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concerning much that I had heard gave way at once upon my seeing the beauty and venerable appearance of this delightful city. For half an hour or so I forgot both myself and Arowhena.

After supper Mr Thims told me a good deal about the system of education which is here practised. I already knew a part of what I heard, but much was new to me, and I obtained a better idea of the Erewhonian position than I had done hitherto: nevertheless there were parts of the scheme of which I could not comprehend the fitness, although I fully admit that this inability was probably the result of my having been myself trained so very differently, and to my being then much out of sorts.

The main feature in their system is the prominence which they give to a study which I can only translate by the word "hypothetics." They argue thus—that to teach a boy merely the nature of the things which exist in the world around him, and about which he will have to be conversant during his whole life, would be giving him but a narrow and shallow conception of the universe, which it is urged might contain all manner of things which are not now to be found therein. To open his eyes to these possibilities, and so to prepare him for all sorts of emergencies, is the object of this system of hypothetics. To imagine a set of utterly strange and impossible contingencies, and require the youths to give intelligent answers to the questions that arise therefrom, is reckoned the fittest conceivable way of preparing them for the actual conduct of their affairs in after life.

Thus they are taught what is called the hypothetical language for many of their best years—a language