At the present time objectivity in instruction is exalted, but every great educator has achieved success by being entirely subjective. The teacher should be a lover of truth. Therefore he should never force a resisting object to serve his own views. As a result of this attitude, the more subjective he is, the better. The fuller and richer he communicates to the children the essence and power of his own view of life and his own character, so much the more will he forward their real development, provided, however, that he does not force upon them his opinions with the claim of infallibility. In this as in all other matters, the young should be allowed to exercise free choice. The teachers of both sexes in my school will have short hours of work, a long time to rest, and a large salary; that is, they will have the possibility of a continuous development. The limit of their service will be twenty years. After this period, they will become members of a school jury composed of parents and teachers, or they will assist in final examinations, as censors. These will be conducted as indicated above, in such a way that each censor shall pass a summer either at home or abroad, in company with young people, not more than five in number. By living with them the censor will be able to measure their capacity for absorbing an education; he can direct them in the choice of a profession. By a "Socratic" communication of practical wisdom, he will supply a substitute for the Confirmation Instruction which will no longer be given. The psychological value of this instruction is not to be actually found in what one learns from it, but in the direction of the mind to the serious questions and pursuits of life, in the awakening of ethical self-development, which is the factor of supreme importance in passing from childhood to youth. In this way the young will be initiated into the art of life. I mean by this the art of making one's own personality, one's own existence, an object of artistic interest and pursuit. The initiation will be conducted by a wise man, or by a woman who has kept her youthfulness, so that she understands the joys and pains of the young, their play and their seriousness, their dreams and aspirations, their faults and their dangers--leaders who can give indirect suggestions how young people should play their own melodies in the orchestra of life. My school will not come into existence while governments make their greatest sacrifices for militarism. Only when this tendency is overcome, a point in development will be reached, where one can see that the dearest school programme is also the cheapest. People will realise that strong manly brains and heart have the greatest social value. I have already said that this is no reform plan for the present that I am outlining here, only a dream for the future. But in our wonderful existence dreams are becoming at last actual realities.[1]