To be able to use one's eyes in the worlds of nature, man, and art, to be able to read good things--these are the two great ends to which home and school education should direct their course. If the child has these capacities, he can learn almost everything else himself. I may remark in passing, that a sound development of the imagination has not only an æsthetic but an ethical significance. It is really the foundation for active sympathy all round. Numerous cruelties are committed now by people who have not sufficient imagination to see how their acts affect others. In my dreamed-of school, founded along these lines, there is perfect freedom in selecting subjects. The school offers the subjects, but it forces no one to take them. English, German, French, natural science, mathematics, history, and geography are taught. The mother tongue is practiced fluently in speaking, reading, and writing. But in this case grammar is superfluous both for general education and for using a language; it belongs to scientific study, not to general culture. Grammar should be applied in the case of foreign languages, only so far as it is absolutely necessary to appreciate the literature. This is the sole aim general culture has in view. Those who wish to speak the languages fluently, and write them correctly, must attain facility by continual study. Those who have mastered the literature very easily learn the rest. Those who are familiar with the literature of a foreign language, write it, even with the mistakes they make, better than the person who has put together a perfectly correct composition according to grammatical rules. After the child, in his language study, has made enough progress to understand a fairly easy book, he ought to work through one book after another, with the help of a dictionary and explain in his own language extempore what he reads. In this way is laid the foundation of a knowledge of literature, not the ready-made opinions of the histories of literature. Both in their own and in foreign literatures, the young must be lead to reality, not, as now, to its copy; to the sea, not to the water pipe. While the teacher is directing the study of language, he should try at the same time to help the scholar to a definite choice of books, and his choice should if possible be brought into relation with other subjects. So he will recommend literature connected with historical, scientific, or geographical study. Afterwards he will give a general analysis, and will read a passage aloud, or will encourage the scholar to read some favorite poem. But all poetry mongering--such as hacking a poem to pieces by divisions into strophies and sections--is to be forbidden.