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Rh connection with social life of which we have been speaking. It is not our architect's plan for the school building that we hope to have; but it is a diagrammatic representation of the idea which we want embodied in the school building. On the lower side you see the dining-room and the kitchen, at the top the wood and metal shops, and the textile room for sewing and weaving. The center represents the manner in which all come together in the library; that is to say, in a collection of the intellectual resources of all kinds that throw light upon the practical work, that give it meaning and liberal value. If the four corners represent practice, the interior represents the theory of the practical activities. In other words, the object of these forms of practice in the school is not found chiefly in themselves, or in the technical skill of cooks, seamstresses, carpenters and masons, but in their connection, on the social side, with the life without; while on the individual side they respond to the child's need of action, of expression, of desire to do something, to be constructive and creative, instead of simply passive and conforming. Their great significance is that they keep the balance between the social and individual sides—the chart symbolizing particularly the connection with the social. Here on one side is the home. How naturally the lines of connection play back and forth between the home