making them see the points of resemblance and of contact with the great human society, will engender in the minds of the pupils the conscience of duty and of right; will create in them the primitive feeling of justice and of equity. And the pupils, feeling that there is a real association, feeling that they do form part of a little world, and are not something merely gathered together by chance for a few hours, will form a compact homogeneous scholastic association, in which all will try to be something, and of which all will be proud. In this way will the assemblage of disparate, diverse, heterogeneous elements, with which the school begins the year, be able to become homogeneous and create a true school organism. And if the teacher will persevere, whether in the direction of the school, in the classification of the pupils, or in the different contingencies that arise, in applying those criteria, those ideas, those forms, which are commonly employed in society, he will be favouring the homogeneity of the little organism which he has to instruct and to educate. He will thus have always before his mind all the organic, psychic, and moral characteristics of human society and will see the differences from, and the resemblances to, those of the school-organism. In so far will he have an example, a law, a criterion, a form to follow in the direction of the little human society entrusted to him, with its beautiful and its ugly side, its good and its bad, its vices and its virtues. This idea of the school as an organism, however much it seems destined to overturn ideas of the past, will be the crucible from which will be turned out in the near future all the reforms and many new ideas." This view of the school as an organism, a social microcosm, a little society within the great human society, having its resemblances to, and its differences from, the family and the nation, is one that the new development of "child-study" seems bound to promote and advance. Rank paternalism has made its exit from the great human society, but it has yet a strong hold upon the school. It is only in comparatively recent times that motherhood, which, as Zmigrodzki says, has been the basis of our civilization, has been allowed to exercise its best influence upon the scholastic microcosm. Paternalism and celibacy must be made to yield up the strong grasp which they have upon the educational institutions of the land, and the early years of the life of man must be confided to the care of the mother-spirit, which the individual man and the race alike have deified in their golden age. The mother who laid so well the foundations of the great human society, the originator of its earliest arts, the warder of its faiths and its beliefs, the mother, who built up the family, must be trusted with some large share in the building of the school. _Child-Sociology._