=Children delight in School, but not for Love of Knowledge.=—It will be said with truth that most children delight in school; they delight in the stimulus of school life, in the social stir of companionship; they are emulous, eager for reward and praise; they enjoy the thousand lawful interests of school life, including the attractive personality of such and such a teacher; but it seems doubtful whether the love of knowledge, in itself and for itself, is usually a powerful motive with the young scholar. The matter is important, because, of all the joyous motives of school life, the love of knowledge is the only abiding one; the only one which determines the scale, so to speak, upon which the person will hereafter live. My contention is, to repeat what has been said, that all children have a capacity for and a latent love of knowledge; and, that knowledge concerning persons and States can best be derived from books, and should be got by the children out of their own books. In a hundred biographies there are hints of boys and girls who have grown up on books; and there is no doubt that in many schools the study of books is the staple of the work. This probably is the principle which keeps our great public schools perennially alive; they live, so far as they do live, upon books. The best public schoolboy is a fine product; and perhaps the worst has had his imagination touched by ideas; yet most of us recognise that the public school often fails, in that it launches the average and dull boy ignorant upon the world because the curriculum has been too narrow to make any appeal to him. And we must remember, that if a young person leave school at seventeen or eighteen without having become a diligent and delighted reader, it is tolerably certain that he will never become a reader. It may be, however, that the essential step in any reform of public schools should come in the shape of due _preparation_ upon a wide curriculum, dealt with intelligently, between the ages of six and twelve. =An Educational Revolution.=—I add appendices to show, (_a_) how a wide curriculum and the use of many books work in the _Parents’ Review_ School; (_b_) what progress a pupil of twelve should have made under such conditions; and (_c_) what use is made of oral lessons. Should the reader consider that the children in question prove their right of entry to several fields of knowledge, that they show a distinct appetite for such knowledge, that thought and power of mind develop upon the books we read, as they do not and cannot upon the lectures we hear; should he indeed be convinced of the truth of what I have advanced, I think he will see that, not an educational reform here and there, but an EDUCATIONAL REVOLUTION is before us to which every one of us is bound to put his hand.