the teaching of history in the modern elementary school, we find that the pupils, instead of acquiring some general ideas upon universal history, and the history of civilisation, have their minds crammed with a jingo record of wars and dynasties, a mass of dates of battles and other trivial incidents, patriotic anniversaries, and a biassed selection of anecdotes--all this having no other object than to bring the children up as jingoes and anti-socialists. _Home Work._--The idea that children must have no home work to do, and that they should do all their work at school, is an exaggerated one. But the fact remains that the tendency of the modern elementary school is to overburden children with home work. This is all the worse because the work at school is often too much for the pupils, and to add home work is then sheer cruelty. The domestic arrangements in the majority of proletarian homes are so exiguous, that it is impossible for children to find the necessary conveniences and the necessary order and quiet for any considerable amount of home work. _The Exclusion of Certain Children._--In the public elementary schools we find many children who ought not to be there--children, for example, with arrested development, abnormal, neglected, &c. If in any class there are many children suffering from arrest of mental development, one of two things may happen--the teacher may devote special attention to them, or he may not. In the former case, the progress of the whole class is hindered; in the latter case, the unfortunate backward children fall yet farther behind. Morally neglected children, and children with criminal tendencies, should be removed from the school, or they will corrupt the other children. But if they are excluded, we have to fear that we are depriving them of their last chance of improvement, and that they will become more neglected than ever. To-day we find that there is a most deplorable increase, above all in the large towns and manufacturing centres, in the number of children who habitually evade school attendance or play truant from school, idle about through the days, and then, after school hours, and in fear of punishment, keep also away from home. It has been proved that the great majority of these habitual truants are feeble-minded to a degree, and for this reason tend to adopt a vagabond life. If such a child is excluded from school, it legally attains the condition of liberation from the obligation of school attendance which it had previously attained illegally though in actual fact. Chiefly in consequence of the inadequate psychological training of the teachers, feeble-mindedness and other mental and moral abnormalities in children are apt to be overlooked. It is desirable that all teachers should receive a far more thorough training in the psychology of education than has hitherto been customary. It is necessary that for weak-minded children, or for those who are in other respects backward or abnormal, special