We regard it as one of the first principles of our pædagogical mission that there is no such duality of character in any individual—one which sees and appreciates truth and goodness, and one which follows evil. And, since we take natural science as our guide in education, a further consequence will be recognised; we shall endeavour to secure that the intellectual impressions which science conveys to the pupil shall be converted into the sap of sentiment and shall be intensely loved. When sentiment is strong it penetrates and diffuses itself through the deepest recesses of a man’s being, pervading and giving a special colour to his character. And as a man’s conduct must revolve within the circle of his character, it follows that a youth educated in the manner we have indicated will, when he comes to rule himself, recognise science as the one helpful master of his life. The school was opened on September 8, 1901, with thirty pupils—twelve girls and eighteen boys. These sufficed for the purpose of our experiment, and we had no intention of increasing the number for a time, so that we might keep a more effective watch on the pupils. The enemies of the new school would take the first opportunity to criticise our work in co-educating boys and girls. The people present at the opening were partly attracted by the notices of our work published in the press, and partly consisted of the parents of the pupils and delegates of various working-class societies who had been invited on account of their assistance to me. I was supported in the chair by the teachers and the Committee of Consultation, two of whom expounded the system and aim of the school. In this quiet fashion we inaugurated a work that was destined to last. We created the Modern, Scientific, and Rational School, the fame of which soon spread in Europe and America. Time may witness a change of its name—the “Modern” School—but the description “scientific and rational” will be more and more fully vindicated. CHAPTER V. THE CO-EDUCATION OF THE SEXES The most important point in our programme of rational education, in view of the intellectual condition of the country, and the feature which was most likely to shock current prejudices and habits, was the co-education of boys and girls.