At a later period of school life, but still early in it, specialised instruction will no doubt be begun; and subjects connected with the evident tendency of a boy's or a girl's mind, and with the opportunities likely to be presented to either in forming a career, will be developed to the exclusion of subjects less immediately subservient to the object of making a useful citizen of him or her in some particular profession or branch of industry. Practical demonstrations of science, instead of being reserved for the more advanced stages of tuition, will, on the contrary, form the groundwork; and children will be required to work practically themselves instead of merely sitting still to watch the performances (in this case apt to be regarded with little more respect than scholastic conjuring tricks) of a teacher. They will be invited to deduce laws for themselves from what occurs in practice, and where they deduce wrong ones they will not be arbitrarily corrected, but assisted to make further experiments which will show where the mistake occurs, until at last the correct generalisation is reached. Only after a considerable course of practical work will they be entrusted with books in which great generalisations are to be found ready made, and these books will always be regarded as a sort of pis aller--a time-saving contrivance to be employed as a regrettable alternative, because it would take too long to work everything out by the golden implement of individual observation. The habit of mind thus cultivated, and the manual dexterity thus obtained, will be of priceless practical worth in after-life; and with what rapturous enjoyment will our descendants acquire knowledge which at present we force upon our children with stripes! Along with the physical sciences mathematics will have to be greatly cultivated. But mathematics, when perceived to be ancillary to the more immediately delightful work of concrete and experimental science, will lose much terror. Many mathematical operations can moreover be demonstrated experimentally, and no opportunity of thus demonstrating them will be lost. Rightly treated, mathematics need never be dull. According to my own experience and all that I have been able to gather from the recollections of others, algebra (for instance) is never abhorred when a proper care is taken to make use of its call upon the reasoning faculties; and the art of evoking this use will have been carefully developed by the educational specialists who alone will be permitted to direct so delicate and important a task as the training of the young. For school teachers will not be merely more or less erudite people employed to dispense their learning: they will be men and women who have undergone long and careful instruction in the art of pædagogy studied as a specialised faculty in itself.