The sloyd system (manual dexterity, handwork, artistic production) has certain good results on children. Accordingly the sloyd must be introduced into the school, and all must be made to share the advantages of this training; but there are children for whom the sloyd is as inappropriate and as useless a requirement as learning Latin. The child who wants to devote himself to his books should be no more forced to take up the sloyd, than the child who is happy with his planing table should be dragged to literature. All talk about "harmonious training" must be given the place where it belongs--in the pedagogical culinary science. Certainly harmonious development is the finest result of man's training, but it is only to be attained by his own choice. It implies a harmony between the real capacities of the individual, not a harmony worked up from a pedagogical formula. The results from the school kneading trough with its mince-meat processes are something quite different. Isolated reforms in the modern school have no significance; they will continue to have none, until we prepare for the great revolution, which will smash to pieces the whole present system and will leave not one stone of it upon another. Undoubtedly a "Deluge" of pedagogy must come, in which the ark need only contain Montaigne, Rousseau, Spencer, and the modern literature of the psychology of the child. When the ark comes to dry land man need not build schools but only plant vineyards where teachers will be employed to bring the ripe grapes to the children, who now get only a taste of the juice of culture in a thin watery mixture. The school has only one great end, to make itself unnecessary, to allow life and fortune, which is another way of saying self-activity, to take the place of system and method. From the kindergarten period on the child is now, as has been said, a material moulded, sometimes by hostile, sometimes by friendly hands. The mildest, the apparently freest methods produce uniformity by insisting on the same work, the same impression, the same regulations, day by day, year by year. Besides in the school, classes are never arranged according to the child's temperament and tendency, but according to his age and knowledge. So he is condemned in deadly tediousness to waste an infinite amount of time while he is waiting for others.