out of history altogether--and frequently economics and politics as well when these cannot be made to square with popular convictions; philosophy and logic are already pretty well discarded, except for special electives and post-graduate courses, and as for art in its multifarious forms we know it not, unless it be in the rudimentary and devitalized form of free-hand drawing and occasional concerted singing. The only thing that is left in the line of emotional stimulus is competitive athletics, and for this reason I sometimes think it one of the most valuable factors in public education. It has, however, another function, and that is the coordination of training and life; it is in a sense an _école d'application,_ and through it the student, for once in a way, tries out his acquired mental equipment and his expanding character--as well as his physical prowess--against the circumstances of active vitality. It is just this sort of thing that for so long made the "public schools" of England, however limited or defective may have been the curriculum, a vital force in the development of British character. At best, however, this seems to me but an indifferent substitute, an inadequate "extra," doing limitedly the real work of education by indirection. What we need (granting my assumption of character as the _terminus ad quem_) is an educational system so recast that the formal studies and the collateral influences and the school life shall be more coordinated in themselves and with life, and that the resulting stimulus shall be equally operative along intellectual, emotional and creative lines. It is sufficiently easy to make suggestions as to how this is to be accomplished, to lay out programmes and lay down curricula, but here as elsewhere this does not amount to much; the change must come and the institutions develop as the result of the operations of life. If we can change our view of the object of education, the very force of life, working through experience, will adequately determine the forms. It is not therefore as a meticulous and mechanical system that I make the following suggestions as to certain desirable changes, but rather to indicate more exactly what I mean by a scheme of education that will work primarily towards the development of character.