But to return to general education. Why should the period of learning be concentrated wholly in the early years of life? Distributed periods of study will undoubtedly prove more effective, say two hours every day, or two days every week, or, if you like, two continuous months in the year throughout the whole of life. Thus might come the solution to a variety of problems. We have, first of all, the problems of education itself. At present we arrange the life of a child so that a period of intensive cramming is followed by the abrupt cessation of intellectual life at the time when the intellect is just beginning to mature. There is the problem of industrial fatigue, due more often to monotony than to arduous labour. Recent researches afford scientific support to the adage that a change of work is as good as a holiday. Educational pursuits will provide the necessary change. Already many working men spend their evenings at classes and their only holiday at a summer school. Lastly there is the ever-growing problem of the prolongation of infancy. Under simpler conditions a child was adequately equipped for practical purposes by the age of ten or even younger. Now-a-days fourteen years is considered necessary, whilst the professional man is almost thirty before he is fit to earn a living――and still there is more to learn. Given successful scientific research in this direction, back we go to the methods of the early days of the Industrial Revolution with children employed in every factory. Under rational supervision it may prove a great advance. The moral education which practical life alone can give will commence at the proper time. Children will be protected from the dangers of neglectful or over-solicitous parents. They will acquire at an early age the much-required sense of responsibility and independence, and their parallel work at school will acquire some semblance of significance and interest. In addition to new rhythms and periods of study, new methods will be employed. Probably the curriculum itself will be the first thing to be revised. In spite of a good deal of relevant knowledge, no one has yet consistently thought out an answer to the question: What should a child be taught? Freed from the assumptions of faculty-psychology and from its present entanglements with external systems of examination, the course of studies prescribed for the ordinary child would omit much that is now included and include much that is now ignored. Moreover, the order of presentation both of subjects and of the material in each subject will undergo extensive alteration. Changes in this respect have already well begun, and changes blindly initiated move towards enlightenment.