The sixth age shifts Into the lean and slipper’d pantaloon, With spectacles on nose and pouch on side, His youthful hose, well sav’d, a world too wide For his shrunk shank; and his big manly voice, Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, That ends this strange eventful history, Is second childishness and mere oblivion, Sans teeth, sans eyes, sans taste, sans everything. Our educational curricula are still far more logical in the sequence of their subject matter and their method than they are genetic whereas they should be essentially the latter, as will be the case when the paidocentric viewpoint has become paramount, as it should, over the scholiocentric. We have made much progress since Herbart in determining true culture stages, and while there are very many exceptions to the law that in general the individual recapitulates the stages of the race, this great principle has far wider scope than we have yet recognized. Again, we have made great progress along another line, namely, in distinguishing physiological and especially psychological from chronological age, but here we have little consensus of either method or result beyond the early teens. Yet no observer of life can fail to doubt that there is the same and perhaps even, on the whole, greater average diversity among individuals in mental age as they advance along the scale of years. Some minds are young and growing at seventy while others seem to cross some invisible deadline at forty. But of all this we have no settled criteria and the age of customary or enforced retirement is arbitrary, though very diversely fixed by various industrial concerns, pension systems, etc., without regard to mental age or youth. In fact, the world has so far attempted almost nothing that could be called a curriculum for the later years of life--physical, intellectual, moral, social, or even hygienic or religious, after the very variable period when the prime of life is reached and passed. Happily, however, we do have both vestiges and modern recrudescences of such a view in the field of religion, as may be briefly illustrated in the following paragraphs. Many have held with DuBuy,[66] that different religions best fitted different ages. He believes that Confucianism, with its stress on respect for parents and ancestors and on the cultivation of practical virtues, best fits the nature and needs of young children; that Mohammedanism, with its passionate monotheism, has a certain affinity for the next stage of life; Christianity is best from adolescence on to the age when the marriage relation is at its apex; Buddhism comes next; and Brahmanism is for old age.