Secondly, for those who lack definite talent, a plan of study will be arranged, in which their individuality too can be developed, and their intellectual tension increased. This condition is, if possible, more important than the first, for unusual talents are accompanied by greater power of self-conservation. Ordinary or lesser talented people, _i.e._, the larger majority, are rather confused by a plurality of studies and are much easier impaired, as personalities, by the uniformity of the prevailing system. The rights of unusually gifted people, and those of other classes too, can be considered when, as mentioned above, the school curriculum is so arranged, that certain subjects are studied during part of the school year, another class of subjects during another part. Moreover, certain subjects are to be studied at different times, not finished once for all. The instruction must be so arranged that real independent study, under the direction of the teacher, will be the ordinary method. The presentation of the subject by the teacher will be the exception, a treat for holidays, not for every day. The instruction too must take the scholar to the real thing, as far as possible, not direct him to report about the thing. Such a school must break up absolutely the whole system of lecturing, arranged in concentric circles. In certain cases, it must return to the methods of the old-fashioned school, which concentrated its attention on humanistic study. But dead languages should not be the subjects around which its studies should centre. Early specialisation must be allowed, where there are distinct individual tendencies for such work; Concentration on certain subjects at certain points of time; Independent work during the whole period of school; Contact with reality in the whole school curriculum;--these must be the four corner-stones of the new school. But the time is far distant still, when government schools will begin to build on this basis. What follows is meant, therefore, to apply, not to the great revolutions of school systems indicated above, but deals with improvements to take place at present. Learning lessons should be assigned to school hours as in France. Children should have an entirely free day in the week; study at home should be confined to the reading of literary works, tales of travel, and the like, which teachers can recommend in combination with the studies pursued at school. Tasks done at home are inconvenient; they do not increase the independence of the scholar; they are prepared as a rule with excessively free and often unwise help from the parents. At school such work would be done as a rule without help; besides, it is individual and quickly finished.