organization and maintenance of foundation work in education as well as for the later stages. The elementary school has had from the outset two sides: one, the obvious one of instruction of the children who have been intrusted to it; the other, relationship to the University, since the school is under the charge, and forms a part of the pedagogical work of the University. When the school was started, there were certain ideas in mind—perhaps it would be better to say questions and problems; certain points which it seemed worth while to test. If you will permit one personal word, I should like to say that it is sometimes thought that the school started out with a number of ready-made principles and ideas which were to be put into practice at once. It has been popularly assumed that I am the author of these ready-made ideas and principles which were to go into execution. I take this opportunity to say that the educational conduct of the school, as well as its administration, the selection of subject-matter, and the working out of the course of study, as well as actual instruction of children, have been almost entirely in the hands of the teachers of the school; and that there has been a gradual development of the educational principles and methods involved, not a fixed equipment. The teachers started with question marks, rather than with fixed rules, and if any answers have been reached, it is the teachers in the school who have supplied them. We started upon the whole with four such questions, or problems: 1. What can be done, and how can it be done, to bring the school into closer relation with the home and neighborhood life—instead of having the school a place where the child comes solely to learn certain lessons? What can be done to break down the barriers which have unfortunately come to separate the school life from the rest of the everyday life of the child? This does not mean, as it is sometimes, perhaps, interpreted to mean, that the child should simply take up in the school things already experienced at home and study them, but that, so far as possible, the child shall have the same attitude and point of view in the school as in the home; that he shall find the same interest in going to school, and in there doing things worth doing for their own sake, that he finds in the plays and occupations which busy him in his home and neighborhood life. It means, again, that the motives which keep the child at work and growing at home shall be used in the school, so that he shall not have to acquire another set of principles of actions belonging only to the school—separate from those of the home. It is a question of the unity of the child’s experience, of its actuating motives and aims, not of amusing or even interesting the child.