Speaking more especially with reference to the pedagogical side of the work: I suppose the oldest university chair of pedagogy in our country is about twenty years old—that of the University of Michigan, founded in the latter seventies. But there are only one or two that have tried to make a connection between theory and practice. They teach for the most part by theory, by lectures, by reference to books, rather than through the actual work of teaching itself. At Columbia, through the Teachers’ College, there is an extensive and close connection between the University and the training of teachers. Something has been done in one or two other places along the same line. We want an even more intimate union here, so that the University shall put all its resources at the disposition of the elementary school, contributing to the evolution of valuable subject-matter and right method, while the school in turn will be a laboratory in which the student of education sees theories and ideas demonstrated, tested, criticised, enforced, and the evolution of new truths. We want the school in its relation to the University to be a working model of a unified education. A word as to the relation of the school to educational interests generally. I heard once that the adoption of a certain method in use in our school was objected to by a teacher on this ground: “You know that it is an experimental school. They do not work under the same conditions that we are subject to.” Now, the purpose of performing an experiment is that other people need not experiment; at least need not experiment so much, may have something definite and positive to go by. An experiment demands particularly favorable conditions in order that results may be reached both freely and securely. It has to work unhampered, with all the needed resources at command. Laboratories lie back of all the great business enterprises of today, back of every great factory, every railway and steamship system. Yet the laboratory is not a business enterprise; it does not aim to secure for itself the conditions of business life, nor does the commercial undertaking repeat the laboratory. There is a difference between working out and testing a new truth, or a new method, and applying it on a wide scale, making it available for the mass of men, making it commercial. But the first thing is to discover the truth, to afford all necessary facilities, for this is the most practical thing in the world in the long run. We do not expect to have other schools literally imitate what we do. A working model is not something to be copied; it is to afford a demonstration of the feasibility of the principle, and of the methods which make it feasible. So (to come back to our own point) we want here to work out the problem of the unity, the organization of the school system in itself, and to do this by relating it so intimately to life as to demonstrate the possibility and necessity of such organization for all education.