I have said that a disregard of the possibilities of wide organization and its associated economy of effort is characteristic of most "advanced" educational literature. You will, if you will examine them, find that disregard working out to its natural consequences in what are called the "advanced" schools that appeal to educationally anxious parents nowadays. You will find that these places, often very picturesque and pleasing-looking places, are rarely prosperous enough to maintain more than one or two good teachers. The rest of the staff shrinks from scrutiny. You will find these schools adorned with attractive diagrams drawn by the teachers, and strikingly original models and apparatus made by the teachers, and if you look closely into the matter or consult an intelligent pupil, you will find there are never enough diagrams and apparatus to see a course through. If you press that matter you will find that they haven't had time to make them so far. And they will never get so far. No school, however rich and prosperous and however enthusiastically run, can hope to make for itself all the plant and diagrams and apparatus needed for a fully efficient modern education such as we have sketched out. As well might a busy man hope to array himself, by his own efforts, with hats, suits and boots made by himself out of wool and raw hides. But now I think you will begin to see what I am driving at. It is this: that if the general level of education is to be raised in our modern community, and if that better education is to be spread over most of our community, it is necessary to reorganize education in the world upon entirely bolder, more efficient, and more economical lines. We are inexorably limited as to the number of good teachers we can get into the educational organization, and we are limited as inexorably as to the quality of the rank and file of our teaching profession; but we are not limited in the equipment and systematic organization of teaching methods and apparatus. That is what I want particularly to enlarge upon now. Think of the ordinary schoolhouse--a mere empty brick building with a few hat-pegs, a stale map or so, half a dozen plaster casts, a few hundred tattered books, a blackboard, and some broken chemical apparatus: think of it as the dingy insufficiency it is! In such a place the best teacher must needs waste three-fourths of his energies. In such a place staff and pupils meet chiefly to waste each other's time. This is the first and principal point at which we can stanch the wastage of teaching energy that now goes on. Everywhere about the world nowadays, the schoolhouse is set up and equipped by a private person or a local authority in more or less complete ignorance of educational possibilities, in more or less complete disconnectedness, without any of the help or any of the economy that comes from a centralized mass production. Let us now consider what we might have in the place of this typical schoolhouse of to-day.