it; and, after
all, public sentiment is the final arbiter of conduct. Hence, no boy
will demean himself by flying in the face of public sentiment through
indulging in any practice that this sentiment proclaims unclean or
enervating.

=The school the focus of community life.=--This school is the focus of
the community. Hither come the patrons for music, for lectures, for art,
for books and magazines, for social stimulus, and, in short, for all the
elements of their avocational life. Indeed, in educational matters, the
community is a big wholesome family and the school is the shrine about
which they assemble for educational and cultural communion. It is quite
a common practice for mothers to sit in the classrooms engaged in
knitting or sewing while their children are busy with their lessons.
For, in their conception of life, geography and sewing are cooerdinate
elements, and so blend in perfect harmony in the school regime. At the
luncheon period these mothers go to the dining room with their children
in the same spirit of cooeperation that gives distinction to the school
and to the community. There is an interflow of interests between the
school and the homes that makes for unity of purpose and practice. There
is freedom in the school but not license. People move about in a natural
way but with delicate consideration for the rights and sentiments of
others. The atmosphere of the school interdicts rudeness. There is a
quiet dignity, serenity, and intensity, with no abatement of freedom. In
this school it is not good form for a boy to be less than a gentleman or
for a girl to be less than a lady.

=The teachers.=--The atmosphere in which the pupils live is, mainly, an
exhalation from the spirit of the teachers. They live and work together
in a delightful spirit of concord and cooeperation. They are magnanimous
and would refuse to be a part of any life that would decline from this
high plane. In this corps there are no hysterics, no heroics, no strain,
no stress. They are, first of all, successful human beings; and their
expert teaching is an expression of their human qualities. Their
teaching is borne along on the tones of conversation. They know that
well-modulated tones of voice contribute to the culture and well-being
of the school. Should a teacher ever indulge in screeching, nagging,
hectoring, badgering, or sarcasm, she would find herself ostracized.
Such things are simply not done in this school. Hence, she would s