instance, pretty well what was my own Galtonian rank as a schoolboy, and I am constantly asking myself whether my boy will do as well, better, or worse. Now fortunately I do happen to remember roughly what stages I had reached at one or two transition periods of school-life; but if only such an Album had been kept for me, I could turn it up and check my boy against myself in each subject at each yearly stage. You will gather from this that I consider it of great importance that ample details of school-work and intellectual development should be entered in the Album. I find the space at my disposal for these entries insufficient, and consequently I summarize in the Album and insert a reference to sheets of fuller details which I keep; but it might be well, when another edition of the Album comes to be published, to agitate for the insertion of extra blank pages after the age of eight or nine, in order to allow of the transcription of full school-reports. However, the great thing is to induce people to keep an Album that will form the nucleus round which any number of fuller records can cluster."
It is not necessary that the Galtonian type of Album should be rigidly preserved, and I am indebted to "Henry Hamill," the author of The Truth We Owe to Youth, for the following suggestions as to the way in which such a record may be carried out: