"Exactly. For it is like some fearful monster guarding our exit from school, throwing its shadow far ahead, and compelling teacher and pupil to work incessantly towards an artificial show of knowledge. This examination has been elevated by forcible means to a level which the violently drilled candidates can keep only for a few hours, and is then lost to sight for ever. If it is eliminated, it will carry away with it this painful drilling of the memory; it will no longer be necessary to hammer in for years what will be entirely forgotten within a few months, and what deserves to be forgotten. Let us return to Nature, which upholds the principle of getting the maximum amount of effect from the minimum of effort, whereas the matriculation test does exactly the opposite." "Yes, but who is then to be allowed to enter the university?" "Every one who has shown himself to be capable not only in a crucial test of an accidental kind, but in his whole behaviour. The teacher will be the judge of this, and if he does not know who is qualified, he again is to be blamed. He will find it so much the easier to decide who is sufficiently advanced to obtain a leaving certificate, in proportion as the curriculum has weighed less on the minds of the young people. Six hours a day should be ample--four at school and two for home-work; that should be the maximum. If this should appear too little to you, I must ask you to bear in mind that a young mind is being subjected to strain even in leisure hours, as it has to receive a whole world of perceptions. And if you ask how the steadily increasing curriculum is to be covered in this very moderate number of hours, my answer is: Throw all that is unnecessary overboard! I count as unnecessary the major part of the subject that is called 'Universal History,' and which is, as a rule, nothing more than a blurred mass of history compressed into dry tables of names and dates. This subject should be brought within the narrowest possible limits, and should be presented only in broad outline, without dates having to be crammed. Leave as many gaps as you like, especially in ancient history; they will not make themselves felt in our ordinary existences. In nowise can I regard it as a misfortune if the pupil learns nothing of Alexander the Great, and of the dozens of other conquerors whose documentary remains burden his memory like so much useless ballast. If he is to get a glimpse of the grey dawn of time, let him be spared from Cyrus, Artaxerxes, and Vercingetorix, but rather tell him something of the pioneers of civilization, Archimedes, Ptolemy, Hero, Appolonius, and of inventors and discoverers, so that the course does not resolve into a series of adventures and massacres." "Would it not be expedient," I interrupted, "to take some of the history time to branch off into an elementary treatment of the real evolution of the state, including sociology and the legal code?"