1. It is through the ample and prolonged teaching of natural history that the necessary knowledge is to be conveyed to the children, beginning at tender years with the teaching of botany, and going on to the elements of zoölogy, both subjects being taught in the most concrete manner possible with incessant illustrations indoors and out-of-doors, not during the whole school year, but at those seasons when adequate illustrations and demonstrations are most feasible and convenient. This instruction should be associated in all schools with the teaching of pure and applied geography, and in rural schools with the teaching of agriculture. 2. Throughout this long course of natural history instruction demonstrations of the various modes of transmitting life should frequently occur, the transmission of life being the highest and ultimate bodily function of every plant and every animal, including man. There is a great body of fresh knowledge on this subject waiting to be given to children and youth, all of it capable of demonstration through the senses, aided or unaided, and all supplying admirable training for eye and hand. Thus, all the various processes of reproducing plant-life by the division of a cell, by the creation of new independent cells, by the shooting or rooting of some part of a plant to create an independent plant, as by bulbs, tubers, or even parts of a stalk or leaf, by the union of two cells, or the fertilization of one cell by another cell,--all these processes can be made intensely interesting to a child; and such instruction can be spread through several years at appropriate seasons without ever leaving the vegetable kingdom. In flowering plants the fertilization of the embryo-sac by pollen may be illustrated in operations which the children themselves can perform. The carrying of pollen from one flower to another by insects or by the wind emphasizes the general fact that plants are fixed while animals have motion. The bi-sexual structure of plants is in itself a fascinating subject of study for children and youths; and through it all runs the thought that Nature provides elaborately and beautifully for the precious transmission of life. In later years of the school course the diverse methods of reproduction in animals will afford a long course of instruction, involving the structure and function of many different sorts of animals, and of many different kinds of reproductive organs. The innumerable devices for effecting fecundation and for feeding the embryo, and the various arrangements for feeding the young and bringing up families, afford an endless variety of interesting subjects for observation and discussion. The nesting habits of birds and their care of offspring are highly instructive and easy to exhibit. Here again the main object of study should be infinite variety and elaboration of nature’s processes for the transmission of life. These subjects, if properly taught with collecting box, scalpel, microscope, and paper and