He advocates kindergartens and further development of the new subjects that have recently been added to the grammar school course; he opposes the specialization of the studies of children for their life work before the sixteenth or seventeenth year, favors complete development of the high school as well as the manual training, mechanics, art, the evening and the vacation schools, greater attention to physical education and development, and, finally, the greatest possible extension and development of our institutions of higher education.

He also advocates newer reforms, such as the employment of skilled physicians in connection with the schools, the opening of public spaces, country parks, beaches, city squares, gardens, or parkways for the instruction of school children.

He specifies in detail the improvements that are needed in school buildings, shows what is urgently demanded and is immediately practicable in the way of increasing the number of teachers, paying them better and giving them pensions, indicates the needed improvements in the administration of the school systems, urges the development of departmental instruction through several grades, and the addition of manual training to all the public schools along with a better instruction in music and drawing.
There are still other improvements in education which have already been tested and found to produce the most valuable results.

Perhaps the most important ones besides those demanded by Dr.Eliot are the providing of free or cheap lunches for undernourished children, and the system, already widespread in England and the other countries, of furnishing scholarships to carry the brighter children of the impecunious classes through the college, high school, and technical courses.

Even this policy of scholarships would lead us to full democracy in education only if by its means the child of the poorest individual had exactly the same opportunities as those of the richest.