the individual teachers serve the common thought in diverse ways, thus multiplying and re-inforcing 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
