Certain subjects, of great utilitarian importance, would have to be taught to everybody. Among these, I should include anatomy, physiology and hygiene, to the extent that is likely to be required in adult daily life. But perhaps these subjects ought to come at an earlier stage, since they are naturally connected with sex education, which ought to be given, as far as possible, before puberty. The objection to putting them very early is that they ought not to be forgotten before they are needed. I think the only solution is to give them twice over, once, very simply and in bare outline, before puberty, and again later in connection with elementary knowledge about health and disease. I should say that every pupil ought to know something also about Parliament and the Constitution, but care must be taken to prevent teaching on this subject from degenerating into political propaganda. More important than the curriculum is the question of the methods of teaching and the spirit in which the teaching is given. As to this, the main problem is to make the work interesting without making it too easy. Exact and detailed study should be supplemented by books and lectures on general aspects of the studies concerned. Before sitting down to a Greek play, I would have the students read a translation, by Gilbert Murray or some other translator with a poetic gift. Mathematics should be diversified by an occasional lecture on the history of mathematical discovery, and on the influence of this or that piece of mathematics upon science and daily life, with hints of the delightful things to be found in higher mathematics. Similarly the detailed study of history should be supplemented by brilliant outlines, even if they contained questionable generalizations. The students might be told that the generalizations are doubtful, and be invited to consider their detailed knowledge as supporting or refuting them. In science, it is good to read popular books which give an _aperçu_ of recent research, in order to have some idea of the general scientific purpose served by particular facts and laws. All these things are useful as incentives to exact and minute study, but are pernicious if they are treated as substitutes for it. Pupils must not be encouraged to think that there are short cuts to knowledge. This is a real danger in modern education, owing to the reaction against the old severe drill. The mental work involved in the drill was good; what was bad was the killing of intellectual interests. We must try to secure the hard work, but by other methods than those of the old disciplinarian. I do not believe this is impossible. One finds in America that men who were idle as undergraduates work hard in the law school or the medical school, because at last they are doing work which strikes them as important. That is the essence of the matter: make the school work seem important to the pupils, and they will work hard. But if you make the work too