With the other subjects under the headings of _A_ and _B_, it is not necessary to deal at any length here. Drawing begins at home, and a child should have begun to sketch freely before the formal schooling commences. It is the business of the school to teach drawing and not to teach “art,” which, indeed, is always an individual and spontaneous thing, and it need only concern itself directly with those aspects of drawing that require direction. Of course, an hour set aside from the school time in which boys or girls may do whatever they please with paper, ink, pens, pencils, compasses, and water-colour would be a most excellent and profitable thing, but that scarcely counts (except in the Quack Schools) as teaching. As a matter of fact, teaching absolutely spoils all that sort of thing. A course in model drawing and in perspective, however, is really a training in seeing things, it demands rigorous instruction and it must be the backbone of school drawing, and, in addition, studies may be made from flowers that would not be made without direction: topography (and much else) may be learnt by copying good explicit maps; chronology (to supplement the child’s private reading of history) by the construction of time charts; and much history also by drawing and colouring historical maps. With geometrical drawing one passes insensibly into mathematics. And so much has been done not only to revolutionize the teaching of modern languages, but also to popularize the results, that I may content myself with a mere mention of the names of Rippmann, S. Alge, Hölzel, and Gouin as typical of the new ways.