younger groups, and, if possible, as in handwork, enter into the work of the younger children. In various ways we are attempting to keep a family spirit throughout the school, and not the feeling of isolated classes and grades.
The organization of the teaching force has gradually become departmental, as the needs of the work have indicated its chief branches. So we now have recognized divisions of Science, History, Domestic or Household Arts, Manual Training in the limited sense (wood and metals), Music, Art (that is, drawing, water colors, clay modeling, etc.), and Gymnasium. As the work goes on into the secondary period, the languages and mathematics will also of necessity assume a more differentiated and distinct position. As it is sometimes said that correlated or thoroughly harmonized work cannot be secured upon this basis, I am happy to say that our experience shows positively that there are no intrinsic difficulties. Through common devotion to the best development of the child, through common loyalty to the main aims and methods of the school, our teachers have demonstrated that in education, as in business, the best organization is secured through proper regard for natural divisions of labor, interest, and training. The child secures the advantage in discipline and knowledge of contact with experts in each line, while
