of all life has been made possible only by unceasing
variations, and that uniformity implies quiescence
ending in death--one might have thought that the
tendency would be, if not to foster variety, at any
rate to give full opportunity for it. Yet a re-
verse tendency has been produced by the causes ex-
plained.

Though we have not reached a state like that
boasted of by a French minister who said--" Now all
the children in France are saying the same lesson,"
yet if we compare our present state with our state
before board-schools were set up, we see a movement
towards a like ideal. We have a "Code" to which
managers and teachers must conform; and we have
inspectors who see that the conceptions of the cen-
tral authority are carried out. So far along some
lines has the regimental system gone, that the Board
of Education has had power to direct the metric sys-
tem to be taught: over-taxed children are, at the will
of the commanding officer, made to learn sets of meas-
ures which are not in use. Moreover, out of the
elementary course there has developed a secondary
course; and now have come technical schools to give
boys knowledge and aptitude fitting them for various
businesses. Schools of science, art-schools, and
schools of design, too, have been set up; so that the
State now prepares its, pupils not for life in general
only, but also for special careers. Meanwhile, as I

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