The very earliest period of instruction should use the power the child has for observation and work. These capacities should be made the means of his education, the standard for using his own observation. If the power of observation is vigorous, no general rules are to be drawn, but only particular ones. One child must read, play, or do handwork in a different degree to another. One can at an early age, the other only at a later period, take advantage of the education to be obtained from going to museums or from travel (the best of all travel is tramping). The indispensable elements will be reduced to their lowest measure; for what any one man needs to be able to do, in order to find himself at home in life, is not considerable. The minimum is to read well, to spell properly, to write with both hands, to copy simple objects, so that one learns picture writing just as alphabet writing. This skill is quite different from artistic gifts. Besides there must be instruction in looking at things geometrically, the four simple rules of arithmetic and decimal fractions, as much geography as will help one to use a map and a time-table, as much knowledge of nature as will give one a fundamental conception of the simplest requirements of hygiene; and finally, the English language, in order to put one in touch with the increasing intercourse in the great world. Through these requirements the child will be endowed with what he needs, in order to find himself at home in the world of books and of life. Let there be added to these the ability to darn a stocking, sew on a button, and thread a needle. Only the indispensable should be the obligatory foundation of further culture, which is only the trimming on a simple garment. The trimming receives its entire value because the individual has prepared it himself; it must not be made by a machine according to a model prepared in a factory. What is mentioned here supplies the same basis for all, but children should be able to throw themselves into the pastoral life of the Old Testament, into the life of the Greek and Scandinavian gods and heroes, into the life of popular legends and national history; but this should be done only through the books which they get for their amusement. At the present time all of these things are made pure subjects of study! Assume, then, that this foundation is laid. The school of the future, which will be a school for all, will advance general education, but the plan it follows will be adapted to every individual. In the school of my dreams there will be no report books, no rewards, no examinations; at graduation time examinations will be arranged for but they will be oral. In them detailed knowledge will not be considered; education as a whole will determine the decision of the examiners, who will personally accompany the children in the open air in order to become quietly acquainted with what they know of mankind, of past and present history.