If lectures must be, then they should be interrupted after every ten minutes or so. The lecturer should then sit down and invite and encourage his students to ask pertinent questions or advance sound criticism. In a class-room it is easier to keep the interest of the pupils alive. Every effort should be made to let the information come from the pupils rather than the teacher. In teaching history, for instance, I should not have set lessons at all, but ask the pupils to collect facts within a certain period, and reward them in accordance with their success in presenting the facts and linking them up with others. The education of the future will be like the medicine of the future. Both will aim at eliciting and enlisting the powers of the pupil (or patient) rather than dosing them. For the real learning and the real cure must come from them. Every normal child is anxious to learn, and can be easily brought to feel and appreciate the intellectual joy of comprehension. But in most children this joy is marred in early infancy by insufficient attention to their struggles to understand the great world about them. It is the years of infancy――the pre-school years――which are most important in forming habits of thought. The closest watch should be kept for early efforts at trains of reasoning. These efforts begin at the age of three or thereabouts. They are often absurd and ludicrous, but they should be treated with an indulgent and helpful respect, and wrong conclusions should be modified, not by contradiction, but by conviction of the contrary by example. If that is done, the child will learn to trust his own powers of reasoning. If it is neglected, the child’s mind will become shallow and unenterprising. No child that can talk is too young to be asked for his opinion. He will enjoy stating it, and will, as a rule, receive protests or contrary opinions with interest and amusement. All this may be a “counsel of perfection” to parents who are too busy to look after their infants themselves and are content to entrust their tender minds to more or less incompetent nurses. But the future will realize more and more the great importance of the growing minds of infants. In the United States this is to a large extent the case already, and, as a consequence, their infants are the brightest and most delightful creatures imaginable.