The Moscow Technical School surely is not an ideal school.[1] It totally neglects the humanitarian education of the young men. But we must recognize that the Moscow experiment--not to speak of hundreds of other partial experiments--has perfectly well proved the possibility of combining a scientific education of a very high standard with the education which is necessary for becoming an excellent skilled laborer. It has proved, moreover, that the best means for producing really good skilled laborers is to seize the bull by the horns, and to grasp the educational problem in its great features, instead of trying to give some special skill in some handicraft, together with a few scraps of knowledge in a certain branch of some science. And it has shown also what can be obtained, without over-pressure, if a rational economy of the scholar's time is always kept in view, and theory goes hand in hand with practice. Viewed in this light, the Moscow results do not seem extraordinary at all, and still better results may be expected if the same principles are applied from the earliest years of education. Waste of time is the leading feature of our present education. Not only are we taught a mass of rubbish, but what is not rubbish is taught so as to make us waste over it as much time as possible. Our present methods of teaching originate from a time when the accomplishments required from an educated person were extremely limited; and they have been maintained, notwithstanding the immense increase of knowledge which must be conveyed to the scholar's mind since science has so much widened its former limits. Hence the over-pressure in schools, and hence, also, the urgent necessity of totally revising both the subjects and the methods of teaching, according to the new wants and to the examples already given here and there, by separate schools and separate teachers.