Experimenting with the school? Well, what of it? _They_ can stand it. What else have we been doing the last half-dozen years or more, and what splendid results have we not to show for it? It is the spirit that calls every innovation frills, and boasts that we have got the finest schools in the world which blocks the way to progress. It cropped out at a meeting of settlement workers and schoolmen that had for its purpose a better understanding. In the meeting one gray-haired teacher arose and said that the schools as they are were good enough for his father, and therefore they were good enough for him. That teacher's place is on the shelf that has been provided now for those who have done good work in a day that is past. "Vaudeville," sneered the last Tammany mayor, when the East Side asked for a playground for the children. "Vaudeville for the masses killed Rome." The masses responded by killing him politically. My father was a teacher, and it is because he was a good one and taught me that when growth ceases decay begins, that I am never going to be satisfied, no matter how good the schools get to be. I want them ever closer to the people's life, because upon that does that very life depend. Turn back to what I said about the slum tenant and see what it means: in the slum only 4.97 per cent of native parentage. All but five in a hundred had either come over the sea, or else their parents had. Nearly half (46.65) were ignorant, illiterate; for the whole city the percentage of illiteracy was only 7.69. Turn to the reformatory showing: of ten thousand and odd prisoners 66.55 utterly illiterate, or able to read and write only with difficulty. Do you see how the whole battle with the slum is fought out in and around the public school? For in ignorance selfishness finds its opportunity, and the two together make the slum.