=A centralized school.=—­For the purpose of illustration we may assume that the typical vitalized school is located in the country, and is what is known as a centralized school.  The grounds comprise about ten acres, and the building contains, all told, not fewer than twenty rooms, large and small.  This building was designed by a student of school problems, and is not merely a theory of the architect.  Each room, and each detail, articulates with every other room in harmony with a general scheme of which the child and his interests are the prime considerations.  The well-being of the child takes precedence over the reputation of the architect.  Every nook of the building has its specific function, and this function has vital reference to the child.  The location of each piece of furniture can be explained from the viewpoint of the child, and the architectural scheme is considered subsidiary.  The seats conform to the child, and not the reverse.  The scheme of lighting concerns itself with the child’s welfare rather than with the external appearance.

=Integrity in construction and decoration.=—­The decorations throughout the building are all chaste and artistic.  Nothing below this standard can win admission.  No picture is admitted that does not represent art.  The theory is that the school has a reflex influence upon the homes that attracts them to its standards, and experience reveals the fact that the decorations in the homes are constantly rising in artistic tone.  The standards of the school become the standards of the pupils, and the pupils, in turn, modify and improve the standards of the homes.  There is a degree of simplicity and dignity throughout the building that banishes from the homes the ornate and the bizarre.  There is integrity in every detail of construction, and the absence of veneer gives to the pupils a definition of honesty and sincerity.  There is nothing either in the building or in the work of the school that savors of the show element.  The teachers of history and mathematics cannot display the products of their teaching and, therefore, there is no display of her products by the teacher of drawing.  This school believes in education but not in exhibition.  Words of commendation may be dispensed in the classrooms, but there is no exhibit of any department in the halls.  The teachers are too polite and too considerate to sanction any such display.

=Simplicity and sincerity.=—­The library is notable for the character of the books, but not for the number.  The teachers and pupils are too genuine ever to become thrasonical, and no teacher or pupil is ever heard to boast of anything pertaining to the school.  They neither boast nor apologize, but leave every visitor free to make his own appraisement of their school and its belongings.  The teachers are too truly cultured and the pupils are too well trained ever to exploit themselves, their school, or their work.  The pictures, the statuary, the fittings, and the equipment are all of the best, and,