That the evolutionary progress from childhood to adolescence, and so through the vicissitudes of life which follow, is determined by the process adopted, the ratio of progress being in accordance with the standard of efficacy of this process, and that this principle of evolution applies equally to a nation. That subconsciously developed mechanisms (subconscious guidance and control) function satisfactorily during those stages of our evolution which approximate to the more or less animal plane. That the old moderate methods of education are not incompatible with cultivation and development on the animal subconscious plane. That “free expression” principles cannot bring satisfactory results while the subject’s mechanisms are operated by inherited subconscious guidance and control. For this very reason, all aid to progressive development must conform to the principle of the projection of guiding orders and controls in the right direction or directions with the simultaneous employment of positions of mechanical advantage, irrespective of the correctness or otherwise of the immediate result. The result may be unsatisfactory to-day and to-morrow, or during the next week, but if the position of mechanical advantage is employed and orders and controls in the right direction are held in mind and projected again and again, a new and correct complex sooner or later supersedes the old vicious one, and becomes permanently established. That consciously controlled mechanisms (conscious guidance and control) are essential to man’s satisfactory development and progress to the higher stages of his evolution; and to that continued adequate vital functioning of his physical or mental organism necessary in these advanced stages, where more rapid adaptability to the swiftly and everchanging environment, and the power to _see_, and _comprehend new ideas_, are the urgent demands of an advancing civilisation. That consciously controlled mechanisms are essential to the successful inculcation of the principle of “free expression” and all that it connotes in Education. Conscious guidance and control, as the fundamental in education, commands the fundamentals of “free expression.” The words free or freedom are herein used in their true meaning, not in the ordinary acceptation. I refer to the point of view which causes one to ask, “Is there such a thing as real freedom?” For we know that we cannot have freedom without restraint, any more than we can have psycho-physical harmony without antagonism.