principles which were to go into execution. I take this opportunity to say that the educational conduct of the school, as well as its administration, the selection of subject-matter, and the working out of the course of study, as well as actual instruction of children, have been almost entirely in the hands of the teachers of the school; and that there has been a gradual development of the educational principles and methods involved, not a fixed equipment. The teachers started with question marks, rather than with fixed rules, and if any answers have been reached, it is the teachers in the school who have supplied them. We started upon the whole with four such questions, or problems:
1. What can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life—instead of having the school a place where the child comes solely to learn certain lessons? What can be done to break down the barriers which have unfortunately come to separate the school life from the rest of the everyday life of the child? This does not mean, as it is sometimes, perhaps, interpreted to mean, that the child should simply take up in the school things already experienced at home and study them, but that, so far as possible, the child shall have the same attitude and point of view in the school as in the home; that he shall
