After the children all over the country have been educated to about fifteen years of age, in such real common schools, some working more with the brain, others with their hands, the application schools will begin--schools for classical studies, for exact, for social or æsthetic sciences; for handicrafts and handwork; for different professions and state positions; schools with different principles and methods, schools which can produce manifold differing forms of training and individuality. Education then, instead of being as now, the creator of servile souls, the devotees of formalism, or of characters who hate all forms in a spirit of revolt, will bring fresh personal powers to intellectual and material culture alike, to the sciences and the inventive faculties, to artistic talent and to the whole art of life. It will awaken and encourage capacity to find out new scientific methods, to think youthful thoughts, to make clever discoveries. Educated human beings will apply to the whole sphere of culture their experience in their own experiments, their own activity, their own efforts; for all of which the school and the home will have already laid the foundation. In the school, the painful restlessness of the present "to get somewhere" will disappear entirely. In the calm, profound atmosphere of my school, the young generation will be trained to believe that the most important thing for man is not to do something, but to be something. It may be harsh to say that common natures are reckoned by what they do, noble natures by what they are; yet it is a deep truth, forgotten in this century of activity, in this age of woman. But it is bound to be remembered in the century of contemplation, in the century of the child. These principles will be applied, too, perhaps, in the field of practical work. Machines and electricity accomplish work that can give no creative enjoyment; handwork will be again a portion of man's happiness; we shall live through a second Renaissance, the renewal of the personal joy which the man of earlier times experienced when the artistic moulding, when the rich, coloured tapestry, the beautiful piece of carving came from his own hand. The present school system leads to the fabrication of unnecessary articles by the dozen. It does not lead to a true love and appreciation of professional work, that love and appreciation from which, in the great period of art, artistic production organically arose.