17. Therefore children should be taught, as they become mature enough to understand such teaching, that the chief responsibility which rests on them as persons is the acceptance or rejection of initial ideas. To help them in this choice we should give them principles of conduct and a wide range of the knowledge fitted for them. These three principles (15, 16 and 17) should save children from some of the loose thinking and heedless action which cause most of us to live at a lower level than we need. 18. We should allow no separation to grow up between the intellectual and ‘spiritual’ life of children; but should teach them that the divine Spirit has constant access to their spirits, and is their continual helper in all the interests, duties and joys of life. _The ‘Home Education’ Series is so called from the title of the first volume, and not as dealing, wholly or principally, with ‘Home’ as opposed to ‘School’ education._ Preface The intention of the following volume is to offer some suggestions towards a curriculum for boys and girls under twelve. A curriculum, however, is not an independent product, but is linked to much else by chains of cause and consequence; and the manner of curriculum I am anxious to indicate is the outcome of a scheme of educational thought, the adoption of which might, I believe, place educational work generally upon a sounder footing. The fundamental principles of docility and authority have been considered in the first place because they _are_ fundamental; but, for that very reason, they should be present but not in evidence: we do not expose the foundations of our house. Not only so, but these principles must be conditioned by respect for the personality of children; and, in order to give the children room for free development on the lines proper to them, it is well that parents and teachers should adopt an attitude of ‘masterly inactivity.’ 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.