All the lines of our investigation, as well as the most competent testimony, thus converge in showing that the object-lesson and common-things teaching is but a partial and preliminary resource in the business of education; that, to avoid working positive harm, it must be restricted within due limits of age, capacity, and subject; that it is not, therefore, the real and total present desideratum of our schools; and that, subsequently to the completion of the more purely sensuous and percipient phase of the mind, and to the acquirement of the store of simpler ideas and information, and the degree of capacity, that ought to be secured during that period--hence, from an age not later than eleven, or according as circumstances may determine, thirteen years--all the true and desirable ends of education, whether they be right mental habits and tastes, discipline and power of the faculties, or a large information and practical command of the acquisitions made--all these ends, we say, are thenceforward most certainly secured by the systematic prosecution, in a proper method, of the usually recognized distinct branches or departments of scientific knowledge. Let then, 'common things,' _et id genus omne_, early enough give place to thorough-going study of the elements of Geometry, of Geography, Arithmetic, Language, (including Grammar,) of Natural Philosophy, Chemistry, Botany, Physiology, and something of their derivations and applications. Thus shall our schools produce a race not of mere curious _gazers_, but of conscious and purposive investigators; not a generation of intellectual truants and vagabonds, but one of definitely skilled cultivators of definite domains in handicraft, art, or science. We are compelled to take issue, therefore, with Mr. Spencer's recommendation, indorsed in the Chicago Report, to the effect that object-lessons should, after a 'different fashion,' 'be extended to a range of things far wider, and continued to a period far later than now.' Not so: after any possible fashion. But let us, as early as the child's capacity and preparation will allow, have the individualized, consecutive studies, and the very manner of studying which shall be made to do _for the higher and the lower intellectual faculties together, what well-conducted object-lessons can and now do perform, mainly for the lower_. Of all school-method, this we conceive to be the true end and consummation. This would be the ultimate fruitage of the Baconian philosophy, and of philosophy larger than the Baconian--by as much as the whole is greater than any part--in the school-life and work of every boy and girl admitted to the benefits of our courses of instruction.