I shall now say a few words about the administrative side of the school. At the outset we mixed up the children of different ages and attainments as much as possible, believing there were mental advantages in the give-and-take thus secured, as well as the moral advantages in having the older assume certain responsibilities in the care of the younger. As the school grew, it became necessary to abandon the method, and to group the children with reference to their common capacities. These groupings, however, are based, not on ability to read and write, but upon similarity of mental attitude and interest, and upon general intellectual capacity and mental alertness. There are ways in which we are still trying to carry out the idea of mixing up the children, that we may not build the rigid stepladder system of the "graded" school. One step in this direction is having the children move about and come in contact with different teachers. While there are difficulties and evils connected with this, I think one of the most useful things in the school is that children come into intimate relation with a number of different personalities. The children also meet in general assemblies—for singing, and for the report of the whole school work as read by members of the different groups. The older children are also given a half hour a week in which to join some of the
