=Each System fails to meet our Tests.=—I have now examined briefly the three or four psychologies which hold, more or less, the field of educational thought. We see that each _advances_ truth, but that neither expresses the whole truth even so far as to afford a working basis for educators. So people either work on by rule of thumb, or they borrow a fragment here and a fragment there as the case appears to demand; like children with a hard sum whose answer they know, and who try now division, now multiplication, now subtraction, to make it come right. No doubt there are also many able psychologists who may not have written books, but who work out the problems of education, not with a view to the answer, but according to a code of inherent principles which they have discerned for themselves. =A Psychology that meets the Demands upon it.=—What have we to bring forward in the way of a working psychology which shall meet the demands I have indicated? We do not claim to be philosophers; we are modest and practical people looking out for a secure basis for education. It is just possible that bringing unbiassed minds and a few guiding principles to the task, we have, not joined the parts of the puzzle, but perceived dimly how an outline here and an outline there indicate, not so many separate psychologies, but shadowings forth of a coherent, living, educational principle destined to assume more and more clearness and fulness until it is revealed to us at last as the _educational gospel_, the discovery of which may be the destined reward and triumph of our age. Let me try to set forth, though with diffidence, what we have done, knowing that no man and no society can say of educational truth, ‘This is mine and that is thine,’ for all is common, and none of us can know how much he gives and how much he takes.