himself or in some free concert with his neighbours. Education for life will necessarily take account of this circumstance—not only because it provides a means of personal satisfaction but also because it might, and properly developed would, become the chief and the most characteristic contribution of the individual to the life and growth of the community. The school must therefore provide opportunity of independent personal self-expression—in every manner of medium—in order that the peculiar creative aptitude of each child may be discovered and encouraged. Whether it be wood-carving or verse-writing, pattern-designing or violin-playing, any education that pretends to fit a child for a vital social service must make room for it.