 It is often argued that Mead was so consumed by his civic commitment to educational reform in Chicago that he spent little attention to publishing his ideas. Even more important, then, that it is known that his longest published piece in his lifetime was A Report on Vocational Training in Chicago and in other Cities, a 1912 coauthored book-length study for the City Club of Chicago comparing practices of vocational education across cities. In opposition to segregating trade schools from traditional scholastic programs, he advocated for practical vocational education as standard in the curriculum of public education (Huebner 2022, 12). Further, Mead had intended to publish a book of collected short works, titled Essays on Psychology (see ESP, xii). Of the 18 chapters, 10 had education as their topic. Moreover, between the years 1905 and 1911, Mead offered four courses on the philosophy of education at the University of Chicago (PE, 3). Recognizing the vital importance of education in Mead’s social philosophy, Alfred Stafford Clayton (1943) published what remains the sole book-length investigation into Mead’s philosophy of  education.[7]  Not until 2008 were the lecture notes on Mead’s philosophy of education course made available to the public (PE, 2011). Prior to this publication, only a few important studies were made on Mead’s contribution to educational theory (Barnes 2002; Biesta 1998, 1999; Deegan 1999; Martin 2007b). Since then, little has been added to this important discussion.