It is apparent that our present methods are far too uniform and impersonal, that we too commonly press the child into a mould and know little about him except how nearly he conforms to it. And no doubt a tendency to this will always exist, because it can be avoided only by a liberal expenditure of attention, sympathy, and other costly resources, to save which there is always a pressure to fall back upon the mould. Opportunity cannot be realized without the ungrudging expenditure of money and spirit in the shape of devoted and well-equipped teachers, working without strain. The study and evolution of the individual should be both sympathetic and systematic. There is a movement, which seems to be in the right direction, not only to have more and better teachers, but to continue longer the relation between the teacher and the particular child, so that it may have a chance to ripen into friendship, instead of being merely perfunctory. And, on the side of system, a continuous record should be kept which should accompany the child through the schools, preserving not only marks but judgments of his character and ability, and so helping both others and himself to understand him; for I see no reason why the subject of such documents should not have access to them. At present the school does not commonly act upon the child as a whole dealing with a whole, but makes a series of somewhat disconnected attempts upon those phases of him which come into contact with the curriculum, the latter, rather than the individual, being the heart of the organization. In this respect education is hardly so advanced as the best practice in charity, which keeps a sympathetic history of each person, and of his family and surroundings, making this the base of all efforts to help him. One who gives some study to current theories and practice in education might well conclude that we were in a state of confusion, with little prospect of the emergence of order. He may discover, however, one thread which all good teachers are trying to keep hold of, namely, that of adapting the school more understandingly to the mind and heart of the child. Indeed our way of escape from the distraction of counsels probably lies in focussing more sympathy and common sense upon the individual boy or girl. This calls for more good teachers and more confidence in them as against mechanism of any sort.