I should give first the illustrations of this theme, and only afterwards, if ever, the theme itself. I should show savage man cowering in the cold, gnawing the raw fruits of the earth. I should show the discovery of fire, and its effects; in this connection, the story of Prometheus would be in place. I should show the beginnings of agriculture in the Nile Valley, and the domestication of sheep and cows and dogs. I should show the growth of ships from canoes to the largest liners, and the growth of cities from colonies of cave-dwellers to London and New York. I should show the gradual growth of writing and of numerals. I should show the brief gleam of Greece, the diffused magnificence of Rome, the subsequent darkness, and the coming of science. The whole of this could be made interesting in detail even to very young children. I should not keep silence about wars and persecutions and cruelties, but I should not hold up military conquerors to admiration. The true conquerors, in my teaching of history, should be those who did something to dispel the darkness within and without--Buddha and Socrates, Archimedes, Galileo and Newton, and all the men who have helped to give us mastery over ourselves or over nature. And so I should build up the conception of a lordly splendid destiny for the human race, to which we are false when we revert to wars and other atavistic follies, and true only when we put into the world something that adds to our human dominion. In the early years at school, there should be a time set apart for dancing, which is good for the body and a training for the æsthetic sense, besides being a great pleasure to the children. Collective dances should be taught after the elements have been learnt; this is a form of co-operation which young children easily appreciate. Similar remarks apply to singing, though it should begin a little later than dancing, both because it does not afford the same muscular delight, and because its rudiments are more difficult. Most children, though not all, will enjoy singing, and after nursery rhymes they should learn really beautiful songs. There is no reason to corrupt their taste first and try to purify it afterwards. At the best, this makes people precious. Children, like adults, differ enormously in musical capacity, so that the more difficult singing classes would have to be reserved for a selection among the older children. And among them singing ought to be voluntary, not enforced.