What is possible can be only a compromise. Physical education will go on in the home principally, and intellectual education in the school. Something might be done to organize the teaching of parents; lectures and demonstrations at the public schools might be given weekly, in the evenings, for parents, by competent nurses or hygienists. But they would remain largely ineffective. Until the whole atrocious system of herding working people in close-built cities, by way of making them serviceable cogwheels in the capitalistic machine for grinding out rent and profit, comes to an end, the physical education of children will remain at best a pathetic compromise. We have left to consider what may be done in the way of improving intellectual education. What is really necessary for a child to know which he is not taught now? and what is taught that is unnecessary? As to reading and writing there is no dispute, though there is much dispute about the way of doing it. But beyond that children should know--_things_; from their earlier school days they should know the geography of their own locality, not rehearsing it from a book, but by going over the ground, having the relations of places explained to them, and by being shown how to model relief maps themselves. They should know the indications of the weather, being taught the use of instruments for measuring air-pressures, temperatures, amount of sunshine, etc.; they should know the special geology of their own locality, the nature of the soil and its products, through practical exhibition; they should be allowed to construct, from clay, stone, or brick, such little buildings as they usually like to make, and from them the simple principles of geometry taught. You see, every school needs a big yard, and play-rooms with tools in them,--the use of which tools they should be taught. Arithmetic, to be sure, they need to know--but arithmetic connected with things. Let them learn fractions by cutting up things and putting them together, and not be bothered by abstractions running into the hundreds of thousands, the millions, which never in time will they use. And drop all that tiresome years' work in interest and per cent; if decimals are understood, every one who has need will be amply able to work out systems of interest when necessary. Children should know the industrial life through which they live, into which they are probably going. They should see how cloth is woven, thread is spun, shoes are made, iron forged and wrought; again not alone by written description, but by eye-witness. They should, as they grow older, learn the history of the arts of peace. What they do not need to know, is so much of the details of the history of destruction; the general facts and results of wars are sufficient. They do not need to be impressed with the details of killings, which they sensibly forget, and inevitably also.