This is likely to be an irritating book, awkwardly written, difficult to read, vague in many things. As its hero it takes that non-existent, ever elusive personage whom, for want of any better name, it calls “The Child”. The first tenet of its creed is the assumption that what is needed for the future school is not so much reconstruction as a new start altogether, deeper foundations, a change of heart: and since even the most tentative reform soon finds itself involved in intricate problems of fundamentals it offers no excuse for attempting to expound at some length the psychological and philosophical background of the new education which, however unsatisfactorily, it seeks to advocate.