history, their adaptation to particular uses, and the machines of various kinds by which the raw materials are utilized. Discipline arises in dealing with the problems involved, both theoretical and practical. Whence does the culture arise? Partly from seeing all these things reflected through the medium of their scientific and historic conditions and associations, whereby the child learns to appreciate them as technical achievements, as thoughts precipitated in action; and partly because of the introduction of the art idea into the room itself. In the ideal school there would be something of this sort: first, a complete industrial museum, giving samples of materials in various stages of manufacture, and the implements, from the simplest to the most complex, used in dealing with them; then a collection of photographs and pictures illustrating the landscapes and the scenes from which the materials come, their native homes, and their places of manufacture. Such a collection would be a vivid and continual lesson in the synthesis of art, science, and industry. There would be, also, samples of the more perfect forms of textile work, as Italian, French, Japanese, and Oriental. There would be objects illustrating motives of design and decoration which have entered into production. Literature would contribute its part in its idealized representation of the world-industries, as
