Amid all the fog of controversy and all the noise of disputing cheap-jacks that surrounds the art and practice of education I see some of these infants' class-rooms as clear beacons showing the incontestably true course. I cannot see any limit of years to its progress. Many boys' and girls' schools have grasped the same principles and extended them to the age of fourteen with the same undeniable success in the results. Naturally, as the child grows the method has to be adapted, but the principle remains steadfast. I would not describe it as "freedom," because the child is not free, though he feels free. One never doubts the existence of a controlling will. But what is encouraged is authentic expression. In writing, topics are set which draw out of the child's own world the child's own thoughts. He is guided to think for himself and to speak his thoughts fearlessly. The skill of the teacher is shown mainly in the choice of subjects and the discretion with which corrections are made. Observation is translated into description, first in speech and then, when the pencil has been mastered, in writing. A child of nine may be asked to describe a corner of the class-room so that a blind man could understand exactly what is there and what it looks like. A child of twelve may be asked to describe the prettiest room she ever saw. A child of fourteen may be asked to describe the Harrow Road (_a_) on a Saturday night, (_b_) on a Sunday morning. Why stop at fourteen? As well as observation and description, the infant school trains the elements of imagination and invention. Cannot the child who at eight years old wrote on "If I were the King...." profitably be asked to write on "If I had been Oliver Cromwell...." at eighteen? In one girls' school the teacher merely wrote on the blackboard "When the Moon went out" and left the rest to the class. In the same way children can be trained to argue _pro_ and _contra_ about problems of their own lives which clearly admit of argument, like "Would you rather be six or sixteen?" "Would you rather be a boy or a girl?" People new to the method might suppose that, although the brighter children could possibly attack such themes with success, the ordinary or dull child would be left staring. It is not so. Whole classes of children trained in this way produce work which is pleasant to read. The essentials seem to be stimulating topics, authentic expression without dictation, and constant practice. To one who has seen the elementary steps there is no magic in the Perse Plays or the Draconian Poems. They are natural. It is dullness that is artificial. Real dullness, such as one finds in Common Rooms, Mess Rooms, Pulpits, and Government Offices is the fruit of a long, careful, and generally expensive education in that quality.