The future school of my dreams will be surrounded by large gardens, where, as in already-existing schools in some places, the feeling for beauty will be directly encouraged. The individual scholars will arrange the flowers in the school and at home. They will take them home in order to adorn the window garden, and every schoolroom in winter will have a garden of this kind. This will be the natural method of making the simplest of all esthetic enjoyments a universal need. But taste must not be developed by instruction in the art of arranging flowers; this is to be attained only by pointing out those that have been arranged in the most beautiful way. In this as in all other things, self-help is essential. Natural dexterity will be attained by book-binding, turning, and other kinds of handwork, also by gardening and play. Such training has far greater educational value than the systematic types. The purposelessness and the uniformity of these are the terror of youth. Gymnastics should only be used on days when the weather makes bodily exercise in the open air impossible; they can certainly be made more living by being connected with physiology and hygiene, just as mathematics can be made real by being combined with handwork and drawing. But nothing can equal the value of movement in the open air. Besides its garden, the future school will have its hall. Outside it will have a playground for dancing and really free play--I mean the kind of play where children, after they have learnt the game, are left to themselves. Games constantly accompanied by a teacher make play a parody. The development of beauty will become the aim of physical instruction as it once was with the Greeks, not simply physical strength. Through different kinds of hand and garden work, the child will be spared from a number of requirements in mathematics and physics, because he will in many things make discoveries himself. In the methods of school drudgery the child learns that a seed grows by warmth and moisture. In real training, the child himself sows the seed and sees what happens to it; this system is followed I believe in many schools, but only as proofs of a given abstract statement. The mistake of the modern school is really just here; it illustrates its course of instruction by, as it were, over-charging the child's attention, instead of giving him time and opportunity to originate for himself. In the future school-building, there will be no class-rooms at all, but different halls with ample material provided for different subjects, and, by the side of them, rooms for work where each scholar will have a place assigned to him for private study. Common examinations will only take place when several scholars are ready and willing, anxious to be examined on the same subject; and each student can ask for the examination independent of the rest.