The query of a humourist, why he should do anything for posterity since posterity had done nothing for him, set me to thinking in my early youth in the most serious way. I felt that posterity had done much for its forefathers. It had given them an infinite horizon for the future beyond the bounds of their daily effort. We must in the child see the new fate of the human race; we must carefully treat the fine threads in the child's soul because these are the threads that one day will form the woof of world events. We must realise that every pebble by which one breaks into the glassy depths of the child's soul will extend its influence through centuries and centuries in ever widening circles. Through our fathers, without our will and without choice, we are given a destiny which controls the deepest foundation of our own being. Through our posterity, which we ourselves create, we can in a certain measure, as free beings, determine the future destiny of the human race. By a realisation of all this in an entirely new way, by seeing the whole process in the light of the religion of development, the twentieth century will be the century of the child. This will come about in two ways. Adults will first come to an understanding of the child's character and then the simplicity of the child's character will be kept by adults. So the old social order will be able to renew itself. Psychological pedagogy has an exalted ancestry. I will not go back to those artists in education called Socrates and Jesus, but I commence with the modern world. In the hours of its sunrise, in which we, who look back, think we see a futile Renaissance, then as now the spring flowers came up amid the decaying foliage. At this period there came a demand for the remodelling of education through the great figure of modern times, Montaigne, that skeptic who had so deep a reverence for realities. In his Essays, in his Letters to the Countess of Gurson, are found all of the elements for the education of the future. About the great German and Swiss specialists in pedagogy and psychology, Comenius, Basedow, Pestalozzi, Salzmann, Froebel, Herbart, I do not need to speak. I will only mention that the greatest men of Germany, Lessing, Herder, Goethe, Kant and others, took the side of natural training. In regard to England it is well known that John Locke in his Thoughts on Education, was a worthy predecessor of Herbert Spencer, whose book on education in its intellectual, moral, and physical relations, was the most noteworthy book on education in the last century.