In my travels I have come across some very interesting and amusing examples of the failures of teachers to connect their teaching with real things, even when they had a chance right at hand to do so. I recall visiting, not long since, a somewhat noted school which has a department for industrial or hand training, concerning which the officers of the school had talked a great deal. Almost directly in front of the building used for the so-called industrial training—I noticed a large brick building in process of erection. In the construction of this building every principle of mechanics taught in the manual-training department of this institution was being put into actual use. Notwithstanding this fact, I learned upon inquiry that the teacher had made no attempt to connect what was taught in the manual-training department with the work on the brick building across the way. The students had no opportunity to work on this building; they had not visited it with their teacher; they had made no attempt to study the actual problems that had arisen in the course of its construction. As far as they were concerned, there was no relation whatever between the subjects discussed in the class room or the operations carried on in the school shops and the work that was going on outside. All that they were getting in the school was, as far as I was able to learn, just as formal in its character, just as much an educational ceremony, as if they were engaged in diagraming a sentence in English or reciting the parts of a Latin verb. My experience in the little country school in West Virginia first taught me that it was possible to take teaching outside of the text-book and deal with real things. I have learned from later experience that it is just as important to carry education outside of the school building and take it into the fields, into the homes, and into the daily life of the people surrounding the school. One of the most important activities of our school at Tuskegee is what we call our Extension Work, in which nearly all the departments of the Institute coöperate. In fact, at the present time more attention, energy, and effort are directed to this work outside the school grounds than to any other branch of work in which the school is engaged. It would be impossible to describe here all the ramifications or all the various forms which this extension work has taken in recent years. The thing that I wish to emphasize, however, is that we are seeking in this work less to teach (according to the old-fashioned notion of teaching) than to improve conditions. We are trying to improve the methods of farming in the country surrounding the school, to change and improve the home life of the farming population, and to establish a model school system—not only for Macon but for several other counties in the state.