determined mainly by the decision of the upper classes as to what it is expedient that the lower classes should be taught. Education at home by a tutor or governess is in certain respects superior, and in other respects inferior, to that obtainable at the public elementary school. The advantages of home instruction are, first, that it has a more individual character, since the tutor or governess is more intimately acquainted with the child, and each individual child receives a comparatively larger share of the teacher’s attention; secondly, in the case of a large family, we have the best possible type of co-education; thirdly, the unhygienic influences of the public elementary school can be avoided. The disadvantages are: a really good tutor or governess is by no means easy to find, and in the absence of such a one, the education is most inefficient; the domestic instructor is but a single person, whereas in the public elementary school there are a number of teachers, and the defects of one will be compensated by the good qualities of another; we may even say that the defects of the teachers are more than compensated by the other influences of the public elementary school. Education by a domestic instructor can never make good for the child the lack of the multiform life of the school, which affords so admirable a preparation for later life. In the school there are many children who compete with one another, but also form friendships with one another. However questionable it may be, on grounds of principle, whether for the purposes of instruction and education it is proper to appeal to the ambition, competitive zeal, and envy of children, yet we have to admit that so long as the present order of society continues, based upon individualism and free competition, it is absolutely essential that children should be prepared for individualism and free competition. If the domestic instructor gets on friendly terms with the child, his authority is apt thereby to be undermined; but if he remains on purely formal terms, he risks the repression of the child’s individuality. Friction between parents and domestic instructors is almost inevitable. Education in the public elementary school costs far less per child than domestic instruction, and this saving is advantageous, not to the individual only, but from the standpoint of public economy. It is altogether opposed to the interest of public economy that each child should have a separate teacher; that certain work, which can be properly performed by a certain number of teachers, should be done in such a way as to need ten times that number of teachers. To do this is to waste time and energy which in the interest of public economy might be much better employed. When some children are educated at home and others in the public elementary school, the two classes of children have entirely a different education, and this can only tend to accentuate class contrasts, which are already excessive.