children to us for any length of time will agree in saying that, while the children like, or love, to come to school, yet work, and not amusement, has been the spirit and teaching of the school; and that this freedom has been granted under such conditions of intelligent and sympathetic oversight as to be a means of upbuilding and strengthening character.
At the end of three years, then, we are not afraid to say that some of our original questions have secured affirmative answers. The increase of our children from fifteen to almost one hundred, along with a practical doubling of fees, has shown that parents are ready for a form of education that makes individual growth its sole controlling aim. The presence of an organized corps of instructors demonstrates that thoroughly educated teachers are ready to bring to elementary education the same resources of training, knowledge, and skill that have long been at the command of higher education. The everyday work of the school shows that children can live in school as out of it, and yet grow daily in wisdom, kindness, and the spirit of obediencevthat learning may, even with little children, lay hold upon the substance of truth that nourishes the spirit, and yet the forms of knowledge be observed and cultivated; and that growth may be genuine and thorough, and yet a delight.
