Thus the effect of rationalised education will not be, as one critic has rather rashly supposed, to make children little prigs. On the contrary, its effect will be to make them naturally and happily interested little learners--a very different thing. One of the very greatest improvements in the rationalised education will precisely be that it cannot possibly foster the awful priggishness which is a very common result of our own methods. It has been said already that the education of the happy future will have to be much more copious than anything that is at all common nowadays. The nature of its extensions will next be discussed. One of the most important and most moral objects of education is to impress upon the mind, as a principle not to be evaded by any contrivance whatever, the fact that fixed causes (among which are personal acts of any kind) produce fixed effects--that there is no circumstance which, with sufficient knowledge, could not be traced back to pre-existing causative circumstance. No department of knowledge tends so intimately to give to the mind the impress of this fact in the course of its acquisition as physical science. And as a proficient acquaintance with physical science will be necessary to a great many occupations, when work of all kinds is performed in the intelligent manner in which we have seen reason to be convinced that it will be performed a hundred years hence, there will be a greater practical need for scientific instruction than there is now, though science is disgracefully neglected even with regard to our present necessities. As education is to be given with the object of fitting children for life as well as developing their minds, the science of health will certainly be taught; but all physical sciences will have their place on the curriculum even at the early stages, because it will have been recognised that the habit of mind which is formed by studies of this kind is not only very necessary to an efficient working life, but also very helpful as a basis of practical culture. It may be conceived that a thorough "grounding" in physical science will be thought as much an essential of all education in the future as a really good training in Latin and Greek used to be considered in the past, and as many of us would like it to be considered now. Fifty years ago we believed that no true education could be given in preparation for ordinary life without as much Latin as was necessary in order to be able to write a fair copy of elegiacs, and as much Greek as was necessary in order to read Homer with comfort. A hundred years hence we shall think it necessary to be able to read a scientific thesis comprehendingly.