In mathematics, at least, the same criticism will hold. Geometry is, of course, no longer a mere task of memorisation; but the positive knowledge of problems is not of the least use, save in a few exceptional cases, and the training of the mind might be achieved by lessons in natural science. In natural science itself one might quarrel with much of the material given: not one in ten thousand, for instance, will even remember in later years the elements of botany. But at least we are, in giving scientific information, training the young to inquire into the nature of positive reality and initiating them to branches of knowledge in which they can easily advance in later years, since we have so fine a popular literature of science, and the advance will be a considerable gain in their whole mental outlook. It is chiefly in regard to history and geography that time and labour might be spared, and more leisure given for ensuring that the child will assimilate the knowledge imparted. Mental energy should not be wasted in mastering an immense collection of facts which, experience shows, are certain to be forgotten within a few years. I may also recall that, when we choose to carry out the elementary reform of abolishing the plurality of tongues, a vast economy will be made in the curriculum, and really useful knowledge will be imparted more thoroughly and with finer attention to the texture of the child's brain. The academic plea, that there is excellent training in a thorough study of Latin and Greek, may be freely granted. But there is just as excellent a training in the thorough study of such branches of science as are fitted for the school, and the positive information gained is permanently useful.