The modern school is not a thing that has evolved from a simple germ, by a mere process of expansion. It is the coalescence of several things. In different countries and periods you will find schools taking over this function and throwing out that, and changing not only methods but professions and aims in the most remarkable manner. What has either been teachable or has seemed teachable in human development has played a part in some curriculum or other. Beyond the fact that there is class instruction and an initial stage in which the pupil learns to read and write, there is barely anything in common. But that initial stage is to be noted; it is the thing the Hebrew schoolboy, the Tamil schoolboy, the Chinese schoolboy, and the American schoolboy have in common. So much, at any rate, of the school appears wherever there is a written language, and its presence marks a stage in the civilizing process. As I have already pointed out in my book “Anticipations,” the presence of a reading and writing class of society and the existence of an organized nation (as distinguished from a tribe) appear together. When tribes coalesce into nations, schools appear. This first and most universal function of the school is to initiate a smaller or greater proportion of the population into the ampler world, the more efficient methods, of the reading and writing man. And with the disappearance of the slave and the mere labourer from the modern conception of what is necessary in the state, there has now come about an extension of this initiation to the whole of our English-speaking population. And in addition to reading and writing the vernacular, there is also almost universally in schools instruction in counting, and wherever there is a coinage, in the values and simpler computation of coins.