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which I mean that complex of activities by which the material life of the Nation is sustained—would, if properly and humanely organised, afford to each and every individual a full field for the full exercise of all his faculties, and a full and sufficient reward for his services to the community. Moreover, when properly organised, those responsible for its direction will prize beauty, equity, workmanship, and service beyond all things. Education should be a function of Industry, and Industry the universal means of universal education. It could become this. It must become this if the nations are to achieve peace and prosperity, and if humanity is to escape the menace of perpetual war. If this be the true ideal of life, and it is one towards which many are striving consciously and unconsciously, then any attempt to realise it has extraordinary value. Such an attempt is the Caldecott Community, the formative and directing force of which is the development and utilisation of the educative resources of daily life and daily occupations. How the organization works, its effect upon the children and their parents, the methods and ideals of the staff, under-paid and over-worked, but devoted, and therefore amply rewarded by the love they arouse in all around them—all this can be gathered from the pages of " New Foundations." To read this account is to be convinced that there should be not one but hundreds of Caldecott Communities, that if the educational authorities could rid themselves of many of their poor pitiful belittling but most expensive ideals, they would at once be making pilgrimages to the Caldecott Community with a view to setting up others, under the guidance of its Directors, in every centre of life and activity. HENRY WILSON. Jutu, 1921.