The schools of to-day are made more and more into miniature worlds where children are taught how to live. The actual industries of the world as well as its art galleries, museums and parks are being utilized as part of public school equipment. The children are taken to the shops, the markets, the gardens, etc. _The New Spirit of Education_, by Arthur Henry, _Munsey’s Magazine_, 1902. A child’s capacities, however, are not centred in his intellect. On the passional side of his being, his spontaneous impulses of desire, fear, joy, grief, love, hatred, jealousy, etc., have to be studied, and educative forces found for their guidance and control. Moreover, the ultimate aim is not his subjection to fixed rules of life, but the establishment within the heart of the child of a supreme rule over all his passions. And again, every child has characteristics indicative of the course of development undergone by the special race to which he belongs. The geographical position and primitive industry of that race, its conquests and failures in struggling upwards from savagery to a measure of civilization—all have left an impress in specific effects. In respect of our formal methods of giving instruction there is much that is open to discussion; but the points usually raised are the best means of teaching grammar, history, geography, arithmetic, and so forth, not the far more important question of how best to achieve an all-round development in face of the organic unity and marvellous multiplicity of qualities in the child of a civilized race. Great improvement has taken place in every branch of school teaching both as regards the knowledge of teachers and the methods they adopt in imparting the knowledge; nevertheless, these improvements are minor matters as compared with the general question before us. During the rise and progress of our industrial system based on individualism, the constant fluctuations of trade, the competing of machinery against human labour, the perpetual danger of getting thrown out of work, the utter failure of thrift as any protection from intermittent poverty—have been factors eminently calculated to produce a highly nervous type of humanity. Children of that type may happily prove bright and eager amid wretched surroundings, but it were folly to expect them to show any impulse towards a high standard of living, any outlook beyond the immediate present, or any inherent check upon action socially immoral.