In the school, time can be taken for study selected at the scholar's free choice. It can be arranged for in the following way. Take a class of about twelve scholars; in larger classes no reasonable or personal method of instruction is possible. There may be three scholars with distinct tastes, one for history, one for languages, one for mathematics. There may be two without any distinct talent for mathematics or languages. The other seven may have ordinary capacities. The first three must, during the whole term, apply themselves specially in certain hours, set aside for independent study, each in his chosen subject. The first will read some historical work on the periods taken up in the history class; the second will devote this time to mathematics; the third will read the books in foreign languages, mentioned in the language course. The other seven with ordinary gifts can devote this time to ordinary reading and handwork. In this way all will get some portion of history, mathematics, and languages, but those who are specially interested will have the opportunity of going deeper into the subject. If one of the three gifted scholars shows a great inclination for and a ready comprehension of all three subjects, he should study by himself at home, provided the more thorough study of one subject does not impair work on the other. The two who have special difficulty in mathematics or languages could either substitute one subject wholly for the other, or in those periods remain away from school, or, finally, the hours used by gifted scholars for individual study beyond the requirements of the common course could be devoted by these to work, under the teacher's supervision, in the course common to the whole class. To carry out this plan, there is need of such concentration of subjects as I have mentioned; there should be never more than one or at most two main subjects--history, geography, natural science--studied at once. Moreover no more than one language should be studied at the same time; practice in those already learnt is to be acquired by literary readings, written résumés, and conversation. Another kind of concentration is necessary. Not every subject should be split up into subdivisions but history should be made to include literary history, church history, etc. In geography at the early stage, a part of natural science should be included, and the history of art combined with both. Another not less important method implied in concentration is in all general courses to direct one's attention to the main questions, and to sacrifice the mass of details. Detailed work should not have been incorporated, as indispensable for general culture (from generation to generation), during the constant growth of the contents of knowledge.