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sew at school, and to read, write, and figure at home. It is intended that these formal subjects shall not be presented in such large doses at first as to be the exclusive objects of attention, and that the child shall be led by that which he is doing to feel the need for acquiring skill in the use of symbols and the immediate power they give. In any school, if the child realizes the motive for the use and application of number and language he has taken the longest step toward securing the power; and he can realize the motive only as he has some particular—not some general and remote—use for the symbols.

4. Individual attention. This is secured by small groupings—eight or ten in a class—and a large number of teachers supervising systematically the intellectual needs and attainments and physical well-being and growth of the child. To secure this we have now 135 hours of instructors' time per week, that is, the time of nine teachers for three hours per day, or one teacher per group. It requires but a few words to make this statement about attention to individual powers and needs, and yet the whole of the school's aims and methods, moral, physical, intellectual, are bound up in it.

I think these four points present a fair statement of what we have set out to discover. The school is often called an experimental school, and