Having considered the relations of teachers and taught, I have touched upon those between education and current thought. Education should be in the flow, as it were, and not shut up in a watertight compartment. Perhaps, reverence for personality as such, a sense of the solidarity of the race, and a profound consciousness of evolutionary progress, are among the elements of current thought which should help us towards an educational ideal. In considering the training of children under the convenient divisions of physical, mental, moral, and religious, I have not thought it necessary to give counsels upon matters of common knowledge and general acceptance, but have dwelt upon aspects of training under each heading which are rather likely to be overlooked. Under the phrase ‘Education is a life,’ I have tried to show how necessary it is to sustain the intellectual life upon ideas, and, as a corollary, that a school-book should be a medium for ideas and not merely a receptacle for facts. That normal children have a natural desire for, and a right of admission to, all knowledge, appears to me to be covered by the phrase, ‘Education is the science of relations.’ These considerations clear the ground for the consideration of a curriculum, which occupies the remaining chapters; these are, in fact, a summary of what has gone before; and therefore I beg the reader’s patience with such repetitions as seem to me necessary in bringing the argument to a point. =Some Preliminary Considerations.=—As the following suggestions have been worked out in connection with the Parents’ National Educational Union, it may perhaps be desirable to repeat here that the first effort of this society, continued through ten years of its existence, was to impress upon its members the definition of Education contained in our motto, ‘_Education is an Atmosphere, a Discipline, a Life._’ By this we mean that parents and teachers should know how to make sensible use of a child’s circumstances (_atmosphere_), should train him in habits of good living (_discipline_), and should nourish his mind with ideas, the food of the intellectual _life_. These three we believe to be the only instruments of which we may make lawful use in bringing up children. An easier way may be found by trading on their sensibilities, emotions, desires, passions; but the result must be disastrous. And for this reason, that habits, ideas, and circumstances are external, and we may help each other to get the best that is to be had of them; we may not, however, meddle directly with the personality of child or man; we may not work upon his vanity, his fears, his love, his emulation, or anything that goes to make him a person. Most thinking people are in earnest about the bringing up of children; but we are in danger of taking too much upon us, and of not recognising the limitations which confine us to the outworks of personality.