The present system, in all fields of study, limits the natural capacity of the child in the concentration, the combination, and development of its powers. When it produces its best results, it turns children at the close of their school years into pocket encyclopedias, representing humanity's progress and knowledge. Only when such results as these cease to be called a harmonious development, will it be conceded that the school can and should have no other meaning than to give the child a preparation for continuing, through his whole life, the work of training and education. Only then will the school become a place where individuals get learning to last a lifetime, not as now, even when the best face is put upon it--where they are impoverished for life. Through the victory of these convictions alone will each individual get his rights at school; both the person who does not want to study, as well as the one who does. Consideration will be given to the individual who has to have books as means of training and to the other case where the activity of the eye and hand is required as a means to the same end. It will be a place for the person with practical talent and for the theorist, for the realist as well as for the idealist. Both classes can freely do what they can do best; the members of each class will often feel tempted to test their powers by doing what the other class is able to do. One-sidedness will be corrected naturally, not, as it is now, mercilessly flattened out through the steam-roller methods of the "harmonious ideal of training." To supply workers in these future schools, new normal schools must be provided. Patented pedagogy will give place to a type of teaching which considers the individual. Only the person who naturally or by training can play with children, live with children, learn from children, is fond of children, will be placed in the school to develop there for himself his individual methods. Positions will be given only after a year's trial. When this period is passed the teachers will not be tested by the examiner alone, one who has followed the instruction given by them during the year, but the children themselves will also be heard from on this question. Of course, no absolute value can be assigned to the judgment of children, but nevertheless it has a really great importance. The instinct of the child chooses with astonishing accuracy what is first-class. But what, in the case of the child, has this character? This question has been answered by Goethe, "The greatest fortune of the earth's children is personality alone."