As was stated at the outset of this chapter, education is the oversight and guidance of the development of the immature with certain ethical and social ends in view. The material of instruction, the method of instruction, and the type of educational institution, will vary with the hereditary endowment, age, and probable social destiny of the child. In a democratic country likely to become more, rather than less, democratic, those subjects will naturally be taught which have vital connection with the people's welfare and progress in civilization. At the same time the method of instruction will be less dogmatic and more inclined (under a free than under an absolute government) to evoke the child's powers of individual judgment; arbitrary discipline must yield gradually to self-discipline. The changes here indicated as desirable are already well under way in America. As regards types of educational institution, it is significant that America about the middle of the eighteenth century introduced the Miltonic, nonconformist Academy, with its science curriculum, in place of the traditional Latin grammar school. Later the American high school, institutions of which type now have over a million pupils, and teach science by the heuristic laboratory method, became the popular form of secondary school. It is, likewise, not without social significance that the Kindergarten was suppressed in Prussia after the revolt of the people in the middle of the nineteenth century, and that it found a more congenial home in a democratic country. Its educational ideal of developing self-activity without losing sight of the need of social adaptation finds its corollary in systematic teaching of the sciences in relation both to the daily work and to their historical and cultural antecedents. REFERENCES Matthew Arnold, _Essays in Criticism_, and _Culture and Anarchy_. Matthew Arnold, _Civilization in the United States_. Friedrich Nietzsche, _On the Future of our Educational Institutions_, vol. VI. of the _Complete Works_; translation edited by Dr. Oscar Levy. Friedrich Nietzsche, _Beyond Good and Evil_, vol. V, chap. VI. of the _Complete Works_. Plato, _Republic_, Book VIII; vol. III. of Benjamin Jowett's translation of the _Dialogues of Plato_, 1875. INDEX Académie des Sciences, 111, 112. Academy, at Athens, 19; Milton's plan, 102; Defoe's, 116; Franklin's, 125; type of secondary school, 282. Adams, John Couch, 188 _et seq._ Aerodynamics, 233. Agricola, George, 129. Agriculture, 12, 38, 107, 126, 137. Air, 157. Air craft, 71, 126, 231 _et seq._ Air-pump, 96. Akademie der Wissenschaften, 113. Albertus Magnus, 53. Alchemy, 50, 252. Alcuin, 52. Alexandria, 19, 44 _et seq._ Algebra, 49. Alkaline earths, 179. American Philosophical Society, 121. Anatomy, 6, 8, 38, 50, 78. Anemometer, 107, 235. Anthrax, 224 _et seq._ Antipodes, 37, 48. Antiseptic surgery, 220, 231. Application, 30 _et seq._