The _next_ thing that matters is that all children must be regarded as individuals: there has been much more talk of this lately, but practical difficulties are often raised as a bar. If teachers and parents continue to accept the conditions which make it difficult, such as large classes, and a need to hasten, there will always be a bar: if individuality is held as one of the greatest things in education, authorities cannot continue to economise so as to make it impossible. It is the individual part of each child that is his most precious possession, his immortal side: Froebel calls it his "divine essence," and makes the cultivation of it the aim of education; he is right, and any more general aim will lead only to half-developed human beings. If we accept the principle that only goodness is fundamental and evil a distortion of nature, we need have no fear about cultivating individuals. Every doctor assures us that all normal babies are naturally healthy; they are also naturally good, but evil is easily aroused by arbitrary interference or by mismanagement. The _third_ thing that matters belongs more especially to the intellectual life; it might be described as the making of right associations. More than any other side of training, the making of associations means the making of the intelligent person. To see life in patches is to see pieces of a great picture by the square inch, and never to see the relationship of these to each other--never to see the whole. The _fourth_ thing that matters is the making of good and serviceable habits: much has been said on this, in connection with the nursery class, and it is at that stage that the process is most important, but it should never cease. If a child is to have time and opportunity to develop his individuality he must not be hampered by having to be conscious of things that belong to the subconscious region. To start a child with a foundation of good habits is better than riches. The _fifth_ thing that matters is the realisation by teachers that _opportunities_ matter more than results; opportunities to discover, to learn, to comprehend all sides of life, to be an individual, to appreciate beauty, to go at one's own rate; some are material in their nature, such as the actual surroundings of the child in school; others are rather in the atmosphere, such as refraining from interference, encouragement, suggestion, spirituality. The teacher has the making of opportunities largely in her own hands. The _sixth_ thing, that matters is the cultivation of the divine gift of imagination; both morality and spirituality spring from this; meanness, cowardice, lack of sympathy, sensuality, materialism, quickly grow where there is no imagination. It refines and intensifies personality, it opens a door to things beyond the senses. It makes possible appreciation of the things of the spirit, and appreciation is a thousand times more important than knowledge.