The organization of the teaching force has gradually become departmental, as the needs of the work have indicated its chief branches. So we now have recognized divisions of Science, History, Domestic or Household Arts, Manual Training in the limited sense (wood and metals), Music, Art (that is, drawing, water colors, clay modeling, etc.), and Gymnasium. As the work goes on into the secondary period, the languages and mathematics will also of necessity assume a more differentiated and distinct position. As it is sometimes said that correlated or thoroughly harmonized work cannot be secured upon this basis, I am happy to say that our experience shows positively that there are no intrinsic difficulties. Through common devotion to the best development of the child, through common loyalty to the main aims and methods of the school, our teachers have demonstrated that in education, as in business, the best organization is secured through proper regard for natural divisions of labor, interest, and training. The child secures the advantage in discipline and knowledge of contact with experts in each line, while the individual teachers serve the common thought in diverse ways, thus multiplying and reinforcing it. Upon the moral side, that of so-called discipline and order, where the work of the University Elementary School has perhaps suffered most from misunderstanding and misrepresentation, I shall say only that our ideal has been, and continues to be, that of the best form of family life, rather than that of a rigid graded school. In the latter, the large number of children under the care of a single teacher, and the very limited number of modes of activity open to the pupils, have made necessary certain fixed and somewhat external forms of “keeping order.” It would be very stupid to copy these, under the changed conditions of our school, its small groups permitting and requiring the most intimate personal acquaintance of child and teacher, and its great variety of forms of work, with their differing adaptations to the needs of different children. If we have permitted to our children more than the usual amount of freedom, it has not been in order to relax or decrease real discipline, but because under our particular conditions larger and less artificial responsibilities could thus be required of the children, and their entire development of body and spirit be more harmonious and complete. And I am confident that the parents who have intrusted their children to us for any length of time will agree in saying that, while the children like, or love, to come to school, yet work, and not amusement, has been the spirit and teaching of the school; and that this freedom has been granted under such conditions of intelligent and sympathetic oversight as to be a means of upbuilding and strengthening character.