=Language.=—In Language, by twelve, they should have a fair knowledge of English grammar, and should have read some literature. They should have more or less power in speaking and understanding French, and should be able to read a fairly easy French book; the same with German, but considerably less progress; and in Latin, they should be reading ‘Fables,’ if not ‘Cæsar,’ and perhaps ‘Virgil.’ =Mathematics.=—I need not touch upon the subject of Mathematics. It is receiving ample attention, and is rapidly becoming an instrument for living teaching in our schools. ‘=Practical Instruction.=’—To turn to the question of practical instruction, under the heads of ‘Science, Drawing, Manual and Physical Training,’ etc., I can do no more here than repeat our convictions. We believe that education under these four heads is due to every child of whatever class; and, for boys and girls under twelve, probably the same general curriculum would be suitable for all. I have nothing to add to the sound ideas as to the teaching of each of these subjects which are now common property. =Science.=—In _Science_, or rather, nature study, we attach great importance to _recognition_, believing that the power to recognise and name a plant or stone or constellation involves classification and includes a good deal of knowledge. To know a plant by its gesture and habitat, its time and its way of flowering and fruiting; a bird by its flight and song and its times of coming and going; to know when, year after year, you may come upon the redstart and the pied fly-catcher, means a good deal of interested observation, and of, at any rate, the material for science. The children keep a dated record of what they see in their nature note-books, which are left to their own management and are not corrected. These note-books are a source of pride and joy, and are freely illustrated by drawings (brushwork) of twig, flower, insect, etc. The knowledge necessary for these records is not given in the way of teaching. On one afternoon in the week, the children (of the Practising School) go for a ‘nature walk’ with their teachers. They notice for themselves, and the teacher gives a name or other information as it is asked for, and it is surprising what a range of knowledge a child of nine or ten acquires. The teachers are careful _not_ to make these nature walks an opportunity for scientific instruction, as we wish the children’s attention to be given to observation with very little direction. In this way they lay up that store of ‘common information’ which Huxley considered should precede science teaching; and, what is much more important, they learn to know and delight in natural objects as in the familiar faces of friends. The nature-walk should not be made the occasion to impart a sort of _Tit-Bits_ miscellany of scientific information. The study of science should be pursued in an ordered sequence, which is not possible or desirable in a walk. It seems to me a