=Interests.=—Have we many keen interests soliciting us outside of our necessary work? If we have, we shall not be enslaved by vapid joys. Interests are not to be taken up on the spur of the moment; they spring out of the affinities which we have found and laid hold of. And the object of education is, I take it, to give children the _use_ of as much of the world as may be. Influenced by such considerations as these, the phrase, ‘_Education is the Science of Relations_,’ gives us the advantage of a definite aim in our work. =Educational Unrest.=—We have been made familiar with the phrase ‘educational unrest,’ and we all feel its fitness. Never were there more able and devoted teachers, whether as the heads or on the staffs of schools of all classes. Money, labour, and research are freely spent on education, theory is widely studied, and pains are taken to learn what is done elsewhere; yet there is something amiss beyond that ‘divine discontent’ which leads to effort. We know that a change of front is necessary; and we are ready, provided that the change be something more than an experiment. Headmasters and mistresses are, I believe, amongst the persons most ready to fall in with a sound reform; but, because these are persons with wide experience and highly-trained intellects, they are unwilling to launch changes which have not a philosophic basis as well as a utilitarian end. =A Unifying Principle.=—Hitherto we, of the Parents’ Union, have pressed on the public rather our views on home-training than those on school-teaching, but this is because we have been unwilling to disturb the existing order. We have, however, during the last twelve years worked out in our training college and school _a unifying principle and adequate methods_ with happy results. We exist because we have a definite aim, and to carry out that aim. I need not now speak of the few principles which form a guide to us in the upbringing of children; but that principle which guides us in what is commonly called education—the teaching of knowledge—may be found to indicate the cause of many educational failures and may point the way to reform.