It was in this spirit also that Count Czaky (when Minister of Education in Hungary), replying to the sarcastic suggestion of one of the Deputies, during the debate on the revision of the curriculum of classical studies, that "the lazy children should be asked whether they liked to study Greek or not," said that "when it became necessary, he would willingly listen to the children themselves." That children have some rights in the matter is a view that is slowly but surely fixing itself in the minds of the people,--that the school should be something more than an intellectual prison-house, a mental and moral tread-mill, a place to put children in out of the way of the family, a dark cave into which happy, freedom-loving, joyous childhood must perforce retire from that communion with nature which makes the health of its body and the salvation of its soul. This false theory of education is vanishing, however tardily, before the teachings of the new psychology and the new anthropology, which demand a knowledge of what the child is, feels, thinks, before they will be party to any attempt to make him be, feel, think, something different. The school is but a modified form of society, of its fundamental institution, the family. Dr. Eiccardi, in the introduction to his _Antropologia e Pedagogia_,-in which he discusses a mass of psychological, sociological, and anthropological observations and statistics,--well says (336. 12):-- "The school is a little society, whose citizens are the scholars. The teacher has not merely to instruct the pupil, but ought also to teach him to live in the little school-society and thus fitly prepare him to live in the great society of humanity. And just as men are classified in human society, so ought to be classified the scholars in the little school-society; and just as the teacher looks upon the great human world in movement upon the earth, so ought he also to look upon that little world called the school, observing its elements with a positive eye, without preconceptions and without prejudices. The teacher, therefore, in regard to the school-organism, is as a legislator in regard to society. And the true and wise legislator does not give laws to the governed, does not offer security and liberty to the citizens, until after he has made a profound study of his country and of society. Let the teacher try for some time to take these criteria into his school; let him try to apply in the school many of those facts and usages which are commonly employed in human society, and he will see how, little by little, almost unnoticeably, the primitive idea of the school will be modified in his mind, and he will see how the school itself will assume the true character which it ought to have, that is, the character of a microscopic social organism. This legislator for our children, by making the children and youths clearly see of themselves that the school is nothing else but a little society, where they are taught to live, and by