=Picture Talks.=—We attach a good deal of value to what we call picture talks, that is:—a reproduction of a suitable picture, by Millet, for example, is put into the children’s hands, and they study it by themselves. Then, children of from six to nine describe the picture, giving all the details and showing by a few lines on the blackboard where is such a tree or such a house; judging if they can the time of day; discovering the story if there be one. The older children add to this some study of the lines of composition, light and shade, the particular style of the master; and reproduce from memory certain details. The object of these lessons is that the pupils should learn how to appreciate rather than how to produce. But there is no space for further details of a curriculum which is more fully illustrated in an appendix. CHAPTER XXII SUGGESTIONS TOWARDS A CURRICULUM PART III.—_THE LOVE OF KNOWLEDGE_ =The Use of Books makes for Short Hours.=—Considering that under the head of ‘Education by Books’ some half-dozen groups of subjects are included, with several subjects in each group, the practical teacher will be inclined to laugh at what will seem to him Education in Utopia. In practice, however, we find that the use of books makes for short hours. No book-work or writing, no preparation or report, is done in the _Parents’ Review_ School, except between the hours of 9 and 11.30 for the lowest class, to 9 and 1 for the highest, with half an hour’s interval for drill, etc. From one to two hours, according to age and class, are given in the afternoons to handicrafts, field-work, drawing, etc.; and the evenings are absolutely free, so that the children have leisure for hobbies, family reading, and the like. We are able to get through a greater variety of subjects, and through more work in each subject, in a shorter time than is usually allowed, because children taught in this way get the habit of close attention and are carried on by steady interest. =‘Utilitarian’ Education.=—I should be inclined to say of education, as Mr Lecky says of morals, that “the Utilitarian theory is profoundly immoral.” To educate children for any immediate end—towards commercial or manufacturing aptitude, for example—is to put a premium upon general ignorance with a view to such special aptitude. The greater includes the less, but the less does not include the greater. Excellent work of whatever kind is produced by a person of character and intelligence, and we who teach cannot do better for the nation than to prepare such persons for its uses. He who has intelligent relations with life will produce good work.