All who are interested in educational matters cannot fail to be conscious of the widespread spirit of unrest that is abroad. The energy of this association and other similar bodies is proof enough of the increased interest in the efforts that are being made to examine and recast, in the light of modern work, the existing forms of secondary education, and to grapple with the new problems created by a changing system of external forces. Criticism within this sphere is as healthy as it is inevitable, just because it secures a careful scrutiny of the grounds for proposed alterations; and it should serve as a safeguard against fantastic and ill-considered developments of methods and ideas that under proper limitations may be both serviceable and stimulating. Any proposal to introduce a new variety of an old subject, and still more an apparently fresh theme, into the curriculum can only lead to beneficial results if a thorough investigation of the principles involved and the purpose in view has first led to a discrimination between the essential and non-essential, the useful and undesirable, elements of the subject.