=We, like Herbart, discard the ‘Faculties.’=—Now this appears to be but a slight fundamental difference, but it is one upon the recognition of which education changes front. The whole system of beautifully organised lessons, whose object is to develop this or that faculty, is called in question; for the _raison d’être_ of specialised intellectual gymnastics is gone when we no longer recognise particular ‘muscles’ of the mind to be developed. The aim of education must be something quite other, and, if the aim is other, the methods must be altered, for what is method but _a way to an end_? So far we are entirely with Herbart; we do not believe in the ‘faculties’; therefore we do not believe in the ‘development of the faculties’; therefore we do not regard lessons as instruments for this ‘development’: in fact, our whole method of procedure is altered. =Pervasiveness of Dominant Ideas.=—Again, we are with the philosopher in his recognition of the force of an idea, and especially of those ideas which are, as we phrase it, in the air at any given moment. “Both the circle of the family and that of social intercourse are subjected to forces that are active in the entire social body, and that penetrate the entire atmosphere of human life in invisible channels. No one knows whence these currents, these ideas arise; but they are there. They influence the moods, the aspirations, and the inclinations of humanity, and no one, however powerful, can withdraw himself from their effects; no sovereign’s command makes its way into their depths. They are often born of a genius to be seized upon by the multitude that soon forgets their author; then the power of the thought that has thus become active in the masses again impels the individual to energetic resolutions: in this manner it is constantly describing a remarkable circle. Originating with those that are highly gifted, these thoughts permeate all society, reaching, in fact, not only its adult members, but also through these its youth, and appearing again in other highly gifted individuals in whom they will perhaps have been elevated to a definite form. “Whether the power of these dominant ideas is greater in the individual, or in the body of individuals as a whole, is a matter of indifference here. Be that as it may, it cannot be denied that their effect upon the one is manifested in a reciprocal action upon the other, and that their influence upon the younger generation is indisputable.” =The Zeitgeist.=—We entirely agree that no one can escape the influence of this Zeitgeist, and that the Zeitgeist is, in fact, one of the most powerful of the occult educational influences, and one which parents and all who have the training of children will do well to reckon with in the adjustment of their work.