Since childhood is the best time for securing the familiar use of languages, after parents and teachers agree which scholars shall take up languages, children so selected will study English and French, each for two years successively, then let them have two years of German, or reverse this arrangement. In this way a language will always be studied with other subjects, never three languages together. It is really only possible to take in a language, as a possession to be kept through the future, and never lost, by giving to it alone two years of really thorough study. Scholars who want to continue their drawing or learn any kind of handwork, can combine it with the study of the main subjects. Chorus singing should be practised every day for the whole year, indoors and in the open air. It should be treated as a means of expressing the feelings, not as an introduction for developing musical capacities, though for that matter singing can give a lead to the discovery of musical talent. As to the four principal subjects, history, geography, natural science, and mathematics, they should not be studied at the same time. The shallow multiplicity of the present system is a burden to all; it works like the "water torture" on talented individuals. It wears out their desire to learn, their initiative, their individuality, their joy of living. Those under this torture never get a breathing spell, are never able to do thorough work, and so become superficial. In my ideal school, mathematics will be learnt in winter, as it is suitable for the cold and clear winter air. In spring and in autumn, nature, out of doors, in nature itself, will be studied, not each department of nature as a special subject. An insight into geology, botany, and the animal world will be attained in their close natural union. The scholar will learn separate objects through the actual observation of life. In the text-book of life they will gain in its broad outlines a combined sketch of what they have acquired through intellectual processes. On rainy days they will construct for themselves in writing and in drawing a general sketch of what they have seen. General culture does not mean knowing the number of stamens or the number of articulations of a hundred flowers or skeletons. What educates and acts on the feelings and imagination, on thought and character, too, for that matter, is observing and combining natural phenomena; the ability to follow the laws of life and development in the natural world about us. The last member in the scheme of development is man. So the study of man from the standpoint of physiology and hygiene, should come last; consideration for the psychology of the child, urges too, that the foundation for the knowledge of organic nature, physics, and chemistry, should complete the educational structure.