=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 c