Nevertheless a school conducted by a department of a university must have another aspect. From the university standpoint, the most important part of its work is the scientific—the contribution it makes to the progress of educational thinking. The aim of educating a certain number of children would hardly justify a university in departing from the tradition which limits it to those who have completed their secondary instruction. Only the scientific aim, the conduct of a laboratory, comparable to other scientific laboratories, can furnish a reason for the maintenance by a university of an elementary school. Such a school is a laboratory of applied psychology. That is, it has a place for the study of mind as manifested and developed in the child, and for the search after materials and agencies that seem most likely to fulfil and further the conditions of normal growth. It is not a normal school or a department for the training of teachers. It is not a model school. It is not intended to demonstrate any one special idea or doctrine. Its task is the problem of viewing the education of the child in the light of the principles of mental activity and processes of growth made known by modern psychology. The problem by its nature is an infinite one. All that any school can do is to make contributions here and there, and to stand for the necessity of considering education, both theoretically and practically, in this light. This being the end, the school conditions must, of course, agree. To endeavor to study the process and laws of growth under such artificial conditions as prevent many of the chief facts of child life from showing themselves is an obvious absurdity.