alistic dream of "Each for all,
and all for each."

I shall perhaps be asked _what provision is made in Utopia for
enabling the children to go through the drudgery of school-life, to
master the "3 R's," to "get up" the various subjects which the Code
prescribes, and so forth_. To this question there is but one answer:
the best possible provision. "Qui veut la fin veut les moyens." In
the life of organised play which the children lead, attractive ends
are ever being set before them. If they are to achieve these ends,
they must take the appropriate means. What children in other schools
might regard as drudgery, the Utopian takes in his stride. Reading,
writing, and arithmetic are means to ends beyond themselves, ends
which are constantly presenting themselves to the Utopian. If he is
to gratify his communicative instinct, he must learn to read and
write. If he is to gratify his dramatic instinct, he must, _inter
alia_, read with intelligence books of reference which would be
considered too advanced for the ordinary school-child. If he is to
gratify his inquisitive and constructive instincts, he must learn
to count, measure, and calculate. For whatever means may have to
be taken, must be taken by him. Egeria, as he knows well, will
do nothing for him which he can reasonably be expected to do for
himself. There are subjects, such as drawing, dancing, and singing,
which are, or at any rate ought to be, intrinsically delightful,
as being natural channels of self-expression. There are other
subjects, such as history, geography, and English, which can be made
delightful by being treated dramatically. The word "drudgery" has no
meaning for the Utopian child. A group of children in the highest
class recently committed to memory the whole "Trial Scene" of the
_Merchant of Venice_--some 300 lines or so of blank verse--in order
that they might give themselves the pleasure of acting it. They
accomplished this feat in a little more than a month. In the ordinary
elementary school the child who has committed 150 lines to memory
in the course of a year has done all that is required of him. The
getting up of a subject is drudgery only when the child can see no
meaning in what he is doing, only when the getting up of the subject
is regarded as an end in itself. In Utopia no subject, apart from
those which I have spoken of as intrinsically delightful, is taught
for its own sake. Subjects are taught there either as the means to
desired end