As in natural sciences we are beginning to give up false methods, and make the student return to the same subject, with a broader point of view, in the same way the child should at certain periods devote his attention to history and geography, and then leave them entirely alone. The endless circle, the drudgery, the repetitions, all looking to examinations as the end, will with the examinations be abolished. It is a matter of experience that the small details of all subjects slip from the memory two months after examinations. Most educated men have no recollection of the detailed knowledge they acquired in school, while the general impressions of that period still influence soul, heart, character, and will. This experience will be used, not as is done now, simply recognised as a common one. In my school the scholar interested in history will apply himself to it in the winter months; will read works about it, while others are devoting themselves to mathematics or geography. In spring these two classes of students can share in the excursions without active participation in the studies, while those who are inclined to natural science will draw, make collections, and use the microscope. One group can by studying geography bring themselves into contact with the life of nature and the life of man. So they will be led next year to study history in winter and to take part in science study during the spring and autumn. All these different combinations are to be thought out by parents, teachers, and scholars; they can only be indicated here. The final principle is that only two subjects can be studied at the same time. After the scholar has acquired from these all the education he can absorb at this stage, these subjects will be dismissed and taken up again by those who wish to specialise in one direction or the other. Instead of the separation of subjects that divides interest and strength in our present schools, in the new ones the chief aim will be concentration. In history, the space devoted to work will be limited to the amount demanded by present-day culture. History will then be the only subject suitable for general intellectual training,--the history of man's development. It will bring out the great principles of ethnography and sociology, of political economy, the lives of great men, the history of the church, art, and literature. In scientific study and in teaching mathematics, the men prominent in science and in discovery will find a place. Geography brings up points of view related to almost every study, and experience already acquired gives good reason for making this subject the centre of all instruction.