During the latter portion of primary Education, which is devoted to the culture of the imaginative powers, the philosophic development of the individual, corresponding to that of the race, will carry him from the simple Fetichism with which he began to the state of Polytheism. This resemblance between the growth of the individual and that of society has always shown itself more or less, in spite of the irrational precautions of Christian teachers. They have never been able to give children a distaste for those simple tales of fairies and genii, which are natural to this phase. The Positivist teacher will let this tendency take its own course. It should not, however, involve any hypocrisy on the part of the parents, nor need it lead to any subsequent contradiction. The simple truth is enough. The child may be told that these spontaneous beliefs are but natural to his age, but that they will gradually lead him on to others, by the fundamental law of all human development. Language of this kind will not only have the advantage of familiarizing him with a great principle of Positivism, but will stimulate the nascent sense of sociability, by leading him to sympathize with the various nations who still remain at his own primitive stage of intellectual development. [The second part consists of public lectures on the Sciences, from Mathematics to Sociology] The second part of Positivist Education cannot be conducted altogether at home, since it involves public lectures, in which of course the part taken by the parent can only be accessory. But this is no reason for depriving the pupil of the advantages of family life; it remains as indispensable as ever to his moral development, which is always to be the first consideration. It will be easy for him to follow the best masters without weakening his sense of personal and domestic morality, which is the almost inevitable result of the monastic seclusion of modern schools. The public-school system is commonly thought to compensate for these disadvantages, by the knowledge of the world which it gives; but this is better obtained by free intercourse with society, where sympathies are far more likely to be satisfied. Recognition of this truth would do much to facilitate and improve popular education; and it applies to all cases, except perhaps to some special professions, where seclusion of the pupils may still be necessary, though even in these cases probably it may be ultimately dispensed with.