Here, I am afraid, I became confused, but I remember that Stage XIII. was represented by toys which formed an introduction to chemistry, and that the toys of Stage XIV. could only be worked by boys whose mathematical knowledge was far in advance of what I should have thought possible. He explained that visits were paid by the domestic Inspectors of Child-Life to see that the parents made proper use of the system of cultural toys. There had been great difficulty at first, but the parents were now properly instructed; and in a short time there would be no need to instruct them, as they would have grown up in familiarity with the system. "Other experiments equally valuable have been conducted in order to discover what forms of amusement are most profitable from the cultural point of view; these include experiments designed to improve production. "For example, in our schools for the children of the Seventh Class, we find we have to allow a considerable time for non-intellectual pursuits. It would be sheer waste to allow all this time to be given to mere amusement. Children who cannot give more than three hours a day to study, can be very usefully employed in making simple articles. We have a number of simple machines which can be worked by quite small children. You would be surprised to learn, perhaps, that goods worth a million are exported annually which are all the product of the semi-recreative work of these children. On the other hand, any boys of the _Second_ Class who cannot profitably be kept at intellectual pursuits for more than a few hours a day, are trained to be active and bold and self-reliant in preparation for their military career. "The same principle applies not only to children at school but to people of all ages. For example, we discovered, through our Time Department again, that thousands of men were wasting precious hours upon games such as chess. We have introduced mathematical exercises of an interesting kind as a substitute, with most beneficial results. Others were addicted to aimless walks and rambles in the country. We began by offering prizes for botanical, entomological and other specimens, and for essays upon scientific subjects. We have, in fact, almost eliminated aimless amusement from the life of our common people. In the Fifth Class, which is a highly intelligent class, we encourage the pursuit of science by promoting those who pass certain examinations, which include a thesis, to the first grade of their class, and in a few cases we are able to promote exceptionally promising young men to the Fourth Class." "In what way does this bear upon the drama?" I said in a pause in Dr. Dodderer's discourse.