If we thus eliminate languages and simplify geography and history we give the modern teacher a more hopeful opportunity. It is surely the universal experience that we forget nine-tenths of the geographical details we learn at school, and we find little inconvenience in re-learning such as we need to master in later years. A judicious outline-scheme, with more physiography and less of useless detail, and a fuller account of one's national geography (not because it describes the child's country, but because it is practical information) would suffice. The remainder, or part of it, could be imparted in technical training for commerce. History should be wholly remodelled. It is ludicrous to-day to make the child grow pale and worn over the past royal families and wars of England, and dismiss the general history of the race in a page or two. A fine scheme of the history, and even the prehistory and origin, of the human race, with so much fuller information about the child's own country as is useful for the understanding of its institutions and monuments, could be imparted in less time, with more interest, and with far greater profit. The patriotic sham deeply vitiates our scheme of instruction and makes the training of the child scandalously one-sided and exacting. Germany has recently shown us the pernicious results of this political perversion of education. Passing to the moral education of children, we at once find it cruelly distorted and enfeebled by a religious sham of the least defensible nature. Such moralists as Kant and Emerson hardly exaggerated the human importance of moral law, however much they failed to understand its human significance. Character is the pivot on which life turns. The general diffusion of fine qualities of character would transform the earth, quite apart from economic and political reform, and lead to a speedier settlement of our industrial and international difficulties. It is therefore of supreme importance to train the will or character of the child from its earliest years. Yet there is no other branch of our education, and hardly any other branch of our life, in which we tolerate so crude and ludicrous a pretence of work.