In every school house there are palæolithic children, neolithic children, bronze age children, iron age children, children of the golden age, children of a thousand different aptitudes and limitations. The mussed up condition of our educational program, the incoherent wrangling about educational theory, is largely due to our failure to keep this steadily in mind. Somehow we have not fully appreciated the fact that endowment is more than training, and we are still hoping that in some way we can perform the miracle and carry the neolithic child on our shoulders across the ten thousand, or possibly the fifty thousand, years that intervene between him and abstract thought. And because we have wished to do the greater miracle, we have failed to do the lesser one that makes for the slow but sure growth of the race. It is not strange that a cry has gone up for vocational training. It is strange, however, that we did not foresee this just demand, and meet it even before the demand was made. At the present moment there is danger that the interests of the more gifted child will be sacrificed to meet the need of the less gifted one, that our whole public school system will be Garyized, and that the proper foundation of our higher education will be impaired if not destroyed. In a neighboring state a year or two ago, the state superintendent of education sent out notes to the smaller high schools advising that courses in domestic science and agriculture be substituted for geometry and Virgil. It did not occur to him that he could establish a lower form of education without destroying a higher form. It did not occur to him that the state was rich enough to pay for both forms. Many years ago I lived near a rich stock-man who owned the finest herd of shorthorn cattle in the Middle West. He paid a man $2,000 a year to care for his cattle; he sent his children to a school where no teacher received more than five hundred dollars a year. I will not say that he cared four times as much for his cattle as for his children, but I will say that we have here the solution of our problem. If we would spend four times as much money on our elementary schools, vocational and industrial courses could be properly established, classes could be reduced from fifty to fifteen, the needs of each pupil could be carefully studied, the pupil of lesser gifts could be directed into industrial courses without humiliation, and the pupil of higher gifts would make his way normally and naturally to geometry and Virgil.